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Welcome to the WIKI for EDSED 395 (Spring 2012)
School Profile/Achievement Data Assignment
Scavenger Hunt Questions - {EDSED 395 Scavenger Hunt.docx}
**Directions for Scavenger Hunt and sending questions to instructor ( {School Culture Profile Wrap Up Activities Spring 2012 (2).docx} )
Step 1 - Creating Your Own WIKI PAGE**

School Profile/Achievement Data Assignment
Phase 1
*
Table 6
Phase 2
The demographic of students is different in every school. One area in which students differ from each other is family, students, and teacher relationships, students and teacher relationships. This can impact a school in several ways within the classroom. At Whitefish Bay Middle School the special education teacher made a comment that there are differences in race, religion, family dynamic, and socioeconomic status. The special education teacher also made an interesting point that she can’t assume anything. For example, she can’t assume that Billy will have a computer at home, just like Amy. It’s important for the teachers to get to know the students at the beginning of the year so that the teachers can be respectful to the students, family, and their beliefs. The speech pathologist at the school commented on the demographic of the school as well. The special education teacher also stated that the differences between family supports could have a disadvantage on students if the parents don’t know how to support the students at home with homework.
Assuming that all students’ family lifestyles are the same is not something that the speech pathologist or special education teacher does at Whitefish Bay Middle School. The special education teacher states, that each family dynamic is different, and adding a student with a disability can change the dynamic completely. They have learned not to generalize and approach every situation differently. Another form of knowledge gained from the students’ families is always keeping an open mind and being flexible. Each family needs different things, and when working with their child you have to make sure that you and the parent are on the same page. For example, if the student is not performing a certain behavior, the teacher needs to contact and discuss with the parents the next plan of actions. Most times, teachers won’t inform students parents until the end of the semester or when the students is kicked out of the school. At Whitefish Bay Middle School, they make sure that the parent-teacher relationship is strong and full of communication.
Students all achieve at different levels, but does gender, race, or ethnicity have anything to do with where they fall? The special education teacher made it clear that she works with lower academic performing students; she has all different types of students, but she maintains a high level of expectations from her students. The speech pathologist makes a note that some parents can afford for their children to do extra therapy sessions, classes, and experiences. For the students who don’t have this option, she makes a point to complete as much as possible during the time she has with them. In essence, I don’t believe race, gender, or ethnicity have anything to do with how students achieve in the class. It’s all about resources.
When it comes to background in cultural awareness, the programs at Whitefish Bay Middle School are fairly new. The special education teacher notes that the school has implanted workshops, seminars, and reading for teachers to become more culturally competent. The school also has to complete activities to enhance cultural awareness. In a school where the demographic is similar, it’s important for this school to reach beyond what they see and learn more from the world resources.
When it comes to 21st century learning, Whitefish Bay Middle School is established in technology. The classes are filled with technology; from SMART boards, Netbooks for each student, technology classes, Skype, teacher webpages, and students listening to their iPods while they work is just naming a few. In the special education rooms, students are using iPads and other assistive technology to communicate. Technology is available throughout the school in multiple facets. It is very important in today’s school to have these resources available. Students go home to their computers, iPods, televisions, and so much more. Schools need to be just as stimulating if not more.
Outreach services are available for the special education students if it is included in their IEP. Students can receive therapy, tutors, transportation, homebound teaching, and online lessons. However, because this is only the perspective from the special education teacher and speech pathologist, this doesn’t mean that regular education students don’t receive outreach services as well.
Culturally competence is imperative in a diverse school. In a day and age where bullies and “cliques” are becoming the norm, having the awareness that everyone is different is important. The special education teacher made an interesting point about Whitefish Bay Middle School. In essence, she implied that the school has not always been culturally competent, but it has grown since her six years at the school. She has witnessed the students’ ability to appreciate each other’s difference and truly accept each other.
Overall, Whitefish Bay Middle School addresses the cultural needs of all its students. They strive to be current and up to date with their teaching styles, technology, and resources for their students. When observers walk through the halls of the school, you can feel a sense of higher standard. The students are accepted to act and behave in a certain manner. Students at this school are given many opportunities to succeed in education. The way every student SHOULD be given.
