Assignment 2A - Asset Identification-3 (1)
docx
keyboard_arrow_up
School
National University *
*We aren’t endorsed by this school
Course
604
Subject
Information Systems
Date
Feb 20, 2024
Type
docx
Pages
22
Uploaded by BrigadierThunderLlama39
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} -my assignment class is TK
Data
1) Assets
2) How you can use the assets to engage learners?
Demographics
●
SIS
My Class Demographics :
Race/ ethnicity Students total:16
Hispanic :4
White :11
Asian :1
Male: 10
Female:6
Classroom is culturally diverse , In this Transitional Kindergarten (TK) classroom of 16 students , focusing on student strengths involves culturally diverse activities to promote funds of knowledge of students ,I will focus on small group activities to keep students engaged by Including books and stories that represent various cultures, languages, and traditions. Identifying letters and sounds ,as well as mastering
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
free meal eligibilty : 6
numbers /double digits along with basic math. Transitional Kindergarten (TK) students, typically aged four or five, has mixed ethnicities and culturally diverse backgrounds ,
First I would focus on Creating a Transitional Kindergarten (TK) curriculum that is focused on diverse cultural diversity and backgrounds involves
intentionally incorporating materials, activities, and experiences that reflect the richness of the students' varied backgrounds.
Such as :
Diverse culture project (books,songs,traditions)
Cultural art and craft
Dramatic play center
Music and dance exploration The above mentioned strategies would be incorporated along with the below lessons in order
foster an inclusive and supportive learning environment for all TK students. Regularly assess and adapt the curriculum to ensure it reflects the evolving needs and backgrounds of the students in classroom.
Art activity( penmanship ,steadiness ,and structure in using worksheets ),storytelling, imaginative play
Alphabets ,letters and sounds
math ,number identification and concept
geometry, shapes (identifying most shapes
and colors)
science basic knowledge animals ,nature etc..
Helping students with SEL to develop social skills such as sharing, taking turns, and interacting with peers( skills in self-help, coping, and problem -solve )
Performance Data
●
CAASPP
●
ELPAC
Math
Number and concept identification 1-30 = 11/16
Basic number addition and subtraction 7/16
Geometry -measuring units, shapes 12/16
Language Art
Letter and sounds identification and concept (alphabet) 13/16
Fine motor (penmanship, stroking letters and numbers)8/16
The above info as of today is a general data collection of the classroom ,
●
prior academic knowledge related to the specific content you plan to teach ●
English language proficiency levels (Standard English learners and English learners) List student initials and proficiency levels
●
relevant assessment data for your context
The progress of this TK classroom is not where it is supposed to be based on the data collection I assumed. About 30% of the class needs modification
and reinforcement as well as one on one support on
math ,language art and also breaking down some of the lesson complexity to help other students catch up .I would also focus on manipulative activities in order to help students with fine motor to promote penmanship as far as stroking and using pencils and color pencils . Celebrations
●
What have you Class Important Events
Cultural Heritage Day: Invite students and their families to share aspects of
their cultural heritage.
Incorporate most cultural relevant festivities into
established?
Multicultural Storytelling Day:
International Food Festival:
Language Exploration Day:
Diversity Fair:
Art Around the World:
Mother and father’s day Valentine’s day Thanksgiving Halloween
Christmas holidays Initiatives
Learning Garden initiative program We make sure our teachers and students have access to our Learning Garden and Native Plant areas for environmental education. There, students can learn about life cycles of plants and animals, native plants, which plants are edible (and taste them), food chains, water cycles, and soil composition.
Our students' time in the garden reinforces the K-6 science curriculum and aligns with California State Science Standards.
In addition, our Green Lunchroom Initiative involves children directly as they learn about waste sorting, waste reduction and get a real-world example of sustainability in their community.
Gifted & Talented Education (GATE) program Qualifying students are invited to participate in the GUSD Gifted and Talented Education (GATE) program. Students in the GATE program receive differentiated instruction in the classroom, as appropriate, based on their interests, preferences, and strengths. Additionally, each school offers GATE learning experiences outside of the regular classroom.
curriculum, such as Including activities, crafts, and food samples from various cultures.
in order to promote inclusion ,diversity, and backgrounds to keep students engaged and also create /bridge up connections with backgrounds. Also create Opportunities to raise awareness of cultural diversity by involving families.
Organize a potluck-style event where families contribute dishes representing their cultural backgrounds.
