Mallori

Type in the content of your page here. 421 Advanced Clinical- Madison Elementary School Profile (Phase 1) __Wauwatosa School District and surrounding area: __

Madison Elementary school is located near the northwest border of the city of Wauwatosa. Wauwatosa community contains approximately 47, 271 people and 94 percent of these people are of the White ethnicity. Forty-seven percent of this population is between the ages of 25 and 54 years of age. This community is very family-orientated. It has a low population, 3%, of college students between the ages of 20-24. The rest of the population, 53 percent, is spread out amongst the young (ages 0-19) and elderly(55+). Because this community is family orientated, they openly work together to limit crime in their community by holding Crimestoppers events and Tosa United Toolkits. Wauwatosa unites members of the community by holding their National Night out. This is an opportunity for members of the community to get out of the house and intermingle with fellow community members in downtown Wauwatosa. The community also has two Wauwatosa news websites to keep people in the community involved from their home computer. Wauwatosa. Net and Wauwatosa Now are newspapers that inform the community about events, meetings, and the local news. The Wauwatosa Historical Society offers ways to connect to the heritage of the community and build bonds among its citizens. Educational Foundation of Wauwatosa was organized in 1990 and provides money and scholarships to support Wauwatosa Public Schools. All in all, there appears to be great community support among the families that reside in this city.

__Mission and Goals of the School: __ The Wauwatosa School District strives to deliver an education that equips and inspires students to conquer their challenges now and in their future. The Board of Education and the Wauwatosa School district are focusing their efforts on promoting reading and literacy. __

Madison Elementary 3rd Grade __ __Student Demographics: __ In 2008, 352 students were enrolled in Madison Elementary. The enrollment appears to range between 320 and 360 students since 1999. It has increased by 15 students since 2006. According to this data, 15 to 20 percent of students are with a disability. This percentage has stayed between 15 and 20 percent since 1999. It appears that the most common disability is a speech and language impairment. Other disabilities that are not specified on within this data make up 5 percent of Madison’s student population. These are highlighted in orange. Because these disabilities are not clear (even among grade level), it makes it harder for a new teacher to learn about students and their specific needs prior to stepping into the classroom.

__Student Performance: __ Grade 3 appears to be only tested with the reading and mathematics WKCE assessments. This chart to the left represents third grade student performance in both reading and mathematics. 50 to 40 percent of these students are proficient in both mathematics and reading. It is interesting to see that these third graders are stronger in math than in reading.  This chart compares ethnicity to mathematics performance. Combined race and White students show that almost 88 percent are either advanced or proficient in mathematics. It is interesting to see that combined race students together are either 50 percent advanced or 50 percent proficient. All in all, I see excellent math performance across the board. This information may be helpful for the student’s fourth grade teacher to know. The teacher could take into account that a small percentage of his or her African American students may need extra math support.

__Teacher Qualifications: __ This graph represents the amount of teachers in the school with at least five years of experience. This graph represents that many of the previous teachers have left the school or retired, making way for new teachers. To support this statement, my cooperative teachers are very young and relatively new to the school. They have also commented on the other third grade and fourth grade teachers that are recent Cardinal Stritch graduates. __ Student Attendance: __ The student attendance graph shows each grade at Madison Elementary and their attendance rate for each year. Madison’s attendance rate for each grade was always fairly high and above 90 percent. This demonstrates the overall commitment to education the families of the school exemplify since 1999. In 2008, the attendance rate for third grade was 94%. SOURCES: [] <span style="color: black; font-family: 'Bell MT','serif'; font-size: 12pt;">www.**wauwatosa**.k12.wi.us/**community** <span style="font-family: 'Bell MT','serif';">[] <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">www.**wauwatosa**now.com <span style="font-family: 'Bell MT','serif';">http://data.dpi.state.wi.us/data/selschool.asp

