Understanding the Special Needs of Children - Research Proposal Example

 Understanding the Special Needs of Children Building Patterns of Kindergarten Teaching from Student Assessment Introduction I observed Kindergarten classes at the Edge Academy in Akron, Ohio over a period of approximately one month in 2011 to build an assessment that would help me develop a personal teaching method designed specifically for young learners. During this time I was introduced to the Kindergarten teacher Mrs. “Adams” as well as the school Principal and other teachers on the staff. The Edge Academy is a Kindergarten through Fifth Grade (K-5) school located in Akron with approximately 98% of the students coming from African-American families. According to statistics, “The Edge Academy spends $7,064 per pupil in current expenditures. The district spends 45% on instruction, 48% on support services, 7% on other elementary and secondary expenditures.” (Education.com, 2011) In standardized test results, the school scores an average of 2/10 nationally last year. This school can be seen as having potential problems due to the challenges the children and their families manage in coming from lower socio-economic backgrounds. Some parents have removed children from classes in preference for more racially diverse and integrated schools. However, while there may be many challenges in this school it is a very good place for children’s education. The Edge Academy – School Budget Information Source: The Edge Academy, 2011 The teachers at Edge Academy are attentive and caring about the students’ needs, and conduct themselves in a professional manner. The school has facilities for music, sports, science, library, and other special activities. The Edge Academy has been developed to meet the challenge of providing the best education and foundation for future personal development to students in Akron. I am happy about the time I spent there in observation, and I gained many memories in working with the children and staff. The Edge Academy represents a school that I would like to seek a career in because I believe it is possible to make a difference in children’s lives by being a good teacher in such an environment. The Edge Academy is in the Akron School District and is publicly funded through tax dollars. It participates in standardized testing and also upholds Ohio Department of Education standards of quality in education. The Edge Academy has an enrollment of approximately 158 to 268 students per year. (BES, 2006; Great Schools, 2008, Education.com, 2011) The school has been rated between 3/10 - 2/10 on the Standardized Testing Scale, based on national averages of performance for similar aged students in the country. (BES, 2006; Great Schools, 2008) The school has classrooms for six classes, plus additional rooms for group activities, events, and administration. The school has only a limited outdoor play area, but is near to a local city park in Akron. Source: Council of Chief State School Officers, 2011 The Kindergarten class I was assigned to observe in had all of the students sitting at four big tables in the room. There are three windows in the room to allow for natural sunlight and fresh air. There is a large chalkboard at the front of the room which the teacher uses for instruction. The classroom has a teacher’s desk in the corner that is used to prepare lessons and keep class materials organized. There is also a large rug that students can move to for play or other activities related to instruction. There is a restroom facility attached directly to the class for the students to access. The students begin at 8:30 AM and continue classes until 2:00 PM. There is also a 45 minute lunch period. There are 3 computers in the class, and also a projector for the teacher to use. The teacher has some basic toys for playtime, and also a number of books and course materials available as provided by the school to the students. The school has a strict and formal dress-code that the students must follow. Boys and girls study together at the school. District & School Profile Comparison Below is a summary of the ranking of the Edge Academy against the national average for schools in a similar age category, in this instance K-5. State Tests Schoolwide Reading Proficiency  65.9% Schoolwide Math Proficiency  68.6% Classroom Profile Students Per Teacher  8.6 Enrollment  178 Economically Disadvantaged 91.3% Breakdown by Ethnicity White 7.5% Black 87.7% Source: Council of Chief State School Officers, 2011 I have collected a range of budgetary and enrollment data to determine how the Edge Academy compares to schools nationwide in resources and facilities. While the school itself is in a technically disadvantaged area, I feel that the school does have adequate resources for the work of education, and also a number of extra resources for the children to use in special activities such as music, sports, reading, and science. Another issue that became clear through this background research is that the teachers and staff at the school are very well educated and prepared themselves for the challenges of education. The teachers themselves have 100% B.A. degree with over 15% having additionally an M.A. The