Assignment 2A - Asset Identification-3 (1)
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National University College *
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Feb 20, 2024
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Assignment 2A – Asset Identification
Introduction
Consider the way your school community is described by data-driven systems. What criteria are measured and how are they discussed? What is not
captured in the framing of the collected data? What doesn’t get measured at all? What assets can you identify and leverage for the benefit of your students? (
The intention of this assignment is to learn where to find data about your school community, and to identify and examine the assets that may or may not be evident in those data.)
Deliverable
Make sure you submit 4 parts of this assignment
. You will fill out 4 respective templates for this assignment. Search available data and identify the assets of your school community. Use the provided tables as a guide and note that there are suggested data sources to guide your search beneath the category in each row.
1.
Class Profile
- use CAASPP data, diagnostic/assessment data provided by your school and other observations/data you’ve collected so far this year (i.e.: School Information System (SIS), family survey, get-to-know-you activities with students, language survey). ○
Note: if you do not have a current classroom, you can log in to SimSchool and use class profile from the simulation.
Check each of the learners’ profiles and include your “future” classroom expectations. You can also use the focus students in Week 3A’s assignment as your class profile (in Week 3 towards the end of the assignment page). 2.
School Profile
- use the online resources provided by the state Dept of Education, your school website, school LCAP plan
3.
District Profile
- use the online resources provided by the state Dept of Education, your district website
4.
Community Profile
- refer to US Census data, drive through your school community, interview community stakeholders (ask your students!)
DO NOT LIMIT YOURSELF TO SUGGESTED DATA TO REPORT; ADD ALL INFORMATION YOU FIND THAT YOU FEEL INFORMS YOU ABOUT THE PROFILE!
Resources
In order to access some of the information, familiarize yourself with the following resources to use in the following activity. USE THEM ALL to complete the assignment.
●
Sample School, District and Community Profiles for a local charter elementary school (shaded in pink to avoid confusion). They are attached at the end of this assignment.
●
An Asset-Based Approach to Teaching: What it is and Why it Matters
●
Culturally Responsive Teaching and the Brain
●
CalTPA 2.0 Assessment Guide – In course resources
●
DataQuest
(CA Dept. of Education) ●
School and District Profiles
●
School Accountability Report Card
(SARC) ●
California School Dashboard
●
US Census Data
●
Kids Count Data Center
●
Local City Webpage and Individual School District and School Website
●
California Department of Education School/District Profile Search
●
ELPAC Test Results
1.
Class Profile
Description of Students’ Assets and Learning Needs:
Data Quest
(CA Dept. of Education)
School Accountability Report Card
(SARC):
Diagnostic/assessment data provided by your school and other observations/data you’ve collected so far this year (i.e.: family survey, get-to-know-you activities with students)
Differentiation Options:
●
Self-contained teachers: complete the class profile for your whole class
●
Single-subject teachers: complete the class profile for one section of students ●
Education Specialists: complete the class profile for your caseload
Class Name / Grade: K6 District: Glendale Unified School District -School : Benjamin Franklin Elementary School (Public}
Data
1) Assets
2) How you can use the assets to engage learners?
Demographics
●
SIS
●
total number of students :608
●
ratio:24:1
●
math proficiency: 61%
●
reading proficiency : 79%
40.3% minority (mixed )
59.7% white
27.8 % Hispanic
7.1% Two or more races
3.4% Asian or Asian /Pacific Islander
1.7% Black or African American
0.3% American Indian or Alaskan Native
12% Economically disadvantaged students School is culturally diverse with a white group predominance.
Engaging a diverse group of learners requires a thoughtful and inclusive approach that considers their backgrounds, experiences, and needs. My strategies will be based on the demographic reflected in the school .
Cultural Relevance
:
Incorporate diverse perspectives, examples, and cultural references into teaching materials.
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24 Full time teachers
100% certified teachers ●
57% female
●
43% male ●
%FRL eligible: unknown, most student receive free lunch at this school .
●
Ranking 1183 in California Elementary Schools -ranks among 20% Elementary Schools in California
●
Overall Score 78.64/100
●
Highest reading Art proficiency ( top 20%)
●
Diversity school at state average 0.63 it stayed flat over the five school years Include literature, historical events, or scientific discoveries that reflect the experiences of various ethnic and cultural groups.
Interactive Learning Activities
:
Implement hands-on activities, group projects, and discussions that encourage collaboration and peer interaction.
Use multimedia resources such as videos, images, and real-world examples that resonate with a broad audience.
Inclusive Language
:
Be mindful of the language used in teaching materials to ensure it is inclusive and respectful of diverse identities.
Use examples that relate to the experiences of different racial and ethnic groups.
Flexible Learning Resources:
Provide a variety of learning resources in different formats to accommodate various learning styles.