Create a diverse menu, and encourage students to taste and learn about different cuisines.
Include cultural displays and information about the origin of each dish.
Dedicate a day to exploring different languages spoken by students in the class.
Teach basic greetings, phrases, and words in various
languages.
Encourage students to create language-themed crafts and activities.
Host a fair showcasing the diversity within the classroom.
Create displays, posters, and presentations celebrating different cultures.
Include interactive activities and games that highlight cultural diversity.
Explore art from different cultures and countries.
Engage students in creating art projects inspired by diverse artistic traditions.
Display the artwork in a classroom or school-wide exhibition
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Local Indicators/
Environment
●
grade level(s) Transitional Kindergarten ●
classroom setting (face-to-face) ●
Describe your classroom environment The classroom is safe, it provides a nurturing and supportive environment where students feel secure, respected, and valued. Its
atmosphere is welcoming designed to be warm, inviting, and visually appealing. Displays include diverse and inclusive images, showcasing the cultural backgrounds and contributions of all students. The classroom embraces diversity, and students learn about and celebrate each other's backgrounds. Inclusive language and materials reflect the various cultures and languages represented in the class.
Safe Spaces: Designated safe spaces are available for students to retreat to if they need a moment to calm down or reflect.
The school does not have an online, or hybrid program, it is an in person-based program, where learning happens on site.
We just moved to this new class, which is more appropriate ,it is now functional and well adapted as
far as age group, meeting all requirements ,there might be more additional work applied to continue to meet the standards and adjustments to meet the needs of all students in all domains.
Curriculum ●
resources and materials you have access to Textbooks, workbooks, video visuals, art, group projects, computers, tablets, music ,projector. (inclusive )
Transitional Kindergarten (TK) is the first year of a two-year Kindergarten program that uses a modified Kindergarten curriculum that is age and developmentally appropriate. Glendale Unified School District is a partner with Frog Street comprehensive dual language curriculum consisted of all of the components teachers need to prepare students for kindergarten such as: Social-emotional learning using Conscious Discipline, Easy-to-use weekly teachers' guides, Integrated STEAM projects, Digital Embedding a curriculum for Transitional Kindergarten (TK) that promotes diversity involves intentional planning, thoughtful selection of materials, and incorporating activities that reflect the diverse backgrounds of the students through culturally diverse books, songs, projects about other
countries flag colors, language spoken ,currency, food ,clothes, and languages.
Products such laptops and headphones for kids as little as TK, and so much more! some of the curriculum resources are covered by the school district.
Languages and Services
●
SIS
●
ELPAC
●
survey
●
number of identified English learners =1
●
number of Standard English learners =15
●
English language proficiency levels (Standard English learners and English learners) n/a
●
Home languages =English, French ,Spanish
Work on embedding more oral listening assistive technology (language art ,phonics, letters and sounds)
Special Education Services
●
SIS
●
survey
●
number of students with an IEP =1
●
number of students with a 504 plan =0
●
number of students identified for GATE =0
●
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
E.R : 5 years old - IEP student
Student displays high IQ in all developmental domains, their eligibility is based on attention deficit and aggression towards peers ,students gets one on one assistance to help with SEL and coping mechanisms when it comes to socializing.
Goal : Conduct a thorough behavioral assessment to understand the triggers, patterns, and functions of the aggressive behavior.
Collaborate with a behavior specialist or school psychologist to gather insights into the underlying factors.
Develop an individualized behavior plan that addresses the
specific needs of the student.
Clearly outline strategies for managing aggression, reinforcing positive behavior, and providing consequences for inappropriate behavior.
Social-Emotional Learning (SEL) Programs:
The speech and language impaired student has a communication problem involving an overall language skills. The district makes available individual or small group therapy for articulation and language development. A one on one service and assistive services along with lesson modification ,such as focusing on naming objects /items ,singing songs ,phonics ,reading out loud to help students feel included. ;lIEP student are also subject to the same strategies in class but through specific adapted and targeted supportive and assistive technology approach. families are always welcome to provide their help. Offer opportunities for small group or individualized instruction to meet the student's unique learning needs.
Provide challenging and intellectually stimulating tasks to keep the student engaged.
Implement a system of positive reinforcement to acknowledge and reward appropriate behavior.
Use a token system, praise, or small rewards to
Implement SEL programs that focus on emotional regulation, empathy, and interpersonal skills.