budget allocation per student per year is below national averages, and the facilities could be improved with another building. Comparison of Edge Academy with Other Schools Source: Council of Chief State School Officers, 2011 I decided to compare the Edge Academy to two of the elementary schools in the region that are regarded as having the best quality of education. For this I selected Bath Elementary School and Nolley Elementary School, which are both in the Akron area. The Edge Academy has only on average 9 students per class compared to 17 and 23 students per class in the other schools, but this often changes year to year. Because I believe that small classes are better for education, and especially children’s education, I feel that this is a strength of the Edge Academy overall. The small class size allows the teacher to attend to the needs of each student much more closely. Another aspect that is very important about my school in relation is that Bath Elementary School and Nolley Elementary School are 94% and 97% white students, while the Edge Academy is only 8% white. There is nearly a 90% African American student population at the Edge Academy, while there is no significant black student enrollment at the other schools. In reading proficiency tests, the other schools scored in the 97% and 89%, while the Edge Academy scored 66% in reading proficiency and 69% in math. The spending per student is $7,000 to $10,000 per year, compared to around $11,000 per year as the statewide average in local schools at this level. (Council of Chief State School Officers, 2011) From this it is evident that the school may be somewhat underfunded but that enrollment also varies year to year effecting class sizes and potentially budgets. The most significant statistic for the Edge academy is that 91.3% of the students come from what is considered to be an “Economically Disadvantaged” background. Compared to Bath Elementary School, only 4.6% of students are reported as being economically disadvantaged, and at Nolley Elementary School approximately 10% of the student population comes from a lower socio-economic situation. (Council of Chief State School Officers, 2011) Source: Great Schools, 2011 Nevertheless, the average income in Akron is $35,000 per year compared to a national average of nearly $50,000. This suggests that the lower income community in Akron may have more difficulties than in other communities worldwide with financial issues, and this may also impact student education through upbringing. At the same time, the cost of living is also lower in Akron than nationally. Source: Council of Chief State School Officers, 2011 Classroom Profile The Edge Academy is a public school in the Akron City School District, and I was assigned to the Kindergarten class for observation. In this class there were a total of 22 students, with 14 girls and 8 boys. All of the students in the class were African-American, with the exception of one “White” student. The students’ coursework was scheduled into a number of classes and the order of each class in the schedule was changed every week by the teacher to keep the students attentive to the lessons. The class schedule included the following segments: Desk Work Circle Time Snack Time Music Writing Science Class Lunch The students will change between sitting at the large desks in chairs to meeting in groups or playing on the rug area during the course of the day. The students will complete writing, reading, math, printing, art, music, and science classes over the course of the day, with lunch and other activities between. Topics of Observation The main self-regulation strategy I was to observe was the Card System used at the Edge Academy to discipline the students and keep them in order. This card system includes the issuing of Gold, Green, Yellow, Blue, Red, and Purple cards to the students in case of any disciplinary problems and also for positive reinforcement of behavior. In this manner, self-regulation and motivation can be seen to be integrated into the same system of reinforcement. The Edge Academy Card System Source: The Edge Academy, 2011 Observation & Analysis One of the main aspects of observation in the kindergarten class at Edge Academy is the use of the “Card System” for both discipline and positive behavior reinforcement. Automatic Yellow Violations “Throwing items, Unsigned papers, Not prepared for class, Horse playing, Writing, passing notes, Tardy for class, Gum chewing, & Eating in the class or hallway” Automatic Blue Violations “Throwing food, Electronic devices, Rude comments, Lying, Rough-housing, & Instigating physical aggression” Automatic Red Violations “Arguing or rude comments to a staff member, Cheating, Swearing/profanity, Harassment, Leaving an assigned area without permission, Blatant disrespect to staff members” Automatic Purple Violations “Accumulation of 3 red violations within a 30 day period, Fighting/Physical Aggression, Profanity/swearing at a teacher, Threats issued toward another student or a staff member, Hate words, Sexual comments, Sexual/inappropriate touching, Improper use of school property, Improper use of computer or other media, Stealing, Bullying, Having a weapon in school—Possible