Phase 3
Whitefish Bay Middle School is located in the Whitefish Bay district. This district is predominately Caucasian and upper middle class. This is a large contributor in the cultural proficiency, the achievement gap, and the parent involvement within the school. The state proficiency test results do not show enough information on the majority of the school ethnicity. However, it did reveal that students with Hispanic, African American, and Asian background placed above 50% in all grades tested.
In regards to the achievement gap, the gap is very low. There is about 50% or more students placing in the advanced or proficient level on the WKCE. However, this is just one look at the achievement in Whitefish Bay Middle School. The interviews conducted with the special education teacher and the speech pathologist confirmed a different outlook on the achievement gap. The special education teacher noted in a personal conversation that students coming in from the elementary schools struggle more than any other students involved in special education. The students are coming from an environment where the teachers and special education teachers wanted them to succeed. Which that they ended up hindering there learning. They always received second chances and more time on tests. Well, because of this, many students stopped studying for the test, knowing that they would get a second chance at it. In middle school, however this is not the case. Teachers are much stricter on how test are handled. Although the students IEP’s are being meet, the students cannot always bank on the “second chance theory.” The gap is not very large at this school, but there is evidence of a small one when it comes to the special education classroom.
Parents take their children’s education very seriously. Parents at Whitefish Bay Middle School are hands on and very involved. In an observation, I was able to witness parents drive students around to various locations to meet with a community contact on information the students were researching. The parents are also contacting teachers regularly. The special education teacher commented that she will have parents email here up to three times a week inquiring on their child’s behavior or education. Although, this is not the case for every parent or guardian, it is true for a majority of the school. You can sense the feeling of community and unity with a strong parent presence. This is important for the success of the student’s education.

School Profile/Achievement Data Assignment
Phase 1
{Untitled1.jpg}
Field 2 (Burdick Elementary)
Field 3 (Whitefish Bay Middle)
Demographics of the community
Burdick Elementary is located in the Milwaukee Public School district. Most of the Milwaukee area would be labeled an urban setting. Milwaukee is a major city in Wisconsin. The total population in 2010 was
947,735 (according to the U.S. Census Bureau). There are a total of 214 public schools in the Milwaukee Public Schools district.
WhitefishWhitefish Bay Middle elementary schools. (according to the U.S. Census Bureau). There are a total of 214 public schools in the Milwaukee Public Schools district.
Enrollment by Race/Ethnicity
At Burdick, there is a high average of white students. However, Hispanic, black, Asian, American Indian, and Pacific Isle are represented in a small percentage.
At Whitefish Bay, the scores of English proficient students were not documented. There is not enough data to provide sufficient feedback.
(See Table 6)
{Untitled1.jpg}
