Elizabeth+K

Phase 1


 * Part 1**

( “StormonthElementary SchoolHome, 2012) || Asian alone- 622 (5%) Black alone- 266 (2%) Hispanic- 208 (2%) Two or more races- 143 (1%) Other race alone- 42 (.3%) || Caucasian alone- 6,169 (90%) Black alone- 287 (4%) Asian- 163 (2%) Hispanic- 157 (2%) Other race alone- 33 (.5%) Two or more races- 35(.5%) || African American- 10% Hispanic- 6% Caucasian- 75% Two or more- 4% || American Indian- .5% Asian- 6.8% Black- 12.1% Hispanic- 2.7% White- 77.4% Two or more- .4% || MinPerf- 8.3% Basic- 12.23% Proficient- 29.23% Advance- 32.3% MinPerf-3.3% Basic- 1.23% Proficient- 24.6% Advance- 73.1% || **Black Not Hispanic** MinPerf- 18.5% Basic- 18.15% Proficient- 37.9% Advance- 22% Basic- 1.55% Proficient- 23.85% Advance- 74.6% || Advance- 25.9% Proficient- 53.55% Basic- 28.6% MinPerf- 12.5% Advance- 73.35% Proficient- 23.95% Basic- 2.7% || **Students with Disabilities** Information given was 2% students were enrolled to take the test had disabilities
 * || Field 2 (Richards Elementary inWhitefish Bay,Wi) || Field 3 (StormonthElementary SchoolinFox Point,Wi) ||
 * Missionand goal of school || “It is because of the collaborative team work between the administration, teachers, students and parents and community members that are children achieve academic success and form happy memories of school. Our “hands-on” approach to teaching makes learning exciting and fun.” (“Education Function”, 2011) || StormonthSchoolserves more than 500 Children. The comprehensive and challenging curriculum prepares students not only for success at BaysideMiddle School, but also a global citizens of 21st Century. Low class sizes and personalized learning form the basis for a child centered education. Classes to enhance every child’s educational experience also complement differentiated classroom instruction.
 * Demographics of the community || Caucasian alone- 12,402 (91%)
 * Enrollment by Race/Ethnicity || Asian- 5%
 * Student Performance on WKCE by Race/Ethnicity || **Black not Hispanic**
 * White not Hispanic**
 * White not Hispanic**
 * Student Performance of WKCE by Disabilities || **Students with Disabilities-**
 * Students without Disabilities-**

Information given was 98% of the students took the test were without disabilities || 8/302= 3% 294/302= 97% || **Limited English Proficient** 5/159= 3% 154/159= 97% ||
 * Students without Disabilities**
 * Student Performance on WKCE by English Proficiency || **Limited English Proficient**
 * English Proficient**
 * English Proficient**

RichardsElementary School inWhitefish Bay,Wisconsin believes that it takes collaborative teamwork to have children achieve in academics but happy memories from school. They believe in making learning fun and exciting by using the hands on approach. StormonthElementary Schoolin Fox Point, Wisconsinbelieves that a comprehensive and challenging curriculum prepares their students for further education and for the 21st Century. They do everything possible to have child centered education by class size to differentiated classrooms instruction. Both of these schools prides themselves on putting their students first in school. They both agree that the child cannot succeed without collaboration and challenges. TheWhitefishBaycommunity inWisconsinis predominantly rich area with little diverse. In the matrix shows that the community is predominately Caucasian. The Asian community is rising inWhitefishBay, but it is no where close to the Caucasian percent. The Fox Point community inWisconsinis predominately rich area with little to no diversity. It is shows that the community of Fox Point is predominately Caucasian. This community does have a higher African American community thanWhitefishBay. Both of these communities are predominately Caucasians. Richards andStormonthElementary Schools enrollment shows that there little to no diversity in their schools. Over 75% of the students in both school are Caucasians. Both schools has at least ten percent of African American students in their schools. Both of these schools brings children in from the city ofMilwaukee because of the Choice Act. As we compare both of the demographic of the community and enrollment in these schools it shows that the Choice Act does play a part in diversity in their schools.
 * Mission** **and goal of school**
 * Demographic of the Community**
 * Enrollment by Race/Ethnicity**



Both of these schools show that race/ethnicity has nothing to do with test schools. Richards and Stormonth Caucasian students place proficient to advanced in the WKCE. Less than 2% of Caucasian students scored basic on the WKCE. The African American students in both schools shows that there are needs in improvement in high scores in the WKCE. African American students that attendStormonthElementary school shows that 18% of them scored lower than basic skills but minimal performance. It does show thatStormonthElementary School does show that 18% of African American students scored basic skills on the WKCE.RichardsElementary School shows that only 12% of African American students scored basic skills and 8% of students scored minimum performance, also. We also have to take in account that some students are not good at test taking or do not meet requirements for special education. Some students struggle with reading at grade level, but they are given
 * Students Performance on WKCE by Race/Ethnicity**