Teach the student alternative ways to express emotions and cope with frustration or stress
F.R: speech impairment :5 years old -speech therapy motivate the student to exhibit positive conduct.
Counseling and Support Services:
Collaborate with school counselors or mental health
professionals to provide counseling services.
Address any underlying emotional or social challenges contributing to the aggressive behavior.
Parental Involvement and Communication:
Pair the student with positive peer mentors who can
model appropriate behavior and social skills.
Foster positive relationships with classmates to encourage social integration
Speech Therapy Develop individualized speech goals based on the assessment findings.
Goals may include improving articulation, language comprehension, vocabulary development, and social
communication skills.
Professional Development
●
School Leadership
Resources and support available
●
PBIS and restorative practices
●
Culturally Relevant and responsive Education ●
IEP services
●
ELD Standards and ELA Framework
●
ELPAC
●
Mental health resources such talking about war trauma ,suicide Prevention ,Child Abuse Prevention
●
Sped support Classroom Expectations & Norms
Transitional Kindergarten (TK)
classrooms typically establish expectations and norms to create a positive and structured learning environment. It's important to introduce these expectations and
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Here are common expectations and norms for my TK classroom:
1. Respect:
Treat everyone with kindness and respect.
Use polite language and good manners.
Listen when others are speaking.
2. Classroom Rules:
Follow classroom rules for safety and order.
Listen to and follow instructions from the teacher.
Raise your hand before speaking.
3. Responsibility:
Take responsibility for personal belongings.
Clean up after yourself and participate in classroom clean-up activities.
Complete assigned tasks and activities.
4. Cooperation: Work collaboratively with classmates on group activities.
Share materials and take turns.
Encourage a sense of community within the classroom.
5. Attendance and Punctuality:
Attend class regularly and arrive on time.
Notify the teacher in advance if absent.
6. Classroom Environment:
Keep the classroom environment neat and organized.
Use materials and resources appropriately.
Follow guidelines for using classroom tools and equipment.
7. Listening and Following Directions:
Follow directions from the teacher Embrace and celebrate the diversity of classmates.
Respect and appreciate differences in cultures, backgrounds, and abilities.
15. Classroom Routine:
Be familiar with and follow the daily routine.
norms gradually, reinforcing them through positive reinforcement, modeling, and consistent communication. Teachers may involve students in discussions about expectations to foster a sense of ownership and understanding within the classroom community. Additionally, parents or guardians are often informed about the expectations to encourage
consistency between home and school environments
Transition smoothly between activities.
Understand and follow the schedule.
16. Homework and Parental Involvement:
Complete homework assignments with the help of parents or guardians.
Encourage parental involvement in the child's learning journey.
17. Good Hygiene:
Practice good hygiene habits, including handwashing.
Follow guidelines for personal cleanliness.
.
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, Benjamin Franklin Elementary School -District : Glendale Unified School District City: Glendale ,CA
Data
1) Assets
2) How you can use the assets to engage learners?
Demographics
●
Dataquest
●
SARC
●
School Profile
Enrollment
Demographics :
●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 24 Full time teachers 100% certified teachers ●57% female
●43% male Free lunch not eligible: 80%
Free lunch eligible students 13%
Reduced price lunch: 41
●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 English Learners 11.1%
Chronic Absenteeism 0% - attendance 98%
Students with Disabilities
Ethnic diversity 42
Performance Data
●
Dataquest
●
School Profile
●
SARC
●
School Dashboard
●
ELPAC
Suspension Rate 0%
Graduation Rate
English Language Arts(ELA)
CAASPP Mathematics 61% at or above proficient level Reading 79%
CAASPP Test Results
Academic progress for all student 8/10
White 7/10
Hispanic 8/10
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Celebrations
●
School Website
●
Observations
Important events
District Staff Development Day - Aug. 15
Veteran's Day - Nov. 11
End of Second Trimester - March 3
Teacher Institute Day - Aug. 16 Thanksgiving Recess - Nov. 21-25 Spring Recess - March 13-17
First Trimester Begins/School Opens - Aug. 17 Winter Recess - Dec. 23 thru Jan. 6 District Staff Development Day - March 20
Labor Day - Sept. 5
Dr. Martin Luther King, Jr. Day - Jan. 16
Armenian Genocide Remembrance Day - April 24
District Staff Development Day - Oct. 28
Lincoln Day - Feb. 13 Memorial Day - May 29
End of First Trimester - Nov. 9
Washington Day - Feb. 20
End of Third Trimester - June 7
Initiatives programs
Recycled Art • Seedball Activity • Soil Science • Water Quality Testing and Sampling
GREEN INITIATIVES: waste reduction, recycling, share table, industrial sized dishwasher (first one in GUSD)
Being Water Wise • Art Project • Engineering and the Structure of Buildings • Woodworking Glendale Library Maker Group • History of Printing • Science of Cooking
Traditions
Dance -a-thon traditional contest Local Indicators
●
SARC
Basics (teachers, Instructional Materials, Facilities)
Franklin Elementary was built in 1926. Five acres of land were purchased in 1925 and a contract was let for a school. The school continued to grow as classrooms were
added in 1929 and 1947.