WSAS - All Tested Grades - Reading
All Levels
WKCE and WAA Combined by Race/Ethnicity
Burdick El FAY
November 2010 Data
Summary - All School Types Combined
Enrolled at Test Time
No WSAS Total
Min Perf
Basic
Proficient
Advanced
Milwaukee / Burdick El
Grade 3
American Indian or Alaska Native
0
NA
*
*
*
*
Asian or Pacific Islander
1
*
*
*
*
*
Black Not Hispanic
5
*
*
*
*
*
Hispanic
12
0.0%
0.0%
41.7%
50.0%
8.3%
White Not Hispanic
30
0.0%
0.0%
6.7%
43.3%
50.0%
Race/Eth Code Missing
0
NA
*
*
*
*
Combined Groups (Small Number)
6
0.0%
0.0%
16.7%
50.0%
33.3%
Grade 4
American Indian or Alaska Native
0
NA
*
*
*
*
Asian or Pacific Islander
2
*
*
*
*
*
Black Not Hispanic
0
NA
*
*
*
*
Hispanic
10
*
*
*
*
*
White Not Hispanic
23
0.0%
0.0%
21.7%
52.2%
26.1%
Race/Eth Code Missing
0
NA
*
*
*
*
Combined Groups (Small Number)
12
0.0%
16.7%
41.7%
33.3%
8.3%
Grade 5
American Indian or Alaska Native
0
NA
*
*
*
*
Asian or Pacific Islander
3
*
*
*
*
*
Black Not Hispanic
4
*
*
*
*
*
Hispanic
9
0.0%
0.0%
33.3%
44.4%
22.2%
White Not Hispanic
30
0.0%
3.3%
16.7%
43.3%
36.7%
Race/Eth Code Missing
0
NA
*
*
*
*
Combined Groups (Small Number)
7
0.0%
0.0%
0.0%
57.1%
42.9%
Grade 6
American Indian or Alaska Native
1
*
*
*
*
*
Asian or Pacific Islander
2
*
*
*
*
*
Black Not Hispanic
3
*
*
*
*
*
Hispanic
6
0.0%
0.0%
16.7%
66.7%
16.7%
White Not Hispanic
35
0.0%
5.7%
8.6%
51.4%
34.3%
Race/Eth Code Missing
0
NA
*
*
*
*
Combined Groups (Small Number)
6
0.0%
0.0%
0.0%
50.0%
50.0%
Grade 7
American Indian or Alaska Native
0
NA
*
*
*
*
Asian or Pacific Islander
3
*
*
*
*
*
Black Not Hispanic
5
*
*
*
*
*
Hispanic
12
0.0%
16.7%
8.3%
58.3%
16.7%
White Not Hispanic
47
0.0%
2.1%
2.1%
40.4%
55.3%
Race/Eth Code Missing
0
NA
*
*
*
*
Combined Groups (Small Number)
8
0.0%
0.0%
0.0%
62.5%
37.5%
Grade 8
American Indian or Alaska Native
1
*
*
*
*
*
Asian or Pacific Islander
2
*
*
*
*
*
Black Not Hispanic
5
*
*
*
*
*
Hispanic
6
0.0%
16.7%
0.0%
50.0%
33.3%
White Not Hispanic
34
0.0%
5.9%
2.9%
38.2%
52.9%
Race/Eth Code Missing
0
NA
*
*
*
*
Combined Groups (Small Number)
8
0.0%
0.0%
25.0%
37.5%
37.5%
Table 1
WSAS - All Tested Grades - Reading
All Levels
WKCE and WAA Combined by Race/Ethnicity
Whitefish Bay Mid FAY
November 2010 Data
Summary - All School Types Combined
Enrolled at Test Time
No WSAS Total
Min Perf
Basic
Proficient
Advanced
Whitefish Bay / Whitefish Bay Mid
Grade 6
American Indian or Alaska Native
0
NA
*
*
*
*
Asian or Pacific Islander
21
0.0%
0.0%
0.0%
14.3%
85.7%
Black Not Hispanic
24
0.0%
8.3%
4.2%
54.2%
33.3%
Hispanic
7
0.0%
0.0%
0.0%
42.9%
57.1%
White Not Hispanic
141
0.0%
0.7%
0.7%
14.9%
83.7%
Race/Eth Code Missing
0
NA
*
*
*
*
Combined Groups (Small Number)
0
NA
*
*
*
*
Grade 7
American Indian or Alaska Native
0
NA
*
*
*
*
Asian or Pacific Islander
12
*
*
*
*
*
Black Not Hispanic
17
0.0%
5.9%
11.8%
41.2%
41.2%
Hispanic
4
*
*
*
*
*
White Not Hispanic
167
0.6%
0.6%
1.8%
12.0%
85.0%
Race/Eth Code Missing
0
NA
*
*
*
*
Combined Groups (Small Number)
16
0.0%
0.0%
6.3%
6.3%
87.5%
Grade 8
American Indian or Alaska Native
1
*
*
*
*
*
Asian or Pacific Islander
14
0.0%
0.0%
7.1%
35.7%
57.1%
Black Not Hispanic
32
0.0%
0.0%
12.5%
40.6%
46.9%
Hispanic
8
*
*
*
*
*
White Not Hispanic
155
0.6%
2.6%
2.6%
22.6%
71.6%
Race/Eth Code Missing
0
NA
*
*
*
*
Combined Groups (Small Number)
9
0.0%
0.0%
0.0%
22.2%
77.8%
Table 2
WSAS - All Tested Grades - Reading
All Levels
WKCE and WAA Combined by Disability
Burdick El FAY
November 2010 Data
Summary - All School Types Combined
Enrolled at Test Time
No WSAS Total
Min Perf
Basic
