I: Context
Mission Statement:
“In partnership with the community, we ensure that each student will have the essential knowledge, skills and attitudes to be a lifelong learner, a contributing citizen and a productive worker in a changing and increasingly diverse world” (Oregon Department of Education, 2013).
The school breakdown is as follows:
· 4 charter schools
· 8 high schools
· 11 middle schools
· 42 elementary schools
(As ascertained from the Salem-Keizer website on statistics):
The following depicts the demographics of Salem-Keizer students:
African American: 1%
American Indian: 1%
Asian/Pacific Islander: 4%
Hispanic: 38%
Multi-Ethnic: 5%
White: 51%
Students in English Language Learner Programs:
19% of all students
63 different languages (other than English) heard at home by Salem-Keizer students. Top three languages are Spanish, Russian, and Marshallese.
Special Education:
14% of all students
Talented and Gifted (TAG):
9% of all students
Students in Poverty:
Federal Title 1 Program Salem-Keizer has 26 schools listed as receiving Title I funds. These are federal dollars that fund programs that assist disadvantaged youth. More than half of Salem-Keizer's student population is considered living in poverty based on the number who are receiving the Federal Free and Reduced Meal Program. A student may qualify for the program if his/her family income is below a certain federal level. For a family of four, the household income must be below $3,400 per month to qualify for the reduced-meal program. A student may qualify if his/her family is receiving Food Stamps, Temporary Assistance for Needy Families (TANF), or benefits from the Food Distribution Program on Indian Reservations (FDPIR).
Hunger:
To address the issue of student hunger, the Salem-Keizer School District has adopted a program known as The Backpack Program, in which students can be given snacks and take-home food, based on need. The idea behind the program is that students will no longer have to save their breakfast or lunch items (as provided through the federally funded free/reduced meal program), but can instead consume those meals, knowing they will be given additional food to take home with them. This program has benefited thousands of Salem-Keizer students, and it has also alleviated an added stress for Salem-Keizer faculty and staff. Now, teachers are better able to educate their students because students are better able to focus when they are not hungry.
Daily Struggles:
Knowing the obstacles students face makes me a better educator because it allows for me to relate to their needs and better support them. For example, knowing that some students leave school not knowing where they will sleep or if they will be safe changes my approach to homework and take-home expectations. For instance, instead of expecting my students to complete assignments on their own (or with the help of their parents) I will now attempt to provide them with opportunities before and after class for completing their work. This added fifteen to thirty minutes of time each day will allow for students to remain caught up with their fellow classmates, and it will eliminate the stress of completing coursework in an environment that is often unpredictable and uncertain.
The relevant demographic information about the Salem-Keizer School District and McKinley Elementary School population have influenced my practice in that it has allowed for me to better understand where my students are coming from, and how I can better meet their learning and social needs. For instance, having the knowledge that more than half of all Salem-Keizer students are living at or below the poverty line, significantly alters the way in which I view teaching and learning within my classroom. While I hold each of my students to high standards, I must also anticipate the obstacles, which many of my students must overcome in order to achieve those standards. A related example would involve students within the district who are striving to achieve and grow, but who must first overcome the challenge of not having their basic needs met, such as food, clothing, and shelter. The students, as expected, often experience difficulty in concentrating on their schoolwork. This logic, as paralleled in Eric Maslow’s Hierarchy of Needs, demonstrates the notion that students must have their basic needs met before attempting to meet other needs, such as academic and social needs.
“In partnership with the community, we ensure that each student will have the essential knowledge, skills and attitudes to be a lifelong learner, a contributing citizen and a productive worker in a changing and increasingly diverse world” (Oregon Department of Education, 2013).
The school breakdown is as follows:
· 4 charter schools
· 8 high schools
· 11 middle schools
· 42 elementary schools
(As ascertained from the Salem-Keizer website on statistics):
The following depicts the demographics of Salem-Keizer students:
African American: 1%
American Indian: 1%
Asian/Pacific Islander: 4%
Hispanic: 38%
Multi-Ethnic: 5%
White: 51%
Students in English Language Learner Programs:
19% of all students
63 different languages (other than English) heard at home by Salem-Keizer students. Top three languages are Spanish, Russian, and Marshallese.