The original school building was rehabilitated and additional classrooms were added in 1949 .In 1955, a multipurpose room (the current library/computer lab) was built. It later functioned as the kindergarten classroom.
Parent and Family Engagement/Involvement
Franklin parent volunteer PTA program which meets monthly ,school site council (SSC) ,,English Learner Advisory Committee (ELAC) ,District Advisory Committee (DAC) .
Local Climate Survey
Teacher Credentials : 24 fully credentialed with a 25-1 ratio
Average Class size 22
School programs:
Before and after child care program
Star Nova ( fee based enrichment) program
Gifted and talented education program (GATE)
PBIS Benjamin Franklin elementary is a PBIS GOLD MEDAL holder thanks to its consistency in implementing policies and procedures that emphasize proactive, instructive, and restorative approaches to student behavior.
Curriculum Adoptions
●
SARC
●
School Leadership
Textbooks
Glendale Unified School District provides for each school within the District, sufficient and good quality textbooks, instructional materials, or science lab equipment. All students, including dual language immersion Learners, are given their own individuals standards- aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. All textbooks and instructional materials used within the
District are aligned with the California State Content Standards and Frameworks and have been approved by the Board of Education.
Mission and Vision
●
School website
Mission The Benjamin Franklin Elementary Foundation’s mission is to enrich the public education of all Franklin Elementary Magnet students by sponsoring international
interns, and by providing funds to support programs in music, art, science and technology. (BEFEF FOUNDATION) Vision Vision Statement Glendale Unified School District faculty and staff will:
Work collaboratively to ensure all students succeed;
Embrace best practices to support multiple means of representation, expression and engagement so that all students have an opportunity to access high-quality
instruction and content; and
Demonstrate an inclusive philosophy through the use of differentiation for all students.
REALITY ,EQUITY,EQUALITY,LIBERATION
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Languages and Services
●
Dataquest
●
Staffing: 24 credentialed teachers EL Annual Reclassification (RFEP) rates21.1%
Special Education Services
●
SARC
Support Staff
10
Report Card (SARC) Reports provided to the California Department of Education (CDE) by the local educational agencies (LEAs) regarding the performance of their schools on a variety of indicators
●
Examples of Specialized Aids
Books on tape
Textbooks with enlarged print
Auditory training equipment
Communication boards
Physical modifications
Footrests
●
Examples of Support Services
Collaboration and consultation with teachers and parents
Modified lessons
Functional behavior plans
Orientation & mobility
Sign language support
Brailled Homework
Auditory Trainers
Modified Curriculum
Physical Assistance
Behavior Plans
Speech and Language Instruction
Various Accommodations
Adapted Physical Education
Occupational Therapy
Consultation with various School Specialists
Professional Development
●
SARC
Report Card (SARC) Reports provided to the California Department of Education (CDE) by the local educational agencies (LEAs) regarding the performance of their schools on a variety of indicators.
Number of school days dedicated to Staff Development and Continuous Improvement
21
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:
24,213 students and 25 schools k-12
Socioeconomically Disadvantaged:
English Learners:
Chronic Absenteeism: 30%
Special Education:
Performance Data
●
Dataquest
●
District Website
●
SARC
S
uspension Rate:1%
Graduation Rate:89%
English Language Arts(ELA):66%
Mathematics:53%
CAASPP Test Results:
62.04% of students met or exceeded the state standard in English
while 37.96% did not, a change of 0.64% from 2022. In math, 52.32% of students met or exceeded the state standard, with 47.68% not meeting it: a change of 0.33% from 2022.
ELPAC Results :16.50 % English proficiency the rest are between moderate ,beginners, somewhat .