Proficient
Advanced
Milwaukee / Burdick El
Grade 3
Students with Disabilities
5
*
*
*
*
*
Students w/o Disabilities
43
*
*
*
*
*
Grade 4
Students with Disabilities
6
0.0%
16.7%
50.0%
33.3%
0.0%
Students w/o Disabilities
29
0.0%
3.4%
24.1%
48.3%
24.1%
Grade 5
Students with Disabilities
5
*
*
*
*
*
Students w/o Disabilities
41
*
*
*
*
*
Grade 6
Students with Disabilities
5
*
*
*
*
*
Students w/o Disabilities
42
*
*
*
*
*
Grade 7
Students with Disabilities
10
0.0%
30.0%
20.0%
30.0%
20.0%
Students w/o Disabilities
57
0.0%
0.0%
0.0%
49.1%
50.9%
Grade 8
Students with Disabilities
10
0.0%
30.0%
10.0%
60.0%
0.0%
Students w/o Disabilities
38
0.0%
0.0%
5.3%
34.2%
60.5%
Table 3
WSAS - All Tested Grades - Reading
All Levels
WKCE and WAA Combined by Disability
Whitefish Bay Mid FAY
November 2010 Data
Summary - All School Types Combined
Enrolled at Test Time
No WSAS Total
Min Perf
Basic
Proficient
Advanced
Whitefish Bay / Whitefish Bay Mid
Grade 6
Students with Disabilities
15
0.0%
20.0%
6.7%
60.0%
13.3%
Students w/o Disabilities
178
0.0%
0.0%
0.6%
17.4%
82.0%
Grade 7
Students with Disabilities
18
0.0%
5.6%
27.8%
50.0%
16.7%
Students w/o Disabilities
182
0.5%
0.5%
0.5%
10.4%
87.9%
Grade 8
Students with Disabilities
11
0.0%
36.4%
27.3%
18.2%
18.2%
Students w/o Disabilities
199
0.5%
0.0%
3.0%
26.6%
69.8%
Table 4
WSAS - All Tested Grades - Reading
All Levels
WKCE and WAA Combined by English Proficiency
Burdick El FAY
November 2010 Data
Summary - All School Types Combined
Enrolled at Test Time
No WSAS Total
Min Perf
Basic
Proficient
Advanced
Milwaukee / Burdick El
Grade 3
Limited English Proficient
1
*
*
*
*
*
English Proficient
47
*
*
*
*
*
Grade 4
Limited English Proficient
1
*
*
*
*
*
English Proficient
34
*
*
*
*
*
Grade 5
Limited English Proficient
1
*
*
*
*
*
English Proficient
45
*
*
*
*
*
Grade 6
Limited English Proficient
0
NA
*
*
*
*
English Proficient
47
0.0%
4.3%
8.5%
53.2%
34.0%
Grade 7
Limited English Proficient
1
*
*
*
*
*
English Proficient
66
*
*
*
*
*
Grade 8
Limited English Proficient
2
*
*
*
*
*
English Proficient
46
*
*
*
*
Table 5
WSAS - All Tested Grades - Reading
All Levels
WKCE and WAA Combined by English Proficiency
Whitefish Bay Mid FAY
November 2010 Data
Summary - All School Types Combined
Enrolled at Test Time
No WSAS Total
Min Perf
Basic
Proficient
Advanced
Whitefish Bay / Whitefish Bay Mid
Grade 6
Limited English Proficient
3
*
*
*
*
*
English Proficient
190
*
*
*
*
*
Grade 7
Limited English Proficient
1
*
*
*
*
*
English Proficient
199
*
*
*
*
*
Grade 8
Limited English Proficient
4
*
*
*
*
*
English Proficient
206
*
*
*
*
*
Table 6

School Profile/Achievement Data Assignment
Phase 1
{Untitled1.jpg}
Field 2 (Burdick Elementary)
Field 3 (Whitefish Bay Middle)
Mission and goals of the school
The mission of A.E. Burdick School is focused on creating well-rounded students that will be successful in their community. They focus on major subjects and relate them to how they will apply to real life situations.
Burdick’s is committed to a set of goals such as being a school that is well connected to their students, parents, teachers, and neighboring community. This will help them achieve the excellence they strive for at Burdick.
The mission of the Whitefish Bay Middle school is focused on creating a place where these young people can change and grow. They focus a lot on relationships, emotions, and physical needs of their students. Because this is a huge part of teenage growth in multiple areas, the school has to realize all these needs to be meet.
