Jennifer+McDonald

//SCHOOL PROFILE-DATA COLLECTION/ANALYSIS PROCESS (PHASE I)// //Jennifer A. McDonald//

Wauwatosa residents are primarily white (89%) the next highest would be African American residents with 4.5%. Although there are a few other ethnic groups that make their homes in Wauwatosa, their numbers are much smaller (U.S. Census Bureau). The population of this city is not very diverse luckily; it is located next to Milwaukee where there is a large diverse population. || According to The Village of Brown Deer’s website, Brown Deer has approximately 13,000 residents, is located in Milwaukee County. Brown Deer has a diverse population and is home to families representing a variety of racial, ethnic, and socio-economic backgrounds. The school district serves approximately 1,800 students (Village of Brown Deer, 2012). The village of Brown Deer has a White population of 62%. The African American population sits at 28%. There are a number of other ethnic groups such as Hispanic and Asian that make Brown Deer diverse village (U.S. Census Bureau). || Madison Elementary does not have a diverse student population and that may cause the students to have an unrealistic view of society. || Dean Elementary has 556 students. 40% of the student population is African American with the next largest population being White students at 34%. Asian enrollment follows at 11%. Two or more is 8%. Hispanic is 5.8%. American Indian is 0.7% (Department of Public Instruction, 2012). Dean Elementary has a very diverse student population, which reflects the diversity of society. This offers a rich educational experience for students. ||
 * || **Field 2**  ||  **Field 3**  ||
 * Mission and goals of the school || According to Madison Elementary School’s website, Madison Elementary School’s mission focuses on the fact that they believe all students can learn. They specifically mention promoting diversity, emotional and physical safety. Unity with the greater community is a key philosophy. Madison Elementary has a creed that asks students, staff and visitors to be positive, prepared and polite. Citizenship skills as well as personal responsibility for continuous improvement are cornerstones of success at Madison (School District of Wauwatosa, 2011) . || According to Dean Elementary School’s website, Dean Elementary School’s mission focuses on inspiring students to be passionate and creative about learning. They hope to produce innovative leaders who will go on to enrich the world. Dean, along with the greater Brown Deer district believe that keys to success are students who can adapt, thrive and excel ( Brown Deer School District, 2012) . ||
 * Demographics of the community || The city of Wauwatosa has approximately 46,000 residents. Wauwatosa is located within Milwaukee County and is a primarily residential city with many churches and parks. The school district serves approximately 7,000 students (School District of Wauwatosa, 2011).
 * Enrollment by Race/Ethnicity || Madison Elementary has 363 students. 60% of the student population is White with the next largest population being African American at 24%. Asian enrollment follows at 9%. Hispanic enrollment is 6%. American Indian enrollment is 0.6% (Department of Public Instruction, 2011).
 * Student Performance on WKCE by Race/Ethnicity || **Grade 3-African Americans,** the majority had scores in the proficient category (54%) with a much smaller number in the advanced category (18%). Basic (18%). Minimum (9%)
 * Grade 3-White,** the majority had scores in the advanced category (55%) with a smaller number (27%) in the proficient category. Basic (18%).
 * Grade 4- African Americans,** the numbers are a little more evenly distributed with basic category 38%, proficient category 23%, advanced category 38%.
 * Grade 4-White,** the majorities had scores in the advanced category (51%). Next is proficient (40%) (Department of Public Instruction, 2011).

There is a discrepancy between the achievement levels of white students and African American students in the advanced category of the WKCE test. White students are reaching the advanced level at a higher rate than African American students in grades 3 and 4. || **Grade 3-African Americans,** the majority had scores in the advanced category (43%) proficient category is next highest (37%) basic category (16%).
 * Grade 3-White,** the majority had scores in the advanced category (50%) with a smaller number (43%) in the proficient category.
 * Grade 4- African Americans,** the majority had scores in the proficient category (43%) with a smaller number in the advanced category (29%). Basic category (20%).
 * Grade 4-White,** the majority had scores in the advanced category (45%). Next is proficient (43%) Basic is next (10%) (Department of Public Instruction, 2012).