Special Education:
14% of all students
Talented and Gifted (TAG):
9% of all students
Students in Poverty:
Federal Title 1 Program Salem-Keizer has 26 schools listed as receiving Title I funds. These are federal dollars that fund programs that assist disadvantaged youth. More than half of Salem-Keizer's student population is considered living in poverty based on the number who are receiving the Federal Free and Reduced Meal Program. A student may qualify for the program if his/her family income is below a certain federal level. For a family of four, the household income must be below $3,400 per month to qualify for the reduced-meal program. A student may qualify if his/her family is receiving Food Stamps, Temporary Assistance for Needy Families (TANF), or benefits from the Food Distribution Program on Indian Reservations (FDPIR).
Hunger:
To address the issue of student hunger, the Salem-Keizer School District has adopted a program known as The Backpack Program, in which students can be given snacks and take-home food, based on need. The idea behind the program is that students will no longer have to save their breakfast or lunch items (as provided through the federally funded free/reduced meal program), but can instead consume those meals, knowing they will be given additional food to take home with them. This program has benefited thousands of Salem-Keizer students, and it has also alleviated an added stress for Salem-Keizer faculty and staff. Now, teachers are better able to educate their students because students are better able to focus when they are not hungry.
Daily Struggles:
Knowing the obstacles students face makes me a better educator because it allows for me to relate to their needs and better support them. For example, knowing that some students leave school not knowing where they will sleep or if they will be safe changes my approach to homework and take-home expectations. For instance, instead of expecting my students to complete assignments on their own (or with the help of their parents) I will now attempt to provide them with opportunities before and after class for completing their work. This added fifteen to thirty minutes of time each day will allow for students to remain caught up with their fellow classmates, and it will eliminate the stress of completing coursework in an environment that is often unpredictable and uncertain.
The relevant demographic information about the Salem-Keizer School District and McKinley Elementary School population have influenced my practice in that it has allowed for me to better understand where my students are coming from, and how I can better meet their learning and social needs. For instance, having the knowledge that more than half of all Salem-Keizer students are living at or below the poverty line, significantly alters the way in which I view teaching and learning within my classroom. While I hold each of my students to high standards, I must also anticipate the obstacles, which many of my students must overcome in order to achieve those standards. A related example would involve students within the district who are striving to achieve and grow, but who must first overcome the challenge of not having their basic needs met, such as food, clothing, and shelter. The students, as expected, often experience difficulty in concentrating on their schoolwork. This logic, as paralleled in Eric Maslow’s Hierarchy of Needs, demonstrates the notion that students must have their basic needs met before attempting to meet other needs, such as academic and social needs.
Demographics of McKinley:
McKinley Elementary School is a public school in the Salem/Keizer (24j) School District and is located in south Salem. The school itself serves 253 students, grades kindergarten-5, and is home to one of the district’s only all-day kindergarten programs. The student demographic is comprised of 80% White, non-Hispanic students.
McKinley prides itself on being a high-achieving school, as McKinley students have repeatedly exceeded national average test scores in both writing and mathematics, according to the Oregon Assessment of Knowledge and Skills (OAKS) Results. For example, in 2010, the national average score on the OAKS writing assessment was 79%, McKinley students, however received an average score of 89%. Similarly, the national average score on the OAKS math assessment was 83%, and McKinley students received an average score of 89%. This testing information has been pertinent for many families at McKinley, as they have chosen to send their children and subsequent children there, due to its reputation for high academic performance.
*Information pertaining to the Oregon Assessment of Knowledge and Skills (OAKS) tests:
“In 2009-2010 Oregon used the Oregon Assessment of Knowledge and Skills (OAKS) to test students in grades 3 through 8 and 10 in reading and math; in grades 4, 7 and 10 in writing; and in grades 5, 8 and 10 in science. The OAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Oregon. The goal is for all students to score at or above the state standard” (According to the Oregon Department of Education, 2013).