Whitefish Bay Middle school’s goals are to help students learn how to learn. Using multiple facets of learning, the all student’s needs are meet. They receive several hands-on opportunities and chances to learn by relating concepts to their lives.
Demographics of the community
Burdick Elementary is located in the Milwaukee Public School district. Most of the Milwaukee area would be labeled an urban setting. Milwaukee is a major city in Wisconsin. The total population in 2010 was
947,735 (according to the U.S. Census Bureau). There are a total of 214 public schools in the Milwaukee Public Schools district.
Whitefish Bay Middle School is located in Whitefish Bay school district. Whitefish Bay is considered a village. This village would be labeled a suburban setting. The total population in 2010 was 14, 110 (according to the U.S. Census Bureau). There are a total of 4 schools in this district. There is one high school, one middle school, and two elementary schools.
Enrollment by Race/Ethnicity
At Burdick, there is a high average of white students. However, Hispanic, black, Asian, American Indian, and Pacific Isle are represented in a small percentage.
(See Figure 1)
At Whitefish Bay, almost 80% is white. However, Hispanic, black, Asian, American Indian, and Pacific Isle is represented in a much smaller percentage.
(See Figure 2)
Student Performance on WKCE by Race/Ethnicity
At Burdick, the average score was between 33% - 66% across race and ethnicity. The lowest score in proficient was by a combined group (small number) in 4th grade. The highest score in proficient was by a Hispanic group in 6th grade.
(See Table 1)
At Whitefish Bay, the average score was between 6% - 54% across race and ethnicity. The lowest score in proficient was by a combined group (small number) in 7th grade. The highest score in proficient was by a black not Hispanic group in 6th grade.
(See Table 2)
Student Performance on WKCE by Disability
At Burdick, students with disabilities scored between 30%-60%. Students without disabilities scored between 30%-50%. The scores of each group are consistent throughout grade levels.
(See Table 3)
At Whitefish Bay, students with disabilities scored between 18%-60%. Students without disabilities scored between10%- 26%. Students without disabilities scored higher in the advanced category, which should be taken into account.
(See Table 4)
Student Performance on WKCE by English Proficiency
At Burdick, the scores of English proficient students was 50% in proficient. There was insufficient data collected for limited English proficient students.
(See Table 5)
At Whitefish Bay, the scores of English proficient students were not documented. There is not enough data to provide sufficient feedback.
(See Table 6)

School Profile- Data Collection/Analysis Process
Dave Schroeder
Phase I- Data Collection
Field 2
Field 3
Mission and goals of the School
- Possess a functional knowledge of reading, math, and writing.- Know how to gather, apply, organize, and effectively communicate ideas and knowledge.- Understand and apply learning strategies for thinking, reasoning, and problem-solving.- Acquire a basic understanding of the world through experiences in social studies, science, fine arts, and movement.- Show respect for peers, property, authorities, and self.- Cooperate and work with others.- Work independently and be self-starters.
- dedicated to nurturing the gospel values-believe in the intrinsic worth, goodness, and potential of every child-dedicated to providing educational excellence, fostering Christian attitudes, and developing faith
Demographics of the community
Fredonia Pop: 4,148Estimated Median household income: $56,100White- 3,983 (96.02%)Asian- 38 (0.92%)Hispanic - 80 (1.93%)Black- 19 (0.46%)Native American - 45 (1.09%)Other - 61 (1.47%)
Grafton Pop:11,702Estimated median household income : $83,547White - 10,836 (94.6%)Asian - 287 (2.5%)Hispanic - 137 (1.2%)Black- 70 (0.6%)Native American - 71 (0.6%)Other - 51 (0.4%)
Enrollment by race/ethnicity
Total Enrollment-White- 94.3%Asian- 0.3%Hispanic -3.5%Black- 0.0%Native American - 1.6%Other - 0.3%
Private School-Lacking detailed demographics: According to www.privateschoolreview.com, St. Joseph’s parish is made up of 208 students with only 1% being “of color”.
