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Demographic Presentation

Transcript: TLC Demographics Thank You! 78.1% Hispanic Students 19.3% Caucasian Students 2.1 % Asian and Pacific Islander <1% African American and other. Male: 42% Female: 58% Over half, 195 students are socio-economically disadvantaged students. Who do we teach? Who 49 of our students are classified sped. 72 students are English learners who are yet to be reclassified. 47 students are considered homeless. Special Needs Students Special Considerations We personalize education to encourage all students to graduate. Currently we have a 97.5% graduation rate at our school. The other 2.5% do not drop out and instead attend fifth years of classes in order to graduate. We work with our students to try and avoid credit recovery schools and let them work over summers and Why are we teaching Why Our school doesn't use suspension. Instead if behavioral or academic problems arise we seek out a program change. We have an on-site hybrid program, and a fully home-school program called Choice. If students are in need of drastic repercussions or change we will opt for a switch in program so that their learning isn't hampered. No Suspension No Suspension There are 25 students on academic probation. These students are prohibited from extra curricular classes and and events until their grades are above a 2.0. When on academic probation the students' parents are asked to come in bi-weekly, and weekly if necessary in order to make sure students are receiving all the support they need. Academic Probation Academic Probation We don't just teach content, we teach partnership, community and self value. We teach students to advocate for themselves, self manage their learning, and how to navigate teamwork and group projects. We also teach parents. We teach students who are willing to cooperate and who can find the time how to monitor student progress, how to teach their students at home, and for some, how to better understand English. To the whole community we teach integrity, sensitivity and harmony. What What do we teach? We interview school personnel regarding what is being done to address the needs of their diverse population. We discuss the demographics, interviews, and how teachers will meet the needs of the students and families represented in your survey in a presentation. We let all teachers know which students are English Learners and what their levels are. We abide by ELD standards and we tie them closely to the common core standards. We offer additional language and academic support for the families of English Learners. For sped we are an inclusionary school. We work closely with the teachers to make sure they know the IEPs and our Ed Specialists go over how to best use the accommodations allotted to each student. Ana Knudsen, Administrative Lead and English Teaching ELD and SPED Cultural Diversity Culture Ana Knudsen Admin/Eng We are culturally sensitive climate. We believe everyone brings something to the table and everyone has value to shares. We offer specialized academic support to any student no matter what they need. Nick Ferrantello 4th/5th We respect the differences. Try not to let students feel forced to celebrate or observe beliefs that aren't their own, and yet we allow students to express what they believe. We teach through experience, up to date curriculum, and from the various lenses each of our teachers hold. We teach our students using GLAD strategies that are meant for English Learners, but can benefit every student trying to remember the content. We teach using social-emotional practices like the Standford Harmony techniques and Restorative Justice. We work to find a way to make our lessons engaging to our dense hispanic population, while not neglecting the other cultures present in our school. We are beginning to look into cross grade practices to let older students work with younger students in order to enforce learning for both. Teachers are encouraged to hold all students to a high standard in order to maintain rigor for all students. We differentiate our teaching when necessary to adapt to every student personally. How do we teach? How