Richards Elementary School students without disabilities for reading testing. Students without disabilities scored over sixty percent advanced in reading. When students with disabilities scored approximately thirty percent advances, which is still good. A chunk of students with disabilities scored proficient in reading. Students without disabilities were approximately thirty percent were found proficient in reading. Only a slight amount of students without disabilities met basic standards in reading. Unfortunately, there were about fifteen percentages of students with disabilities who did not meet standards. This still is not that bad because it is all three grades combined, so five percentages for each grade give or take is still low. As educators, we have to remember that students are given tests not at the level they are able to read, but at their grade level, they should be reading at. Not every student with a disability can read at their grade level, and when given their test nerves might get the best of them. Overall, Richards’s students did a great job in reading. The graph shows that only two students with disabilities took the WKCE and one hundred and fifty-seven students without disabilities took the WKCE. That is all the information shared on the WINNS website
 * Student Performance on WKCE by Disabilities**




 * WKCE - Combined Grades - Reading

All Levels

WKCE Only by Disability

Stormonth El FAY

November 2010 Data

Summary -AllSchoolTypes Combined ||
 * || || Enrolled in Tested Grade(s) at Test Time  ||  No WSAS Total  ||  Min Perf  ||  Basic  ||  Proficient  ||  Advanced  ||  WAA SwD Total  ||  WAA-ELL Total  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * [[file:///C:/Users/elizabeth/Documents/School%20Culture%20Profile%20Ass%203.doc|Fox Point J2]] /[[file:///C:/Users/elizabeth/Documents/School%20Culture%20Profile%20Ass%203.doc|Stormonth El]] ||  Students with Disabilities  ||  2  ||  *  ||  *  ||  *  ||  *  ||  *  ||  *  ||  0.0%  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ^  ||  Students w/o Disabilities  ||  157  ||  *  ||  *  ||  *  ||  *  ||  *  ||  *  ||  0.0%  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||

Richards Elementary andStormontElementary school shows that they have high English Proficiency at their schools. There is very little limited English Proficiency at their schools
 * Student Performance on WKCE by English Proficiency**


 * WSAS - All Tested Grades - Reading

All Levels

WKCE and WAA Combined by English Proficiency

Richards El FAY

November 2010 Data

Summary -AllSchoolTypes Combined ||
 * || || || Enrolled at Test Time  ||  No WSAS Total  ||  Min Perf  ||  Basic  ||  Proficient  ||  Advanced  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||||   ||
 * [[file:///C:/Users/elizabeth/Documents/School%20Culture%20Profile%20Ass%203.doc|Richards El]] ||  Grade 3  ||  Limited English Proficient  ||  3  ||  *  ||  *  ||  *  ||  *  ||  *  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||||   ||
 * ^  ||^   ||  English Proficient  ||  90  ||  *  ||  *  ||  *  ||  *  ||  *  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||||   ||
 * ^  ||  Grade 4  ||  Limited English Proficient  ||  4  ||  *  ||  *  ||  *  ||  *  ||  *  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||||   ||
 * ^  ||^   ||  English Proficient  ||  100  ||  *  ||  *  ||  *  ||  *  ||  *  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||||   ||
 * ^  ||  Grade 5  ||  Limited English Proficient  ||  1  ||  *  ||  *  ||  *  ||  *  ||  *  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||||   ||
 * ^  ||^   ||  English Proficient  ||  104  ||  *  ||  *  ||  *  ||  *  ||  *  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||||   ||


 * WKCE - All Tested Grades -Reading

All Levels

WKCE Only by English Proficiency

Stormonth El FAY

November 2010 Data

Summary -AllSchoolTypes Combined ||
 * || || || Enrolled at Test Time  ||  No WSAS Total  ||  Min Perf  ||  Basic  ||  Proficient  ||  Advanced  ||  WAA SwD Total  ||  WAA-ELL Total  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * [[file:///C:/Users/elizabeth/Documents/School%20Culture%20Profile%20Ass%203.doc|Fox Point J2]] /[[file:///C:/Users/elizabeth/Documents/School%20Culture%20Profile%20Ass%203.doc|Stormonth El]] ||  Grade 3  ||  Limited English Proficient  ||  1  ||  *  ||  *  ||  *  ||  *  ||  *  ||  *  ||  0.0%  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ^  ||^   ||  English Proficient  ||  74  ||  *  ||  *  ||  *  ||  *  ||  *  ||  *  ||  0.0%  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ^  ||  Grade 4  ||  Limited English Proficient  ||  4  ||  *  ||  *  ||  *  ||  *  ||  *  ||  *  ||  0.0%  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||
 * ^  ||^   ||  English Proficient  ||  80  ||  *  ||  *  ||  *  ||  *  ||  *  ||  *  ||  0.0%  ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||

