Abstract instruction, curriculum, and aligning school operations.

AbstractLangtry B. Jensen Middle School consists of sixth through eight graders and is approximately two hundred miles from the United States boarder of Mexico. The student population comprised of 62% Hispanics and 38% Anglo. A diverse classroom consists of a variation of student’s ethnicity, exceptionalities, language, culture, gender, learning styles, and socioeconomic status. The goal of accommodating every student can be achieved by being aware of diversity. A plan for promoting school success requires improvement of classroom instruction, curriculum, and aligning school operations.

District wide policies should include a safe learning environment, extended learning time, preparation of high quality instruction, research-based information, and higher order questioning. The result of No Child Left Behind requires frequent testing, student achievement, and consequences for low performing schools. Students performance on state tests determines success. I have identified two concerns that exists. The first concern is analyzing the disaggregated data that displays an obvious difference among the student race and ethnicity.

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The second concern is the summary of parent responses using perception data. Qualitative data, disaggregated data, perception data, quantitative data, and longitudinal data are the five types of data that individually contributes in emerging an integrated budget. Disaggregated data is developed by detailed student subgroups including gender, grade, socioeconomic status, race, and prior achievements. When analyzing the first year of seventh grade reading scores, the campus success rate was 83%. However, Hispanics passed at 77% compared to the passing rate of 93% of Whites.

Low socioeconomic status passed at 72%. This concern is related to instructional delivery. Perception data informs educators about the opinions of students, staff, and parents regarding the learning environment. The first-year perception of the mathematics program was 66% and increased the second year to 82% with a great improvement of scores (Sorenson ; Goldsmith, 2018). Framework and BackgroundAdministrators should be properly trained and provided adequate resources to work with teachers to stimulate an educational environment that creates excellence in learning. An administrator should be able to produce an educational atmosphere, fulfill school improvement, and to supervise and inspire teachers in a way to conduct themselves with great efficiency (Goodman, 2018).

My recommendation to Dr. Quervo is to enable conversation about the educational vision on diversity and how diversity can foster student achievement. The conversation should analyze the past experiences of diversity and assessments and conduct a collaborative process for change. Poverty is highly linked to student achievement with relation to family background and socioeconomic status. The students who were in poverty passed at a 16% through 21% compared to other students with better socioeconomic status. Effective schools are linked to solid leadership skills, continuous professional development, feedback, a safe learning environment, academics, and continuous monitoring of student data.

Dr. Quervo is Hispanic and share a common background with the lower percentile of lower performing students. The stakeholders involved within the school is accepting of him. This could be key evidence to why parent’s perception increased as well as math. The data that is not present is how the students performed according to gender.

According to research, females are better performing in reading compared to males and males are related to performing higher than females in math. Educating students requires individuals to be responsible and dedicated. I am unaware of the percentage of students who would be considered disabled or English Language Learners. However, disabled students and English Language Learners are entitled to a proper education Individuals with Disabilities Education Act is a federal law that oversees how public agencies and states assists students in producing a free and proper public education. Section 504 protects students by prohibiting discrimination by entities receiving federal funding. Family Educational Rights and Privacy is a federal law that requires parental consent or of age student before personal identifiable information of records could be disclosed. The Protection of Pupil Rights Amendment includes administration to students of a survey, political beliefs or affiliations, income, or mental ability. English as a Second Language pull-out allows students to be in a conventional classroom but pulled out during certain times to obtain services.

Bilingual Instructional Program are commonly implemented with many students who shares similar language background and allows the students to use their home language including English (2015) . Stewardship is characterized by displaying respectful manners. Educators can display stewardship by loving, correcting, encouraging, and instructing students. Educators promote stewardship by nurturing a positive school culture and advocating.

BudgetsSchools receive more funds with a high number of low economic status students. Title 1 funds are allocated to provide a level and fair opportunity for students to obtain high quality instruction. Low income students are factored by the percentage of free and reduced lunch programs. Title 1 funds are distributed amongst instructional activities, parental involvement, curriculum, counseling, and instructional activities. These funds are supplemental to math and reading instruction. Title 1 funds service includes students with disabilities, migrant students, and English Language Learners.

Budget cuts affect school tremendously, causing more strain of students, but for teachers too. Teachers are having to deal with a greater influx of students. A teacher likes to be able to give each student the attention he or she deserves to be able to attain a good education. Budget cuts causes more students to be placed into classrooms that may be already at capacity because schools must let qualified teachers go to make budget. Teachers find themselves challenged to perform their duties and to do it successfully, while students suffers academically for not having more time with the teacher to help harness skills needed for development and growth.

When schools must make these massive cuts, these cuts, however, are not only designed to affect one area. Supplementary extracurricular programs are also cut as well. These cuts forces officials to cut out additional programs, such as baseball, football, track, and even art classes. Often when programs are not totally taken away from the schools there are often conditions that follow. Several students who signs up for some of these supplementary and extracurricular activities will be chosen, and others will have to wait for the next enrollment period to begin.


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