Student performance on WKCE by race/ethnicity
White- Total Enrolled: 48 Prof.:29.2% Adv.: 52.1% Basic:16.7% Asian- N/AHispanic - N/ABlack- N/ANative American - N/AOther - N/A
PRIVATE SCHOOL-NO INFORMATION AVAILABLE
Student performance on WKCE by Disabilities
3rd GradeTotal enrolled: 9Prof.:11.1% Adv.: N/A Basic:77.8%4th Grade:Total enrolled: Prof.:28.6% Adv.: 14.3% Basic: N/A
PRIVATE SCHOOL-NO INFORMATION AVAILABLE
Student performance on WKCE by English proficiency
N/A
PRIVATE SCHOOL-NO INFORMATION AVAILABLE
Summary-The preceding information is a compilation of pertinent information collected from my first placement at Ozaukee Elementary School located in Fredonia, WI. My current placement is at St. Joseph Parish School in Grafton, WI. Unfortunately, being a private Catholic school, information about St. Joe’s is limited and they are not included in the WINNS website. In addition, there is no publicly posted information about WKCE scores. I would like to gain more information on how state standards are applied and assessed in the school, and to find out more information on how private schools are assessed in general.From the information I could obtain, we can determine the following:
Grafton is about 2-1/2 times the size of Fredonia. However, community demographics have little or no bearing because of the differences of public and private schooling. As future reference, I would like to find out how many enrollments at St. Joe’s are Grafton residents.
Both Schools are not culturally diverse with both schools being predominately white.
One inference that can be made is in the difference in economic status. Ozaukee elementary had almost 30% of their enrolment classified as “Economically Disadvantaged”. However, tuition at St. Joseph’s is $2,625 for members and $3,625 for non-members. This figure does not account for scholarships, but it is more than likely that there is little economic diversity.
The mission goals for each school are vastly different. Ozaukee Elementary School’s mission is based on learning and applying curriculum. They instill values such as respect, co-operation and learning. These values are very straight forward and achievable. St. Joe’s believes in the values of the gospel, developing faith and promoting student self-worth, value and expression. The only reference to curriculum is in phrases like “Academic Excellence”. These values focus more on developing character rather than knowledge
References: http://www.city-data.com/http://www.dpi.state.wi.us/sig/index.htmlwww.privateschoolreview.com
School Profile Phase II
Due to the lack of an in-house special needs program; I was unable to complete an interview with a Special Education professional. Instead, I will be comparing my current school’s climate at St. Joe’s Parish with that of my last placement at Ozaukee elementary school.
Based on the fact that Ozaukee Elementary School is a public school, there seems to be a larger differential in the economic structures of the families. At St. Joe’s parish, most of the students come from families that typically have a solid economic base, whereas Ozaukee Elementary has a wide variety of economic status, in addition to having a larger population of families in need of economic assistance.
In addition, the students at St. Joe’s Parish have the common bond of religion. Most of the families go to church together, attend church outings and have done so for years. For a new student, this can be overwhelming, and it is sometimes hard for students to integrate themselves into such a tight community. Ozaukee Elementary does not have this commonality, which makes it an easier for new students, but may not have the same sense of community.
In both schools, literature is culturally diversified and students are encouraged to read a wide range of stories from every culture. In addition, each school incorporates literature that is culturally representative of the student body. This is especially apparent at St. Joe’s, where biblical phrased and artifacts are displayed around the school.
Although both schools integrate learning about cultural diversity, St. Joe’s infuses Franciscan beliefs into their curriculum and has designed outreach programs into their curriculum and physically help out the community in some way. I feel that instituting the practice of actually volunteering is the best way for kids to learn about other cultures.
The one thing that St. Joe’s is lacking is any special needs help. Being a private school, there is no special education department. Typically, a reading specialist from the Grafton School District comes to the school and provides extra help, but no additional services are offered. Although this would be an ideal school to send your kids, support for those with special needs would be lacking. The teachers are however, very sensitive to the needs of their students and are willing to help in whatever way they know how, and make accommodations based on the minor needs of their students.
Phase III
Based on what I have observed at each school, both schools make the effort to provide the students with a wide range of cultural knowledge. Students are taught to respect each other’s differences and given the opportunity to learn about the world around them.
Unfortunately, there is no way to compare data between schools, because St. Joe’s participates in the IOWA test. In addition, St. Joe’s has classes like religion, Spanish and music integrated into their curriculum. Without any hard data, or having some sort of way to compare this information, it is hard to make any assumptions about achievement gap.