Offer materials in multiple languages if possible, or provide translations for key concepts.
Culturally Responsive Teaching Strategies:
Familiarize with culturally responsive teaching practices to create an inclusive and supportive learning environment.
Acknowledge and validate the diverse backgrounds of students, fostering a sense of belonging.
Addressing Economic Disparities:
Consider the economic backgrounds of students when assigning projects or recommending
resources. Provide affordable alternatives when possible.
Collaborate with community organizations to offer additional support or resources for economically disadvantaged students.
Community Engagement:
Connect classroom learning to real-world issues and involve students in community-based projects.
Foster a sense of responsibility and community engagement to empower students to make a positive impact.
Feedback and Input:
Regularly seek feedback from students to understand their needs and preferences.
Encourage open communication and create a safe space for students to express their opinions.
Professional Development:
Engage in ongoing professional development to enhance your cultural competence and teaching strategies.
By incorporating these strategies, we create a more inclusive and engaging learning environment that respects the diversity of student backgrounds.
Performance Data
●
CAASPP
●
prior academic knowledge related to the specific content you plan to teach
●
ELPAC
●
English language proficiency levels (Standard English learners and English learners) List student initials and proficiency levels
●
relevant assessment data for your context
Celebrations
●
What have you established?
●
Important events ●
Initiatives
Local Indicators/
Environment
●
grade level(s) ●
classroom setting (face-to-face, online, hybrid) ●
Describe your classroom environment (safe and caring environment)
Curriculum ●
resources and materials you have access to Languages and Services
●
SIS
●
ELPAC
●
survey
●
number of identified English learners ●
number of Standard English learners ●
English language proficiency levels (Standard English learners and English learners) ●
Home languages
Special Education Services
●
SIS
●
survey
●
number of students with an IEP ●
number of students with a 504 plan ●
number of students identified for GATE ●
Resources available for Inclusion support
●
List students on an (IEP or 504) by an unidentifiable indicator and the following information: disability category
and identified disability, present levels, goals and objectives, accommodations, modifications and adaptations, services, assistive technology
Professional Development
●
Resources and support available
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●
School Leadership
Classroom Expectations & Norms
2.
School Profile Description of School’s Assets and Challenges:
Data Quest
(CA Dept. of Education)
School Website
District Website
School Accountability Report Card
(SARC)
School Name, District, City: Data
1) Assets
2) How you can use the assets to engage learners?
Demographics
●
Dataquest
●
SARC
●
School Profile
Enrollment
Socioeconomically Disadvantaged
English Learners
Chronic Absenteeism
Students with Disabilities
Performance Data
●
Dataquest
●
School Profile
●
SARC
●
School Dashboard
●
ELPAC
Suspension Rate
Graduation Rate
English Language Arts(ELA)
Mathematics
English Learner Progress
CAASPP Test Results
Celebrations
Important events
●
School Website
●
Observations
Initiatives
Traditions
Local Indicators
●
SARC
Basics (teachers, Instructional Materials, Facilities)
Parent and Family Engagement/Involvement
Local Climate Survey
Teacher Credentials
Average Class size
PBIS
Curriculum Adoptions
●
SARC
●
School Leadership
Textbooks
Instructional Materials
Mission and Vision
●
School website
Mission
Vision
Languages and Services
●
Dataquest
Staffing
EL Annual Reclassification (RFEP) rates
Special Education Services
●
SARC
Support Staff
Professional Development
●
SARC
3.
District Profile
Description of District’s Assets and Resources:
Data Quest
(CA Dept. of Education)
District Website
School Accountability Report Card
(SARC)
District Name, City: Data
1) Assets
2) How you can use the assets to engage learners?
Demographics
●
Dataquest
Enrollment:
Socioeconomically Disadvantaged:
English Learners:
Chronic Absenteeism:
Special Education:
Performance Data
●
Dataquest
●
District Website
●
SARC
S
uspension Rate:
Graduation Rate:
English Language Arts(ELA):
Mathematics:
CAASPP Test Results:
ELPAC Results
Celebrations
●
District Website
Important events
Initiatives
Traditions
Curriculum Adoptions
Textbooks:
Instructional Materials:
District Mission and Vision
●
District Website
Mission
Vision
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Languages and Services
●
Dataquest
RFEP rates
demographics
Professional Development
●
District Website
4.
Community Profile Description of Community’s Assets and Resources:
US Census Data
Community/City Website
Community Name:
Data
1) Assets
2) How you can use the assets to engage learners?
Demographics
●
US Census Data
Socioeconomic
Median income
HS Graduation rate
Crime rate
Race/Ethnicity
Median Age
Celebrations
●
City Website
●
Observations
Important events
Initiatives
Traditions
Community Based Learning Opportunities
●
Observations & Community Publications
Community Resources
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