<span style="font-family: 'Bell MT','serif';">__**Cultural Responsiveness-Phase 2**__
As I walked through the school, I noticed a bench in the hallway with the school’s name engraved on it. This bench resembles community based on its placement. It was place in front of the door and in the middle of the hallway. As I walked through the school, I saw students of many races. I did not see posters or wall hangings that promoted different cultures. As I walked up the stairs to my third grade classroom, I saw the students coat area with a wide array of different gear. This school allows for students to wear clothing that represents who they are as an individual. As opposed to wearing uniforms. As I strolled into the classroom, I see students of different races, wearing different clothes. I have observed the Asian, White, and African American races. The teacher addresses each student as an individual who is responsible for him or herself and applying their very best. She has created a classroom management program in which each student is “employed” and has specific titles for their jobs around the classroom. This is a community activity that involves teamwork and responsibility, unifying students of different races. It is apparent that the teacher has addressed what language is appropriate for school as the student’s model “school language” which involves no slang, foreign language, and/or broken English. It appears the teacher has also addressed what behavior is appropriate for school as well. Students have demonstrated respectful behavior. The students are seated in groups of four with a diverse mix at each table. The groupings are based on learning needs, behaviors, and those who need exposure to others. The teacher provides opportunities for students who need to be challenged. These students would need these challenges represent all three races. Students who are struggling also represent all three races. The teacher practices culturally responsive practices by trying to meet the needs of all her learners, regardless of race. The teachers have designed a Japan unit in which the students learn about this country and compare it to the United States. This unit represents cultural responsiveness. The teachers have created Japanese literature books for each student. These books are used to introduce many of the topics like geography, language, customs, etc. Students of the Asian background may connect with the country of Japan, however all students are able to make connections to the aspect of the United States when the two countries are compared. Madison uses Treasures Basal Readers for their reading instruction. These come with the teacher edition and the student textbooks. They also come with leveled reading books that are either approaching level, on level, or beyond level. These books are both narrative and expository texts. The expository book that the students are currently reading addresses the U.S. History of child labor. This is culturally representative because it teaches students about early American culture. It may not address all cultures, but it does address one.

Phase III
What did you discover? Were you surprised? Briefly talk about an area you either found positive, supportive, or maybe toxic. The teacher is aware of each student’s culture. She is sensitive to it, yet she keeps her expectations high for all students no matter their culture. I learned that there are different ways to incorporate different cultures into the classroom without hanging up a poster that show them. My teacher manages her classroom using an economy style job list, where the cleaner-uppers are called environmental engineers. The jobs are diverse and the student takes on the identity of their title for the week. This is a different way to bring in diverse roles and allow the students to become their role. I was surprised with this method of classroom management, but it the students seem to enjoy it which is great. I generally do not like posters of random kids to be posted just to show the classroom is culturally responsive. I think if a teacher wants to show this she should take pictures of her students and put them on their walls. It’s their room, not those kids in the poster. In addition to this, I would have like to of seen some student work posted somewhere in the room at student level. I only saw a few samples posted outside of the room. I was surprised that there was little to no cultural responsiveness in the leveled reading books. These books were designed specifically to be this way, to be universal and efferent. I noticed thought the teacher’s own library of classroom books are diverse and show cultural responsiveness. Discuss how you as a new educator in the building could begin to contribute, shape, or change this school culture. I would love to pull in different cultures. I love the concept of the Japanese unit I am working closely with. Every time I work with the students on part of this unit, I try to make the lesson personal to the student by making it connect with what life and culture are like in the United States/their life. I love making lessons as personally engaging to the student as I can. I created a poetry lesson based off of lyrics to music this youth culture listens to. This is what made this lesson exciting for them. I know I can pull in culture and this is what I enjoy. I attended Saint Joan Antida H.S.. I wrapped myself in the culture when I was there and that is what I remember. I remember learning the customs of different people, their dress, their food, their dances, and their history. If I can make school just as fun for my students as it was for me, I will.