Perhaps the biggest difference is in the participation of the parents. At Ozaukee Elementary, I was able to meet a wide range of parent volunteers who were there to do just that; volunteer and help out where needed. At St. Joes, parents are paying top dollar for their children’s education; they expect to have a certain amount of control in the classroom and sometime prove to be overzealous in their efforts to help.
Although St. Joes does not experience a wide range of cultural diversity in its student body, we must keep in mind that they are in fact, part of their own specific culture. For someone like me; an atheist (sort of) who works at a Jewish Synagogue, there is a huge difference in culture. It is always interesting find out about peoples’ beliefs and how the worship their god(s).
Overall, both schools have little cultural diversity, yet still try to implement strategies to communicate in a global society.

Mission and goals of the school
Random Lake Elementary School staff is dedicated to ensuring that all the students in our community receive the best possible start on their educational journey. The staff understands the importance of working together with families to meet the needs of young children.
This school shows the commitment to their students in everything they do. Random Lake is a great school for a lose feeling of companionship and community in both the school and the local community.
Fox Point-Bayside Schools
2010-11 District Direction and Goals
No information available
No information available
it shows. According to the chart, the last
The 2010/2011 school year Ozaukee County. As the chart shows, more students at Random Lake are not at anhas a low number of students with a low economic disadvantage at the Random Lake Elementary School. Comparedstatus.Compared to Stormonth
Random Lake has little diversity in the school district. According to my research, over 90% of Random Lake’s population is Caucasian. Stormonth Elementary in Fox Point is not much different. More than 50% of the population is Caucasian. Both demographics are very similar to each other.
Until the 2007/2008 school year, there was little LEP language barriers in school. It goes along with the little diversity that is in Random Lake. The language that is spoken besides English is Spanish. While in the classrooms, I did not ever experience any language barriers.
There is much more diversity in the Fox Point School District. In the 2010/2011 school year, white and black ethnicity was the over powering number of students in the school district. This is the major difference between the two schools. Random Lake did not have much diversity at all, nor did the community.
students with disabilitydisabilities in the WKCE test.
The chart shows a steady pace of students
Students with economic in the school. It shows itschool never rose of about &70,000$70,000 a year. This explains why the chart shows that an overwhelming number of children come from good economic standards home.
The chartResearch showed an that Spanish, hmong,Hmong, and English
School Phase II
I was able to interview three special education teachers at my cooperating school. I chose to do all three special education teachers because I am most interested in how they work with students and ensure that students have some experience with diversity in the school. I also wanted to know how involved parents are to the students with special needs at the school.

What evidence do you have that prove students at your school are culturally competent?
No answer
you support all studentsallstudents in the
There is a no-bully act with posters all over the school. The school is aware of respect, appropriate behavior, and have signed a contract stating how they want to be treated at school is how they should treat people.
What impact has the increase in students learning ESL made to classroom practices?
No need to here. There have been speakers brought into the school to talk about poverty, ect. Some teachers chose to read books and do fun activities about diversity and culture.
School Phase III
Both Stormonth Elementary and Random Lake Elementary School are two schools with little diversity. Random Lake is in a small community with less that 3% of it’s’ population a minority. Stomonth Elementary is in the Fox Point/Bayside school district and also lacks in diversity, although does show more than Random Lake.
While I went through the questions for Phase 2 with the teachers, I was not surprised with many of their responses. There is not much diversity and there is even less talk about it. Test scores do not show a correlation with ethnicity background and test scores.
The school has a high percentage of Jewish students so it was cool to hear what that the school gets off for both Christian and Jewish holidays. They also chose weeks during the school year to study another culture. They have Spanish class for every grade, even kindergarten, and will continue getting it through middle and high school.
I was also happy to hear about parent involvement and communication. My coops even mentioned jokingly that some parents are too involved. The parents of students in the special education classroom bought all of their kids an I-Pad for learning and free time and will pay to have the teachers go to seminars of teaching students with disabilities. I would love to work with students whose parents are so involved and are willing to do what it takes for their children to have the best quality of life.
I can see where there is some correlation between test scores and ethnicity, especially in the Milwaukee Public Schools. I am doing a clinical in an elementary school in south Milwaukee now and I notice that there is a huge difference in learning in different cultural groups.