Demographic Presentation

Transcript: Demographic Presentation Title 1 William Howard Taft Elementary is a 100% Title 1 School! Free & Reduced Lunches Free and Reduced Lunches Free and Reduced Lunches As our population continues to drop, the number of students who are on free and reduced lunches also continues to decline. However, the overall need for this program has not changed. We are fortunate to have partnered with a local non profit group. This group provides "Snack Attack" to families within this subgroup who are classified as homeless to provide "snack" bags every Friday. These snack bags include juices, carrots, and various other snacks to ensure they will have access to some food over the weekend. Absenteeism Absenteeism Rates for 2019 Click to edit text Ell by Grade English Language Learners The primary language of our English Language Learners is Spanish. This subgroup represents 92.62% of our Taft ELL population. During the 2019-2020 school year, 14.1% of ELL students became proficient, compared to only 8.54% the previous school year. Suspension Rates Suspension Rates Expulsion Rates Explusion and suspension Given the new laws on suspension and explusion, principals are less likely to use either of these options especially since these rates are tied to our accountability reports. It is very unfortunate and requires staff to accept any and all behaviors, specifically defiance. Enrollment by Ethnicity Ethnic Breakdown of Taft Elementary Taft is home to 619 students. The ethnic breakdown of our population is comprised of nine different subgroups. The Hispanic or Latino community represents 65.9% of our population. The next largest subgroup represented are Non-Hispanic Whites at 21%. African Americans are the next largest subgroup represented at 5.5%, followed by the subgroup representing two or more races. This group comprises 4.4% of our population. The remaining racial subgroups represent less the 1% of our remaining population. Our population is consistent who with the overall breakdown of Riverside Unified and Riverside County. Taft Staff Taft Staff During the 2019-2020 school year, Taft Elementary had 30 teachers. We have hired a part time SELPA, in addition to the one full time teacher we already had. We have also hired a part time School Psychologist and a part time SAP Counselor. We also had an intern SAP Counselor who assisted in conducting Community Circles. The three part time positions split their time between Taft and another school in the district. Enrollment by Grade & Gender Breakdown by Gender There are 619 students at Taft. There are 345 Males and 274 Females. The included spreadsheets breakdowns the genders by Ethnicity. Hispanic Females respresented the largest group at Taft. Males Females Mr. Torres, Principal Interviews According to Mr. Torres, Taft Elementary is able to meet the needs of our diverse population throught the following commitments. AVID Implementation from TK-6th Focus is on Note taking Skills (Tk-6) Close Reading Strategies Schoolwide focus on Literacy Comprehension Used to enhance instruction and student learning across all subjects. 1:1 Chromebooks Grades 1-6 Both Interventions provide foundational reading skills to students at risk. K-2 Institute & BOOST Interventions Wonders & Project Moving Forward are used for ELD. Daily Designated & integrated ELD System 44 3rd & 4th Grade Pull Out intervention Ela Core Replacement for 5th & 6th Graders This is the greatest issues that taft faces. We average 30-50 students being absent per day. The largest group who experiences absenteeism comes from our homeless population. Absenteeism Parent involvement Parent Volunteers We average 9 Volunteers per Day Each Volunteer averages 1 hour per day! Parents volunteer at least once per week Types of Volunteer work Book Fairs, classroom assistance, Carnivals, Lunch with your students, Red Ribbon week, & Fieldtrips Ways we address the needs of our diverse population Addressing Diverse Needs SaP Counselor on site SAP Counselor Conducts weekly Community Circles, Anger Mangement Groups, and Social Skills Groups Americorps Students form UCR 100 Mile CLub Community outreach "Snack Attack" Read Across America Reflections PTA Sponsored Event focuses on celebrating the Arts through multiple artist venues. MTSS Approach H.E.R.O. Program Incentive based program for students to earn tangible rewards of their choice. Monthly ELAC Meetings Parental involvement Monthly PTA Meetings Annual Harvest Festival Annual Winter Festival Tri- Annual Lunch with your student. Diverse Community involvement What more is needed We need more community events that represent the Hispanic Culture. Our campus is 66% Hispanic and we need to embrace what their cultural diversity has to offer. Assemblies Anti-Bullying School wide Pledge Guest Speakers Student expectations Assemblies Trimester Awards Parent workshops

Demographic Presentation

Transcript: Demographic Presentation Hello Class, this is my presentation containing information on the demographic information I have collected. The Age group I have decided to use is 20-25, also known as the Post Secondary Market. The advertisement for the Yorkie bar is interesting at best, it's rather offensive to women, but the selling rates of the bar itself were significantly high, and it's advertisements were broadcast across television for three years before being cut. Demographic Presentation Therefore, the required income level for this product is "low" and does not require a significant amount of funds to purchase. Just finishing high school Entering Post Secondary Mainly purchased by single males due to the history avoid offending anyone they're involved with. this does not go for all women, some are more accepting then others. Housing consists of; Dorm rooms Living with parents apartments Demographic Presentation Income Levels by: Justin McGregor The needed income levels for a single Yorkie bar is 2.99$ CND or, since they're only sold in the United Kingdom, 1 Euro. Until 2012, when Nestle was on the edge of being sued for sexism they were forced to remove their no women aloud logo from packaging. This slogan was found very offensive by many women across the U.K. where this product is exclusively sold. The example product that I have found that is only targeted at men is this british chocolate bar called "Yorkie" indication on the package directly say that this product is not for the female human, and only men, their slogan is "Don't feed the birds" which in Britain is slang for "don't feed the women" this product has been on the market for nearly a decade, but Nestle refuses to give into critics of the product. The "Yorkie" Bar Family Life cycle Stage

