My School 's Current Family And Community Engagement Assessment

Parent and Community involvement does not occur overnight. I feel that schools must make parent and community involvement a priority, valuing and accepting each other’s differences. Schools, families and communities must work together to support all students in a learning environment to ensure every student is a successful learner. Positive family and school involvement fosters a partnership among my school encouraging students to reach their highest potential academically and in life. Parent and community involvement does not mean stay-at-home mothers coming to school to help as needed, or a businessman stopping by to see events occurring on campus. The role of school, family and community involvement is a partnership incorporating goal-oriented activities for all grade levels linked to academic success and student growth.

This paper will conduct a community assessment of Marion County, Indiana. Marion County is located in the heart of Indianapolis, which is the capital of the state of Indiana. Marion County was created April 1, 1822 and was formed from Delaware New Purchase. It was named after General Frances Marion from South Carolina in the Revolutionary War period. This assessment will address the health needs and risks of Marion County through the use of the WGU assessment forms identifying the population’s economic status, neighborhood and community safety inventory, cultural assessment, and the disaster assessment and planning guide.

Mrs. Alice McLoughlin-Doro is a Special Education teacher at Downers Grove South High School in Downers Grove, Illinois. The community is known for its excellent school districts. According to the 2010 census there were 47, 833 people living in Downers Grove with approximately 19,000 households and 13,000 families. The racial makeup of the school was reported to be 88% White, 3% African American, 5% Hispanic, 0.2% American Indian or Alaskan Native, 5% Asian, and 1.6% from two or more races. About 1.7% of families were below the poverty line. The school district report card reports the following racial/ethnic background for the school: 68.1% White, 10.3 African American, 11% Hispanic, 7.3% Asian, 0.2% American Indian, and 3.2% two or more races. The elementary schools, middle schools, and high school all perform very well academically receiving above state average scores on standardized tests. She has been working there for 10 years and is currently a Case Manager of 17 students, all with an IEP, all with different needs and goals in the LD department. She co-teaches two general education classes in English intervention, all freshman. Although she is a Special Education teacher, she works with all the students. She also teaches a READ 180, Tier 3 reading and english intervention. This is where we will be focusing on for this

San Bernardino City Unified School District houses one of the largest populations for students with moderate to severe disabilities within the Inland Empire. Over the past decade San Bernardino City Unified School District (SBCUSD) has sustained an influx of students who qualify for a moderate to severe special day classroom (SDC) setting and special education services. Effectively educating youth with moderate to severe disabilities is not a simplex task, as it requires multifaceted skillsets involving various special education professionals. Developing and executing a service delivery model that targets student’s individual needs, while simultaneously supporting students in strides towards life long goals is crucial. Carmack Elementary is one of fifty-two elementary schools within SBCUSD that only provides educational services to students with moderate to severe disabilities grades kindergarten through sixth. The community surrounding Carmack Elementary has been deemed high-poverty, indicating a vast majority of students who attend Carmack are presumed as low-income status. Lastly, a vast majority of students who attend Carmack Elementary qualify for the free and reduced meal program offered through the district.

Prior to 1975, no federal requirements existed for students with disabilities to attend school, or requirements for schools to attempt to teach students with disabilities (Salvia, Yesseldyke, & Bolt, 2013, p. 25). However, upon the enactment of several federal laws, such as Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB), student with disabilities received access to free, appropriate public education which in turned required students with disabilities to participate in statewide assessments. According to Public Law 94-142 (now included in IDEA), it requires an individual education program (IEP) for students with disabilities. As part of the IEP, it contains items such as present levels of academic achievement and functional performance, measurable annual goals, criteria of progress, special education and related services as well as documenting any necessary accommodations needed for statewide assessments. The author provides a comparison of statewide assessments including items such as participation, accommodations and types of assessments between the states of Texas and Massachusetts.

Education is a very complex and evolving process. Today, teaching entails educating a diverse population according to their unique individual needs. Schools are comprised of individuals with different races, beliefs, cultures, values, languages, social statues, etc. While considering both the historical and preset-day issues, I am able to see many parallels between racial integration in schools and integration of students with disabilities.

-Roles are assigned to give them a part that challenges them, but they are able to complete.

Busch Middle School of Character had a wonderful sense of community, each student, instructor, and family, made sure they were doing their part. I believe it’s important for educators to understand the needs of the families and community of their students because the more resources the better. When schools actively involve parents

I did my community assessment paper on Bristol Township, which was located in Bristol, Pennsylvania. Bristol Township is been known to be one of the oldest communities in Pennsylvania. In 1692, it was once incorporated as Buckingham Township before the name changed in 1702 to become what is now Bristol ( Wilson, 2014). Bristol Township links the intersections of Route 413, Route 95 and Pennsylvania Turnpike, and Interstate 95, with traffic to and from the megalopolis (Wilson, 2014) The Township has been known to be a main transportation center for automobiles, trains, light rails, and cargo ships, nevertheless, boats and cargo ships continue pass through the Delaware River’s banks at Bristol Township and passenger and

This is a profile of the school community for North Vista Elementary school. I have taught at this school for over ten years and served on the PTA Executive Board for three years. My children attend this school as well. Information for this assignment was gathered from online sources, news articles, phone interviews, and personal experience. Florence School District One is a diverse school district as a whole, and that diversity is a result of the merging of various communities within Florence School District One. For this assignment, I will focus on the North Florence community where my school is situated. The North Florence community has always been one of the poorest communities in Florence.

Community Assessment and Marco Analysis and Assessment of Community needs and Identification of Macro Themes Affecting solution to the Community Problems

Indian Hills east community is in Hidalgo County, on the outskirts of Mercedes Texas, which has a population of 2,591 residents. Indian hills community is located on North Baseline Road in which you make a right on to Campaucus drive and you will arrive at Indian Hills Neighborhood. Indian Hills is home to low-income families. The neighborhood contains one church in where there is also a community library. There is a grocery store located at the entrance of the neighborhood. Indian hills east is considered a colonial area, meaning this is a semi-rural area with substandard housing that presents a risk of health, and the overall physical well being of the members of the community. Indian hills is ranked at the top of the list of

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

Additionally, school teachers are facing a gargantuan amount of pressure to teach their students the information the students need to

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S