Unlike the demographics that make up the Salem-Keizer School District and the majority of McKinley Elementary School, the classroom I am working in is comprised of families who live above the poverty line and can be categorized as middle to upper middle class. The discrepancy between my students and those of the rest of the school can be linked to the fact that my kindergarten classroom is funded mostly by student tuition, rather than funded by state money. The parents of the kindergarteners in my room have a monetary obligation of $315 per month, and there are only two students out of 27 who are able to attend the class through the assistance of scholarship support. Because my class is funded through tuition, my students are granted opportunities that are not necessarily granted to other kindergarten students within the district. For example, my kindergarten classroom is full day while others are typically half-day, and my classroom has the luxury of incorporating vast amounts of music, art, sign language, field trips, and Spanish instruction. This information, in comparison to the information I have gained about the Salem-Keizer School District, is highly important because I would not want to assume that every student within the district is given the same opportunities and/or experiences similar challenges. As a future teacher, it is crucial I understand that every student’s educational journey has been different, and thus my teaching strategies and expectations should be molded to suit individual needs. For example, it is critical that I serve as an advocate for my students who are living in poverty. I plan to advocate for my students by ensuring that they are enrolled in district programs (such as linking families with food and services) and by giving them in-class time to complete their work. Students who have more obstacles and challenges to overcome will not necessarily be low achieving (in regard to academics), but these adversities can impact their opportunities for learning, so it is important for me as an educator to be aware of them.
Examples of Student Needs:
Having knowledge of my student’s needs has influenced my teaching and assessment in that I have different goals for each of my students, based on their abilities and strengths. For instance, while my teaching is the same (essentially) for each student, the way in which I supplement teaching is different for each student. Examples of this include the way in which I create groups (for centers and workshops). For students who need additional time for writing prompts, sorting activities, etc, I place them in their previously assigned groups, but I also give them additional time to complete the activities, by assigning them to the same table on the following day. This way, students do not necessarily know they take longer to finish their work, but they instead feel as though they are doing such an exceptional job, that I want to see what more they can produce. In addition to strategic table assignments, my mentor teacher and I also allow students (and encourage them) to use their “settling in” time to complete late or missing work. This seems to benefit students who need an additional opportunity to show their skills and/or who need time to finish activities they were unable to complete.
Meeting Student Needs:
To ensure that I am teaching, in such a way as to meet the various learning needs of my students, it is of utmost importance that I know about the learners in my classroom: their abilities, needs, and learning styles. In order to become better familiar with my students and their needs, I have made it a priority to familiarize myself with the “getting to know your student” forms (as created by my mentor teacher). I have attended Individual Education Plan (IEP) meetings and I have spoken with students and parents alike. Because my students are young, it can be challenging to ask for their input as to how they learn best and how I can support them, but through speaking with my mentor teacher, speaking with their parents, and making observations throughout the day, I feel as though I have a strong understanding of each of my student’s individual needs. An example in which I have used my knowledge of student learning to influence my teaching is with Student Z. Student Z often has a difficult time focusing on coursework because he struggles to meet his sensory needs. In order to promote on task behavior and keep his attention, I have given him a comfort item (such as a textured scarf) to keep his hands busy, so that he can keep them in his personal space and focus his eyes on the person teaching (either my mentor teacher or myself). Another strategy I have used with Student Z is the technique of proximity. Because Student Z struggles to remain in his “own space,” I frequently sit very close to him, modeling the behavior I wish to see and expect of him. During this time, I sit in a criss-cross position, hands in my lap, and eyes facing forward. I listen intently to the person speaking (typically my mentor teacher), and when I observe him exhibiting similar behavior, I make eye contact with him, signal a thumbs-up, and whisper phrases of praise, such as “excellent job.” This tends to give him a a sense of pride and confidence.
Additional ways in which getting to know my students on an individual basis has helped me to become a better teacher are with regard to their allergies or health concerns. For instance, one student (Student L) has a gluten intolerance which could become an issue when other students are celebrating birthdays or want to contribute a snack to the class. However, because I have read the “getting to know your student” forms, communicated with my mentor teacher, and spoken with the student's mother this has not become an issue. Instead, it has become an area for bonding. My mentor teacher and I have been able to provide “special” (gluten free) snacks to Student L and instead of feeling ostracized or different than the other students, I think her snacks make her feel special. This has also been a teachable moment for other students within our classroom because it has taught compassion, tolerance, and acceptance. In fact, some students have made it a point to provide “special snacks” for Student L during their birthday celebrations.