Although more White students are scoring in the advanced level, there is not as large of a gap between White students and African American students in the Brown Deer school district. ||
 * Student Performance on WKCE by Disabilities || **Grade 3- Students with disabilities,** the majority had scores in the basic category (36%). The next highest was the proficient category (27%). Advanced category (9%).
 * Grade 4-Students with disabilities**, The majority had scores in the proficient category (53%) The next highest was the basic category (33%). The rest of the students had no reported score (Department of Public Instruction, 2011).

It appears from the scores that the students with disabilities are less likely to score in the advanced category of the WKCE test. A significant number of students do score in the proficient category. || **Grade 3-Students with disabilities,** the majority had scores in the proficient category (61%). The next highest was basic category (30%). Advanced category (7%).
 * Grade 4-Students with disabilities,** the majority had scores in the proficient category (45%). The next highest was basic category (40%). Advanced category (9%) (Department of Public Instruction, 2012).

It appears from the scores that students with disabilities are more likely to score in the proficient category of the WKCE test. The number of students with disabilities that score in the advanced category is very low. ||
 * Student Performance on WKCE by English Proficiency || **Grade 3- No data available**


 * Grade 4**-Students who were proficient in English had a higher percentage scoring in the advanced category (47%) versus the students with limited English proficiency (0%). 75% of the students with limited English proficiency scored in the proficient category (Department of Public Instruction, 2011) . || **Grade 3-** Students who were proficient in English had a larger percentage of students score in the advanced category (50%) versus the students with limited English proficiency (33%). 50% of students with limited English proficiency scored in the proficient category.
 * Grade 4-** Of students who were proficient in English, 36% scored in the advanced category, 44% in the proficient category and 15% in the basic category. Of the students with limited English proficiency 11% scored in the advanced category, 66% in the proficient category, 22% in the basic category (Department of Public Instruction, 2012) . ||

//SCHOOL PROFILE-DATA COLLECTION/ANALYSIS PROCESS (PHASE II)// //Jennifer McDonald//

Dean Elementary has a strong school community. This is evident the minute you walk in the door. The diversity of the staff and students at Dean are instantly recognizable. In interviewing a few professionals at Dean, I realize that everyone has their own spin on what is culturally competent. This assignment raised a few eyebrows, the length and type of questions asked was met with some negativity. That being said, the professionals were good sports and answered the questions to the best of their abilities. I am very appreciative of the time they took out of their busy schedules to work with me. I found their answers to be interesting and thought provoking.