Celebrations
●
District Website
●
Important events
District Staff Development Day - Aug. 14 Thanksgiving Recess
- Nov. 20-24 Third Quarter Ends - March 15
Teacher Institute Day - Aug. 15 End 1st Sem. - Dec. 20 Spring
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Recess - March 18-22
First Semester Begins/School Opens - Aug. 16 Student Holiday, All Teachers on Duty - Dec. 21 District Staff Development Day - Mar. 25
Labor Day - Sept. 4 Winter Recess - Dec. 22 thru Jan. 5 Armenian Genocide Remembrance Day - April 24
First Quarter Ends - Oct. 13 Dr. Martin Luther King, Jr. Day - Jan. 15 Memorial Day - May 27
District Staff Development Day - Oct. 27 Lincoln Day - Feb. 12
Second Semester Ends - June 5
Veteran's Day - Nov. 10 Washington Day - Feb. 19 Student Holiday, All Teachers on Duty - June 6
Initiatives
Traditions
Curriculum Adoptions
Textbooks:
Instructional Materials:
Web Tools for Teachers
District Coordinated Apps used by Teachers and Students
Digital citizenship lessons Glendale Unified School District per The California Common Core State Standards are implemented to teach the five strands of literacy: Reading, Writing, Listening, Speaking, and
Language. Our students become career and college ready through reading literary and informational texts critically and writing for informational, argumentative, and narrative purposes. Listening and speaking skills are emphasized so that students communicate and express ideas effectively, as they learn the language conventions and vocabulary to write
and speak clearly and concisely. It is our goal to provide all students with a rigorous English Language Arts curriculum and powerful classroom instruction for their personal and professional success as lifelong learners .
District Mission and Vision
●
District Website
Mission
In Glendale Unified schools, we embrace diversity and focus on equity to accelerate learning and increase pathways for Vision
We are resolute in our commitment to provide all
every student. of our students an education that prepares them for
success in college, career, and life and supports their social emotional growth.
Languages and Services
●
Dataquest
RFEP rates
Demographics
At schools in Glendale Unified School District, 29.2% of students are eligible to participate in the federal free and reduced price meal program and 24.2% of students are English language learners. School information is provided by the government.
Professional Development
●
District Website
https://sites.google.com/gusd.net/gusd-induction-
accreditation-s/induction-handbook/professional-growth-
development-systemhttps://sites.google.com/gusd.net/
gusd-induction-accreditation-s/induction-handbook/
professional-growth-development-systemhttps://
sites.google.com/gusd.net/gusd-induction-accreditation-s/
induction-handbook/professional-growth-development-
system
4.
Community Profile Description of Community’s Assets and Resources:
US Census Data
Community/City Website
Community Name: Glendale ,CA
Data
1) Assets
2) How you can use the assets to engage learners?
Demographics
●
US Census Data
Socioeconomic
Median income $81.219 HS Graduation rate
Crime rate
Race/Ethnicity
White 68.6%
Black or African America 1.6%
American Indian or Alaskan Native 0.6%
Asian 13.7%
Native Hawaiian or Pacific Highlander 0.2%
Hispanic or Latino 18.7%
Tow or more races 7.1%
Median Age 41.1
The average income of a Glendale resident is $29,264 a year. The US average is $28,555 a year.
In conclusion, Glendale appears to be a diverse community with a relatively high median income but potential income disparities. The age demographics suggest an older population. However, a more comprehensive understanding would require additional data and context, particularly regarding education and crime rates. It's
also important to interpret these statistics cautiously and consider the nuances of the community. Celebrations
●
City Website
●
Observations
Important events
Cezar Chavez 03/30
th
Spring Extravaganza 03/23
Verdugo Mountain Trail Run and Hike 05/05
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Traditions
Community Based Learning Opportunities
●
Observations & Community Publications
Teen night out 02/23
Youth sports program basketball season championship 03/01
Teen wellness night 03/08
Volunteering for Community Services & Parks is a great way to make a difference in Glendale!
Volunteers have made a difference in the past by:
Serving lunches to seniors
Building and maintaining trails in the hills and mountains
Painting posters announcing programs
Performing clerical tasks such as filing and answering phones
Copying, counting, and distributing flyers for programs
Community Resources
The city of Glendale offers what it is called Leisure Guide. The Leisure Guide is a quarterly e-
publication where you can find information about programs, classes, services, and events that are offered that season. You'll find classes and activities that suit each person in your family, from
tots to seniors.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help