Key Information Pertaining to McKinley Students
When discussing the levels of literacy and achievement in the kindergarten classroom at McKinley, it is important to note that all but one student in the class is a native speaker of English, and the one student who is not a native English speaker is proficient in English. Other key information regarding the kindergarten students is that they have each received some early learning and instruction at home, as the majority of the students come from homes with one stay-at-home parent. These factors combined have contributed to language development of the students. In addition, many of the students in the class have attended private preschools, which has led to an increased level of literacy and has prepared them to achieve at a higher than average academic level.
Due to the academic level of the students, Mrs. Nelson (the classroom teacher), has set a high standard for the students. For instance, the kindergarten standard for reading is that students will be able to read at a level 3 by the end of the year (according to the Diagnostic Reading Assessment), but Mrs. Nelson expects students to read at a level 6 (or higher) by the end of the school year. These elevated standards appear to be realistic and achievable for the students, as twenty six of the twenty seven students are currently reading at a level 3 or higher. In fact, one-fourth of the class is currently reading at or above a level 6.
McKinley Elementary School is a public school in the Salem/Keizer (24j) School District and is located in south Salem. The school itself serves 253 students, grades kindergarten-5, and is home to one of the district’s only all-day kindergarten programs. The student demographic is comprised of 80% White, non-Hispanic students.
McKinley prides itself on being a high-achieving school, as McKinley students have repeatedly exceeded national average test scores in both writing and mathematics, according to the Oregon Assessment of Knowledge and Skills (OAKS) Results. For example, in 2010, the national average score on the OAKS writing assessment was 79%, McKinley students, however received an average score of 89%. Similarly, the national average score on the OAKS math assessment was 83%, and McKinley students received an average score of 89%. This testing information has been pertinent for many families at McKinley, as they have chosen to send their children and subsequent children there, due to its reputation for high academic performance.
*Information pertaining to the Oregon Assessment of Knowledge and Skills (OAKS) tests:
“In 2009-2010 Oregon used the Oregon Assessment of Knowledge and Skills (OAKS) to test students in grades 3 through 8 and 10 in reading and math; in grades 4, 7 and 10 in writing; and in grades 5, 8 and 10 in science. The OAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Oregon. The goal is for all students to score at or above the state standard” (According to the Oregon Department of Education, 2013).
Unlike the demographics that make up the Salem-Keizer School District and the majority of McKinley Elementary School, the classroom I am working in is comprised of families who live above the poverty line and can be categorized as middle to upper middle class. The discrepancy between my students and those of the rest of the school can be linked to the fact that my kindergarten classroom is funded mostly by student tuition, rather than funded by state money. The parents of the kindergarteners in my room have a monetary obligation of $315 per month, and there are only two students out of 27 who are able to attend the class through the assistance of scholarship support. Because my class is funded through tuition, my students are granted opportunities that are not necessarily granted to other kindergarten students within the district. For example, my kindergarten classroom is full day while others are typically half-day, and my classroom has the luxury of incorporating vast amounts of music, art, sign language, field trips, and Spanish instruction. This information, in comparison to the information I have gained about the Salem-Keizer School District, is highly important because I would not want to assume that every student within the district is given the same opportunities and/or experiences similar challenges. As a future teacher, it is crucial I understand that every student’s educational journey has been different, and thus my teaching strategies and expectations should be molded to suit individual needs. For example, it is critical that I serve as an advocate for my students who are living in poverty. I plan to advocate for my students by ensuring that they are enrolled in district programs (such as linking families with food and services) and by giving them in-class time to complete their work. Students who have more obstacles and challenges to overcome will not necessarily be low achieving (in regard to academics), but these adversities can impact their opportunities for learning, so it is important for me as an educator to be aware of them.