expulsion, Drugs: Use of/possession of over-the-counter medicine-Possible expulsion” (The Edge Academy, 2011) What I like about this system is that it also includes gold cards which can be given in exceptional circumstances, but I would like to see the system also encourage students to strive for the gold everyday rather than just fearing the negative card discipline. If there is a breakdown in behavior, the negative cards may be a punishment or symbol of the deed, but to have the children striving for the gold card everyday will create an environment where there is more motivation and competition in the learning. The symbolic use of cards and colors gives the students an example they can relate to practically, because they will begin the day with a green card and only fall back into other colors if they are caught in bad behavior. Motivation Theory One reason I believe the Card System should have more colors on the positive side and encourage students to strive for positive points is because it is not balanced to have the focus of the cards only on the negative. The use of yellow cards for minor infractions, red and purple cards for even worse ones, should be balanced with and equal dispensation of cards for positive behavior by various degrees, rather than only in exceptional circumstances. In this way, the students will have a positive motivation, not simply seek to hide the bad activities or not to get caught in the classroom. While it is a given that bad activities will occur and should be controlled in the classroom, positive reinforcement can have an even stronger effect on learning as students may approach art or knowledge with a greater enthusiasm. From this observation period and the time I spent at Edge Academy in Akron, I came to believe that a slight modification of the Card System to be more rewards oriented and less punitive would be a good idea, because I would like to encourage my students to strive for a “gold card” everyday. Instructional Strategies In the class time dedicated to “Desk Work,” the students are given assignments that they can complete working independently, which allows students to develop their own self-regulatory abilities. The teacher creates a learning goal orientation through the assignment and the broader context of the classroom subject. In “Circle Time,” the students can work on group communication and inter-personal skills, while discussing class material among themselves in a manner that build comprehension. The Edge Academy in Akron is very interested in integrating music education into the classroom as part of the classroom experience. This allows the students to view the school and classroom as being a more vibrant and dynamic environment where many kinds of learning and activities are possible. The teachers feel this also give the children the ability to express themselves and that it will lead to more study in music at the higher levels of Middle School and High School. The science and math activities of the class include practice time for skill building that is undertaken individually for shorter periods of time within the instruction. Science class may also include a simple introduction to theory that is demonstrated by the teacher. The students each react uniquely and differently to the various activities, with some preferring group discussion and others excelling in individual writing and math. The teacher in this class did a good job in balancing the instruction to keep the students active and involved in the classroom activities throughout the day. Reflection & Conclusion In my training at the Edge Academy in Akron, I was looking for a practical understanding of the classroom environment and also to understand the situation of teaching in an “under-privileged” background. My discussion with teachers and administration at the school suggested that while they felt that there was some room for improvement of facilities or re-location to a new building, that the challenges of lower income families were being taken on responsibly by the staff and they were doing what was possible to create a vibrant environment for education. The staff at the school taught me that it is very important to learn from the children themselves, remain open, and to adapt the teaching method to the student to make sure that he or she understands. The racial identity of the Edge Academy is over 90% African American, but I believe that the resources at the school are adequate and well suited for the students’ needs. Because of this, I also feel that work in an education environment like the Edge Academy would be a challenging and inspiring place to build a career in education. In researching this paper, I conducted a review of the socio-economic data for the Edge Academy in comparison to two of the best schools in the Akron area. These schools are funded at approximately the national average of $11,000 per student per year. The two highly ranked schools scored as much as 30% higher in national testing of reading and math than did the students at the Edge Academy on average. Because of this, the teachers and staff at the Edge Academy are working in a challenging environment, but doing their best to provide a firm