The professionals I interviewed gave slightly different answers to the question, what implications do student demographics have on students learning in the classroom. One said that it “doesn’t seem to affect the learning in the classroom” and the others said that it did affect the classroom learning. One teacher noted that some African American families are uncomfortable speaking with the White teacher and are more comfortable speaking with the African American paraprofessional. The next question asked, what “funds of knowledge” have you gained from your student’s families, was met with some confusion. After deciding that it meant what have you learned from the families of your students, the professionals all shared that they have learned that no matter what your background is, family support is of the utmost importance to student success. Another common thought was that it is very important to forge a good working relationship with the families of your students. You must sometimes leave your personal feelings aside and work with people for the common good of your students. One professional was comfortable answering the question “Have you noticed any patterns of achievement within your students by group membership?” That professional did not notice any patterns at all. Dean Elementary is extremely culturally diverse. This being said each professional admitted that promoting cultural awareness is always something they are “striving to improve.” One mentioned making an effort to add culturally diverse books to her classroom library and another talked about teaching about the different holidays that are represented in their classroom each year. These professionals integrate knowledge about diverse cultures in the community by talking about how all people are different and that each of us are unique in our own way. The students in one professional’s class do individual personal culture projects that have a large impact on the school community as they are hung in the hallway for all to see. Brown Deer Middle School students also come to Dean to read to students, this helps forge a relationship between the two school communities. The consensus about integrating 21st century skills was the use of Smart Board technology. I was told that students as young as 4K are using Smart Boards every day in the classroom. The school website also has links to quality educational tools that students can use on computers in the classroom as well as access from home. When asked about outreach services provided by the school all of the professionals pointed to the school’s Parent Teacher Organization. The PTO offers parent workshops throughout the year. These workshop topics include, Dad Matters, parenting support groups and Love and Logic. These and other parent, as well as student, resources are posted right next to the school office and easily accessible for all. As far as evidence that students are culturally competent each professional stated that all you need to do is observe their students and the work that they do and it is easy to see that the students at Dean School are culturally competent. The teachers pointed to the many examples that hang on the walls at this diverse elementary school. In supporting all students in understanding cultural competence, the professionals I interviewed all stressed the importance of having their students understand that fair is not always equal, “it is giving each student what they need.” One professional highlighted a program at Dean called Second Step. This program teaches students about feelings so they are better able to understand and express themselves in school appropriate ways. In one professional’s class the students are very young and they sometimes refer to students they don’t know by their color. The teacher encourages the students to describe the students in more detail and helps them to learn the other students’ actual names. The professionals I interviewed did not have experience with the ELL program or students involved in it. As far as what is going on in the state, the country and the world, the professionals I talked to said that other than learning about holidays around the world they pretty much stick to the classroom, school and the community of Brown Deer. The students are very young and not much goes on other than community field trips and visits from the middle school students. The professionals I interviewed were not involved in mentoring at all. They did all agree that they take advantage of cultural experts when they come across them. They especially like to take advantage of having parents come in and teach their students about a family’s cultural background. One professional stated, “Allowing parents to come in and educate students about their cultures gives us all a sense of community and respect.” Interviewing the professionals at Dean Elementary gave me an interesting perspective on the school’s attitudes toward cultural competency. The students and staff at Dean are very diverse. This is probably one of the most diverse schools I have experienced. The cultural competency here is high although some teachers do not seem to focus on culture at all. I believe that teachers should make cultural competency a focus even when they work in a diverse environment and have diverse students. The cultural competency at Dean is the most authentic I have experienced throughout my many field experiences. Cultural competency is not just something they talk about it is who they are.

//SCHOOL PROFILE PHASE 3// //Jennifer A. McDonald//

Dean Elementary School has an authentic cultural proficiency. Cultural proficiency is not just something the staff talks about; it is something that underlies the entire school community. I believe that this cultural proficiency comes from the very diverse make up of its student body. This school has a very prominent cultural identity that becomes evident as you walk through its halls where many students’ cultural projects and artwork hangs. The two biggest ethnic groups in the student body are a 40% African American population and a 34% white population. I believe that these figures being closer to equal than any other placement I’ve experienced leads to Dean having a much smaller discrepancy between white students and African American students scoring in the advanced category on the WKCE tests. Another factor contributing to the success of Dean students is the diverse staff at Dean Elementary. Not only are there many African American staff members there are also a number of male staff members. This allows students to learn from many different cultural perspectives and it more closely matches the student body’s cultural make up. Dean Elementary has a number of parent involvement opportunities. They support parents by offering many workshops such as Love and Logic. Dean also has a philosophy that dads are important to student success and have workshops geared specifically towards them. Parents, family members and community members are welcomed to participate in many volunteer opportunities at Dean. My cooperating teacher makes a strong effort in communicating with the parents of her 40 K4 students. She has a daily parent communication log and keeps track of all communication between herself and parents. This documentation allows her to track patterns and helps her to build a strong relationship with the families she serves. The school culture at Dean is most importantly a community. The Dean community is made up of staff, parents, students, extended families and greater community volunteers. I believe that this strong sense of community and the diverse make up of this community is a key factor in the fact that there is a very small achievement gap between White students and African American students at Dean Elementary School. = = = =

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