Examples of Student Needs:
Having knowledge of my student’s needs has influenced my teaching and assessment in that I have different goals for each of my students, based on their abilities and strengths. For instance, while my teaching is the same (essentially) for each student, the way in which I supplement teaching is different for each student. Examples of this include the way in which I create groups (for centers and workshops). For students who need additional time for writing prompts, sorting activities, etc, I place them in their previously assigned groups, but I also give them additional time to complete the activities, by assigning them to the same table on the following day. This way, students do not necessarily know they take longer to finish their work, but they instead feel as though they are doing such an exceptional job, that I want to see what more they can produce. In addition to strategic table assignments, my mentor teacher and I also allow students (and encourage them) to use their “settling in” time to complete late or missing work. This seems to benefit students who need an additional opportunity to show their skills and/or who need time to finish activities they were unable to complete.
Meeting Student Needs:
To ensure that I am teaching, in such a way as to meet the various learning needs of my students, it is of utmost importance that I know about the learners in my classroom: their abilities, needs, and learning styles. In order to become better familiar with my students and their needs, I have made it a priority to familiarize myself with the “getting to know your student” forms (as created by my mentor teacher). I have attended Individual Education Plan (IEP) meetings and I have spoken with students and parents alike. Because my students are young, it can be challenging to ask for their input as to how they learn best and how I can support them, but through speaking with my mentor teacher, speaking with their parents, and making observations throughout the day, I feel as though I have a strong understanding of each of my student’s individual needs. An example in which I have used my knowledge of student learning to influence my teaching is with Student Z. Student Z often has a difficult time focusing on coursework because he struggles to meet his sensory needs. In order to promote on task behavior and keep his attention, I have given him a comfort item (such as a textured scarf) to keep his hands busy, so that he can keep them in his personal space and focus his eyes on the person teaching (either my mentor teacher or myself). Another strategy I have used with Student Z is the technique of proximity. Because Student Z struggles to remain in his “own space,” I frequently sit very close to him, modeling the behavior I wish to see and expect of him. During this time, I sit in a criss-cross position, hands in my lap, and eyes facing forward. I listen intently to the person speaking (typically my mentor teacher), and when I observe him exhibiting similar behavior, I make eye contact with him, signal a thumbs-up, and whisper phrases of praise, such as “excellent job.” This tends to give him a a sense of pride and confidence.
Additional ways in which getting to know my students on an individual basis has helped me to become a better teacher are with regard to their allergies or health concerns. For instance, one student (Student L) has a gluten intolerance which could become an issue when other students are celebrating birthdays or want to contribute a snack to the class. However, because I have read the “getting to know your student” forms, communicated with my mentor teacher, and spoken with the student's mother this has not become an issue. Instead, it has become an area for bonding. My mentor teacher and I have been able to provide “special” (gluten free) snacks to Student L and instead of feeling ostracized or different than the other students, I think her snacks make her feel special. This has also been a teachable moment for other students within our classroom because it has taught compassion, tolerance, and acceptance. In fact, some students have made it a point to provide “special snacks” for Student L during their birthday celebrations.
Key Information Pertaining to McKinley Students
When discussing the levels of literacy and achievement in the kindergarten classroom at McKinley, it is important to note that all but one student in the class is a native speaker of English, and the one student who is not a native English speaker is proficient in English. Other key information regarding the kindergarten students is that they have each received some early learning and instruction at home, as the majority of the students come from homes with one stay-at-home parent. These factors combined have contributed to language development of the students. In addition, many of the students in the class have attended private preschools, which has led to an increased level of literacy and has prepared them to achieve at a higher than average academic level.
Due to the academic level of the students, Mrs. Nelson (the classroom teacher), has set a high standard for the students. For instance, the kindergarten standard for reading is that students will be able to read at a level 3 by the end of the year (according to the Diagnostic Reading Assessment), but Mrs. Nelson expects students to read at a level 6 (or higher) by the end of the school year. These elevated standards appear to be realistic and achievable for the students, as twenty six of the twenty seven students are currently reading at a level 3 or higher. In fact, one-fourth of the class is currently reading at or above a level 6.