City Data. (2011) //Whitefish Bay////, Wisconsin// //Home Page.// Retrieved January 29, 2012 from [] City Data.(2011) //Fox Point////, Wisconsin// //Home Page.// Retrieved January 29, 2012 from [] Richards Elementary School. (2011) //Richards Elementary Home page.// Retrieved October 17, 2011 from [] Stormonth Elemtary School.(2012) //Stormonth Elementary Home page.// Retrieved January 29, 2012 from [] WisconsinInformation Network for Successful Schools. (2011) //Data Analysis.// Retrieved January 29, 2012 from []
 * Sources**


 * Phase 2**

StormonthElementary Schoolin Fox Point- Bayside District andRichardsElementary Schoolin Whitefish Bay District are well-respected schools in theNorthShorearea. Both districts have a diverse population in religion. They set their days off around religious holidays so families do not have to choose their religion over education. These districts abide by the open enrollment policy and choice act, which parents have to choice to move their child to another district or school in the district that meets the government AYP. They both are lacking on cultural proficiency but Stormonth Elementary offers more cultural proficiencies thanRichardsElementary School. StormonthElementary Schoolshows respect to the faculty, administration, students and families on a variety of cultures. Fox Point- Bayside District is working towards being in the run for a top school district for technology. There are smart boards in every forth grade classroom. The second and third graders are testing out what IPads bring into the classroom. Special education teachers were given an IPad by the district because of the great programs IPad offers for their students. Stormonth offers inclusion for all students. This is nice because students with special needs do not feel excluded from their peers. During my placement, I have observed that regular students feel comfortable and are friendly to peers who have disabilities. The main reason is that teachers and parents talk about acceptance to every student. Many students are on the autism spectrum atStormonthElementary School. Their parents are advocates for inclusion for their child but also bring in materials such as books to help others students to understand what autism is. These parents also are very active about sending teachers to conferences and conventions about new information and teaching techniques on Autism. Unfortunately, Stormonth has to be very careful of what they send out to their families about programs. Reason being that the district is obligated to pay for these programs teachers’ offers. There are brochures in the office of programs but cannot hand specific brochures to parents. In addition to having students with special needs in the classroom, there is a major diversity in the classrooms. There are more cultures represented at Stormonth. Observing in the first grade class, there is more diversity in the class but it is not represent in texts or lessons taught by the teacher. Stormonth offers more inclusion and acceptance in cultural proficiency than Richards Elementary. RichardsElementary SchoolinWhitefishBayhas little cultural proficiency but has some strong parts too. When atRichardsElementary Schoolthey promoted cultural awareness profusely in the classroom. I observed many different lessons taught to students about different cultures to students. There were many texts for students to see other races not just one. She also had a variety of fiction, nonfiction, fantasy, adventure just to name a few. The teacher tied many life lessons she has experienced into her lessons. Once she talked about her vacation toParisand made a book for her students to put a picture to all the stories. That is what a teacher should do to bring culture proficiency into the classroom. It seemed that Richards Elementary School faculty goes out of their way to show students different cultures not just their own. Stormonth andRichardsElementary Schoolis respected in the North Shore Area because of the great opportunities it offers to teachers and families; they just need to strengthen the area of cultural proficiency. These areas are possible with the correct funding provided by the district and government. Teachers will need support by the district through programs, conventions and conferences options to learn how to bring cultural proficiency in the classroom. Therefore, cultural proficiency is a topic where these schools need to focus on to make their schools even better.

Phase 3

Walking through the hallways and sitting in the classrooms at Stormonth Elementary School, one can see the cultural proficiency. There are diverse groups of students at Stormonth who share their experiences with their peers. When observing at Stormonth I have learned that bringing culture into the classroom is easy because students love to share. They all love talk about themselves and their experiences. That is an important point to remember because I can easily incorporate that in my class with show and share or star of the week. In addition, cultural proficiency is in classrooms because of all the mixture of students’ abilities. In one classroom, over half of the class have an IEP or are receiving extra support. My teacher knows how to modify and adapt for her students. She understands that students learn at different paces but the result can be the same, which is great. I believe cultural proficiency happens at Stormonth because of the great parent involvement. Stormonth has an open door policy. They welcome parents or family to come into the school and help the students. I see parents come in during morning work to help parents with journaling. They are an extra hand for the teacher. They are able to help read with students or help them during independent. I believe the parents enjoy going to Stormonth because they feel like they make a difference. They are also good role models for the students because they are showing that school is important. Students have a strong support group at Stormonth. Having parents in the classroom, they are able to see what is going on in the classroom. The communication is strong at Stormonth between parents and teachers. Parents want to be involved so why not let them. I believe my time at Stormonth has strengthened my desire to be a teacher. I have learned ways to incorporate culture in my classroom. They need to learn just more than math and reading but life experiences. They also need to learn acceptance of others and having a strong cultural proficiency will help that goal. Stormonth Elementary School has shown me ways to bring in parent support to help further their students education. I hope that I will be able to bring all these ideas into my school, when I start teaching.