foundation for the future lives of the students. The Edge Academy uses a Card System for self-regulation, discipline, and motivation of students, which could possibly be reformed to be more encouraging to students rather than generally punitive. This Card System is a good basis for a school system to control its behavior problems overall. The teaching methodology was specifically designed for the Kindergarten class, as were the facilities and class materials. The books and course materials were standardized along Ohio State Board of Education guidelines, and reviewed through standardized testing bi-annually. In summary, I am looking forward to starting my teaching career in a school such as the Edge Academy in Akron, where I can work to make a difference in the children’s lives through education. References BES (2006). EDGE ACADEMY, THE : 92 N UNION ST, AKRON, OH, 44304, Easy School search, 2011. Retrieved from http://www.easyschoolsearch.com/details.php?inst_ID=390003302834 Edge Academy (2011). 2010-2011 Edge Academy Discipline Plan, The Edge Academy, 2011. Retrieved from http://www.edge4kids.org/joomla/index.php?option=com_content&view=article&id=52&Itemid=62 Edge Academy (2007). Annual Report 2005-2006, The Edge Academy, 2007. Retrieved from http://edge4kids.org/images/annual_report_2006_2007.pdf Edge Academy (2011). Who are we, The Edge Academy, 2011. Retrieved from http://www.edge4kids.org/joomla/index.php?option=com_content&view=article&id=25&Itemid=28 Education.com (2011). The Edge Academy, Education.com, 2006-2011. Retrieved from http://www.education.com/schoolfinder/us/ohio/akron/edge-academy-the/ Great Schools (2011). Top-Rated Akron Public Schools, GreatSchools Inc., 1998-2011. Retrieved from http://www.greatschools.org/ohio/akron/ Google Maps (2011). Edge Academy, Google Street Map, 2011. Retrieved from http://maps.google.co.in/maps/place?um=1&ie=UTF-8&q=Edge+Academy Council of Chief State School Officers (2011). Bath Elementary School, Standard & Poor’s, 2011. Retrieved from http://www.schoolmatters.com/schools.aspx/q/page=sp/sid=58338 Council of Chief State School Officers (2011). Nolley Elementary School, Standard & Poor’s, 2011. Retrieved from http://www.schoolmatters.com/schools.aspx/q/page=sp/sid=60353 Council of Chief State School Officers (2011). School Comparison, Standard & Poor’s, 2011. Retrieved from http://www.schoolmatters.com/schools.aspx/q/page=sc/scid=58338,60353,59014/pid=cmp/up_pn=1,1,1/up_ust=OH/up_rb=true/up_csa=2/up_scid=58338,60353,59014 Council of Chief State School Officers (2011). The Edge Academy, Standard & Poor’s, 2011. Retrieved from http://www.schoolmatters.com/schools.aspx/q/page=sp/sid=59014 Council of Chief State School Officers (2011). The Edge Academy Class Size, Standard & Poor’s, 2011. Retrieved from http://www.schoolmatters.com/schools.aspx/q/page=sl/sid=59014/midx=CPClassSize Council of Chief State School Officers (2011). The Edge Academy Teachers, Standard & Poor’s, 2011. Retrieved from http://www.schoolmatters.com/schools.aspx/q/page=sl/sid=59014/midx=CPTeachers Council of Chief State School Officers (2011). The Edge Academy Enrollment, Standard & Poor’s, 2011. Retrieved from http://www.schoolmatters.com/schools.aspx/q/page=sl/sid=59014/midx=CPEnrollment Council of Chief State School Officers (2011). The Edge Academy District Financial Info, Standard & Poor’s, 2011. Retrieved from http://www.schoolmatters.com/schools.aspx/q/page=sl/sid=59014/midx=DistrictFinancialInfo Field Reports from Edge Academy Kindergarten Class A K-5 charter school serving the community of Akron Ohio Submitted by: Class: Date: 4/29/2011 1. Field Report – Thursday 3/12/2011 Time: 9:00am until 2:00 pm AM Session (1) – I enter the classroom and Mrs. “Adams” welcomes me. She introduces me to the class, and the students all say hello together. The teacher explains my situation to the students and they are happy about my observing the class. AM Session (2) – I am given the chance to sit at the teachers desk and observe the class teaching instruction from the background. The students work at their desk with markers and pencils on an assignment. I discuss some aspects of the daily plan with Mrs. “Adams” so I have a better understanding of the daily, weekly, and monthly schedules. She will rotate class times in order to keep the young learners involved. Lunch & Recess Period: The students will eat lunch together and then play outside while on free time. PM Session (1) The students are studying math and given an opportunity to complete simple addition and subtraction problems following the teacher’s example on a worksheet. The students are hurried and loud when they leave, but no one is issued any disciplinary violations on the day. Mrs. “Adams” explains the card System to me and shows me her grade book, disciplinary records, and class outlines for lesson plans. We discuss childhood education and the challenges at The Edge Academy as young learners here are less motivated outside of class than within it. 2. Field Report – Tuesday 3/22/2011 Time: 9:00am until 2:00 pm AM Session (1) – The students remember me and greet me by name when I return. I am given some assignment from Mrs. “Adams” to lead the class in a reading and spelling