Dale Cassens School Case Study

The participants selected for this study will consist of both male and females 18 years or older. Specific ethic background is not a criterion in participant selection, therefore will not play a role in participant recruitment. Only individuals who have worked in or with the informal class reassignment program at Carmack Elementary will be selected to participate in this study. Carmack Elementary is a public elementary school, which is part of the San Bernardino City Unified School District. The San Bernardino City Unified School District is identified as a large public school district and is located within Southern California. Participants selected for this study will consist of special education teachers and special education school personnel.

I was surprised to believe that as a whole, a significant portion of students came from low-income families, experienced homelessness at some point, were hungry, or suffered from trauma. For one student to experience any of these problems requires a number of resources for a school, but when the majority of students are facing these issues, schools need to be particularly well equipped. Adding to this the fact that Chicago public schools are seriously underfunded, this is a tragedy. Schools are forced to cut social workers, psychologists, and clinicians from their services and ultimately, students are left without help. In my Introduction to Poverty Studies class, we learned that in order to alleviate systemic poverty, part of the solution lies in focusing on children and providing them all the resources so that can be as well equipped for life as possible. Much of this responsibility falls on public schools, but without funds, this task is

Poverty is everywhere in this world especially in education. Poverty in education could come from the location of the school, the child’s home life, how the students feel about school and in many other ways. Poverty comes in all shapes and forms, “An appalling number of American Children live in poverty. According to the National Center for Children in Poverty, 14.7 million, or nearly 20 percent of children under age 18, live below the poverty line” (When Poverty…). The kids/students bring those debilitating effect with them to school every day.

A Framework for Understanding Poverty is a valuable tool to the helping profession. It has a lot of good information about the cultural differences between classes. It offers practical solutions to many problems commonly encountered when educators have problems with their students who live in poverty. The book helps educators to assist students who live in poverty survive in the middle-class world. Payne 's work has been eye opening in

Educators are perhaps the best super humans out there at this point in age. They constantly have to change and adapt new skills to keep up with new technology, psychological upgrades and environmental traumas that impact students. In Eric Jensen’s Teaching with Poverty in Mind provides new techniques future and current educators should use to combat the impact that poverty has on students, mentally, emotionally and physically. Jensen’s text has strengthened my opinions on education as well as added new views towards my future career as a high school educator.

The stereotypes of people living in poverty in America are so deeply imbedded in our society. We as educators may need to examine our beliefs and open our mind to new interpretations of the behavior of those struggling without basic needs. Doing so, however, is the first step to improving our success and effectiveness with educating students in poverty and helping end the cycle of suffering. Educator’s attitudes and beliefs shape you tone of voice, your body posture, your facial expressions and your actions towards students. Working daily with students who are classified as living in poverty. I believe it is our duty as educators to work with student’s effect by generational poverty. One thing I do not see a lot of is help

When examining the District handbook, it is clear that West Chicago highly values student achievement and seeks to create lifelong learners. The handbook is reviewed every year and the district values and asks for the input of students and parents in order to increase investment. Throughout its history “Providing a foundation for excellence in learning” has been the district’s vision. This, coupled with its mission statement: “To impart the knowledge and skills that will empower all students to pursue their maximum potential to confidently contribute to and benefit from our society locally and globally,” inform their policies and attitude towards all students, especially English Language Learners. In a Frequently Asked Questions portion, the District answers the question of whether students will fall behind due to learning an extra language by explaining that dual language is a form of enriched education and that learning two languages has many cognitive benefits as evidenced by research that has shown how students who participate in Dual Language programs outperform their peers on standardized tests.

A Framework for Understanding Poverty is a book, written by Ruby K. Payne for the purpose of helping educators impact their students in poverty through opportunities. This book examines experiences from all economic classes in order to evaluate the differences in education among each class. Payne talks about the different types of poverty and the resources needed to be a stable and educated person. Poverty is “the extent to which an individual does without resources”.

The 2001 census bureau report 22.2 percent of people without a high school diploma lived in poverty as opposed to 9.6 who had a diploma. 14.2 percent of high school dropouts were lived in long term poverty, while 3.8 percent of people with high school diplomas lived in long term poverty. In less affluent neighborhoods, there is usually no funding available to hire quality teachers and equipment needed to educate the youth. As we progress education has become one of the main keys to battling poverty. It is harder to earn a decent living without having some kind of

“Where inability to speak and understand the English language excludes national origin minority-group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.” (Smith, 1990)

Most people from other countries think about the States as being the land of the “American Dream”. Despite being home of the “American dream”, poverty has become one of Americas most major leading problems. Poverty affects multiple groups of people throughout the United States. Child poverty specifically has grown vastly and has fostered major issues such as educational issues, behavioral problems, and generational poverty. Through the pursuit of knowledge, developing critical thinking skills among youth, creating a relatable educational experience for student, and giving students the tools to brake generational disparities, childhood poverty can be reduced.

Diverse cultures within the United States are rapidly developing and growing and the educational sector is the number one target to ensure that English –learners are receiving adequate education. Within the educational sector there are administrators and teachers who are involved in students lives on a daily basis to ensure that education is equal. In order to achieve the vital objective of equality, socio-cultural influences on ELL students, bilingualism and home language use, parental and community resources, and partnerships between families and schools all have to be considered to provide an opportunity for equal education.

In some subgroups of the population, the statistics are even higher; more than 39% of African American and nearly 37% of Native American children live in poverty (U.S. Census Bureau, 2012). Poverty may be defined as “the extent to which an individual does without resources” (Payne, 2013, pg. 7). Poverty goes beyond financial resources, and includes emotional, cognitive, and relationship resources. Students from low socioeconomic backgrounds may lack any or all of these resources. Lack of emotional resources may be manifested in hopelessness and lack of motivation. Cognitively, these students often display short attention spans and distractibility. And finally,their interpersonal relationships may be limited and those limited relationships may not be positive. Understanding poverty and finding strategies to reach under-resourced students is a formidable challenge for

Cumberland Elementary is a very diverse school. The current enrolment of the school is 673 students according to Compass. The students range from thirty-one different countries and include seventeen different languages. Only about half of the students are Caucasian and the rest are of different ethnicities. The second largest race in the school is Asian. As a teacher, this diversity means that I will have to make accommodations for students who do not speak English as a first language. This can also give me opportunities to discuss the different cultures in

Many research show that students’ socioeconomic status is an important indicator to students’ achievement in school. In the 2000s, poverty rates increased in the United States. In the late 2000s, 17.3 percent of the U.S.