I believe that as future teachers, we will have the right to stop this cultural diversity and correlation of testing and believe that every student has the right to learn and the ability to do it.
References
Fox Point, Wisconsin. (2011). Retrieved from Onboard Informatics website: http://www.city-data.com/city/Fox-Point-Wisconsin.html

School Phase 1I
Field 2
Field 3
The chart shows a steady pace of students with economic disadvantage in the school. It shows it never rose above 9%. The school district of Fox Pont is a wealthy community with a median income of about &70,000 a year. This explains why the chart shows that an overwhelming number of children come from good economic standards home.
The chart showed an increase in the current school year of students who speak another unknown language (according to the graph) in the Stormonth Elementary School. I would like to know what the other is considered in the above information. It shows that Spanish, hmong, and English are the languages that are spoken the most at Stormonth.
School Phase II
I was able to interview three special education teachers at my cooperating school. I chose to do all three special education teachers because I am most interested in how they work with students and ensure that students have some experience with diversity in the school. I also wanted to know how involved parents are to the students with special needs at the school.
Stormonth Elementary is in a great area. The school has a low rate of diversity- 74% white, 8% Asian, 13% Black, and 3% Hispanic compared to area schools. I was really pleased on the answers that I received from the teachers. I have worked closely with all three teachers and I would love to work with them someday. They are a great knowledgeable and compassionate group of teachers. I thought they gave me very thorough and complete answers to the questions I asked.
Interview Questions:
Based on the demographic statistics of your school and classroom (discuss), what are the differences that exist between you, your students and their families? What implications does this have on student learning in the classroom?
Background knowledge of students is lacking, even in the students’ IEP’s. RTI is high in the elementary school, roughly 220 of the 500 students on tier 2 or below. Diversity should be looked at more in depth with students.
What “funds of knowledge” have you gained from your students’ families?
Some parents are very active. There are students with autism whose parents send along magazines and books about how to explain autism to classmates and will pay for the teachers to go to autism seminars. I-Pads were purchased for all students in the special education program by the parents- they have been a huge benefit to teaching and learning. It was nice to hear that families moved to the Bayside/Fox Point area because of the school.
Have you noticed any patterns of achievement within your students by group membership (gender, ethnicity, etc…)? If a particular group is always lower in achievement than another, what adjustments have been made in your practices?
Back to question 1- background knowledge is lacking in all areas. They do not receive much information about testing and group participation.
How do you promote cultural awareness within the class and/or school environment?
No Christmas at this school, everything is holiday- Holiday Program. About 40% of the student population is Jewish so the school is dismissed for all Christmas and Jewish Holidays.
How do you integrate knowledge about diverse cultures in the community into your teaching/work practices?
Not too sure of that question
How do you integrate the 21st century skills into the curriculum and instruction?
Trying to become a school of the 21st Century. All classrooms have WI-FI and there are separate computer labs with desk tops and lap tops available to students to take home to work on school related tasks. All classrooms have a smart board and again, many students have their own I-Pads that they can use in school.
Do you know of any outreach services this school provides to meet the needs of families?
There can be some programs, but the school cannot promote them or it will be up to the school to pay for them. They can advertise for them but a person of contact cannot be from the school. There is a three-week special education program that is available during the summer.
What evidence do you have that prove students at your school are culturally competent?
No answer
How do you support all students in the school into an understanding of cultural competency? -this would include students with special learning needs.
There is a no-bully act with posters all over the school. The school is aware of respect, appropriate behavior, and have signed a contract stating how they want to be treated at school is how they should treat people.
What impact has the increase in students learning ESL made to classroom practices?
There is no ESL teacher so it has been difficult to communicate with some parents and students. The ESL students are tested once a year to see how they have increased their verbal language in school.
How much of what is going on in the state, the country, and the world is included in the curriculum of the school?
Not too much at an elementary level- very negative news most of the time
How do you mentor teachers towards an understanding and respect for cultures to which they may have not been previously exposed?
No need to here. There have been speakers brought into the school to talk about poverty, ect. Some teachers chose to read books and do fun activities about diversity and culture.
School Phase III
References
Fox Point, Wisconsin. (2011). Retrieved from Onboard Informatics website: http://www.city-data.com/city/Fox-Point-Wisconsin.html