assignment. I read from the book and the students repeat this, and I also spell words on the chalkboard for them to write. This is using the class book provided by the school. AM Session (2) – I sit in the back at the teacher’s table as Mrs. “Adams” teaches from the science lesson. The students also watch a short video on plant life and the basics of ecology. Lunch & Recess Period: The students have one disciplinary issue over lunch where older students are fighting on the playground and have to be separated by the principle. Both receive red cards and the students are taking sides telling the story. The students are sent to the principal’s office. Mrs. “Adams” says that multiple fights per week are common, and she tells me other stories about crime in the neighborhood. PM Session (1) – The students meet in a group on the rug and have time to do a physical co-ordination drill. According to Mrs. “Adams”, coordination exercises such as block puzzles create problem solving skills and application of knowledge in young learners. 3. Field Report – Thursday 3/24/2011 Time: 9:00am until 2:00 pm AM Session (1) – The students are all awake and eager in the morning ready to learn. They are practicing reading together from the English book. The teacher asks them to copy a short paragraph from the blackboard during English class. The students also spend 10 to 15 minutes drawing a picture to accompany the paragraph, and submit this to the teacher for a grade. AM Session (2) – I discuss grading strategies with Mrs. “Adams” and she states the broad guidelines for comprehension at this age of development. Reading and basic math, the development of concepts and complex thinking patterns in science and puzzle solving are the most important. AM Session (3) – The students are involved in a discussion of their favorite sports, basketball, football, baseball, etc. They argue even at this age, 5-6, over the different teams and players, and who they like the best. The teacher changes this energy into practical application through a writing assignment and drawing. Lunch & Recess Period: No activity, off-site for lunch. PM Session (1) – The students are doing puzzle solving exercises on paper after lunch, mazes, word puzzles, and word-match exercises that will be graded for points. There are no disciplinary problems in the class this day, and all of the students are green cards. 4. Field Report – Monday 4/11/2011 Time: 9:00am until 2:00 pm AM Session (1) – The students remember me and I am allowed to teach one lesson on reading and writing. The students will repeat together the reading assignment, following the teacher’s instruction, and then write the paragraph from the blackboard. They create an illustration with this and hand it in. I will be responsible for grading it and entering the scores into the grade-book. AM Session (2) – The students practice multiplication and division exercises for math, while I grade and mark the papers with individual comments. AM Session (3) – I am given a second session to return the assignments to the students and discuss the mistakes with them individually. Some of the students play on the mat while I meet with the kids one by one and discuss the grade. Lunch & Recess Period: Off-site for lunch, no activity. PM Session (1) – Two students from the Kindergarten class are reprimanded and red carded for arguing over a box of markers at one of the tables, One kid hits another and they push each other before the teacher takes them to the office. I am given the chance to read to the class while the teacher resolves the problem. The children return to class and are moved to different seats. One is crying. PM Session (1) – Mrs. “Adams” reviews the disciplinary rules of the Card system and shows me her book recording the daily status of the children. She says that there are relatively few problems at this age, but maybe two or three incidents per week that require disciplinary action outside of class. She states she has never expelled or suspended any student at this age, but as the kids get older there are more problems in discipline. 5. Field Report – Friday 4/15/2011 Time: 9:00am until 2:00 pm AM Session (1) – I am given the chance to lead one other class in reading. I read a short story to the class, and then they repeat it by reading aloud. The students copy one paragraph of the story. I also assign them a 15 minute art period for them to draw with crayons and markers. I collect the assignment and grade it for return before lunch. AM Session (2) – Grading the students’ papers takes around 1 hour, also to comment on the pages and correct mistakes. AM Session (3) – I return the assignments to the students and help them correct the mistakes in the writing. I encourage them to rewrite the paragraph and correct the mistakes. Lunch & Recess Period: Off-site for lunch, no activity. PM Session (1) – Mrs. Adams announces that this will be the last day that I will be observing the class, and she brings some snacks for the class to share with drinks. The class has a small party of punch and cookies, and the students all have made a “good-bye” card which they give to me before I leave the class. I will miss these students, they are very good kids. Read More