Demographic Presentation

Transcript: By: James Sammon DemographicPresentation 2018-2019 Enrollment by Ethnicity Ethnicity Number of Students African American 77 American Indian 8 Asian 93 Filipino 42 Hispanic or Latino 696 Pacific Islander 15 White 1,199 Two or More Races 122 Not Reported 3 Total Enrollment 2,255 MVHS Enrollment MVHS ENROLLMENT by ethnicity 2018-19 student Enrollment by subgroup Group subgroup English learners 47 foster youth 5 Homeless youth 7 Migrant Education 0 Students with disabilities 287 socioeconomically disadvantaged 638 all students 2,255 MVHS student Enrollment by subgroup Level # of Students English Only (EO) 1,908 English Fluent English Proficient 131 English Learners (EL) 47 Reclassified Fluent English Proficient 166 To Be Determined 3 Total 2,255 2018-19 English language acquisiton status (elas) mvhs Elas enrollment Language Name Total (%) Spanish 36 (76.60%) Mandarin 4 (8.51%) Arabic 3 (6.38%) Punjabi 1 (2.13%) Lao 1 (2.13%) Vietnamese 1 (2.13%) Cantonese 1 (2.13%) Totals 47 2018-19 English Learners by language english learners Group # of teachers Hispanic 17 American Indian 2 Asian 1 Pacific Islander 0 Filipino 0 African American 2 White 78 Two or More Races 0 No Response 0 Total Staff 100 MVHS 2017-2018 staff by ethnicity Staff diversity Ethnicity Total Suspensions (Rate) African American 3 (2.6%) American Indian * * Asian 1 (1.0%) Filipino 1 (2.3%) Hispanic or Latino 18 (1.8%) Pacific Islander 1 (4.0%) White 25 (1.6%) Two or More 0 (0%) Not Reported * * Suspension Totals 50 (1.7%) 2017-18 mvhs Suspension Rates Suspension rates Ethnicity # of Dropouts Hispanic or Latino 0 American Indian 0 Asian 0 Pacific Islander 0 Filipino 0 African American 0 White 0 Two or More 0 None Reported 0 Dropout Totals 0 2016 -2017 MVHS Dropout rates Dropout Rates Student Groups # Tested % Met or Exceeded All Students 552 66.18% Male 288 60.78% Female 264 71.97% African American 15 57.14% American Indian ** ** Asian 24 75.00% Filipino 11 63.64% Hispanic or Latino 160 55.35% Pacific Islander ** ** White 317 71.66% Two or More Races 20 70.00% Socioeconomically Disadv 141 54.68% English Learners 21 9.52% Students with Disabilities 43 19.05% Foster Youth ** ** 2017-18 Caaspp (ela) results caaspp Ela results Student Group % Tested % Met or Exceeded All Students 544 36,78% Male 284 40.78% Female 260 32.48% African American 15 28.57% American Indian ** ** Asian 24 58.33% Filipino 11 63.64% Hispanic or Latino 158 19.87% Pacific Islander ** ** White 311 43.09% Two or More Races 20 35% Socioeconomically Disadv 138 21.32% English Learners 21 0% Students with Disabilities 41 7.69% Foster Youth ** ** 2017-18 caaspp Math results caaspp math results Group # of Students Hispanic 152 American Indian 3 Asian 22 Pacific Islander 1 Filipino 16 African American 20 White 289 Two or More Races 19 Not Reported 0 Total Graduates 522 2016-17 graduates by ethnic group graduation Data Race/Ethnicity Cohort Students Cohort Graduation Rate African American 18 100% American Indian * * Asian 16 100% Filipino 12 100% Hispanic or Latino 167 96.4% Pacific Islander * * White 309 99.4% Two or More Races 32 100% Not Reported * * Graduation Totals 561 98.6% 2017-2018 MVHS Four Year adjusted cohort graduation Rate graduation rates Parent Involvement Parent participation MVHS offers many opportunities for diverse parents to be involved within the school. Once a month parents are invited to be part of different advisory councils at the district office such as the African American Parent Advisory Committee( AAPAC) and the Latino Parent Advisory Committee (LPAC). These committees are designed to have parents help in student learning and prepare for college. Parents and community members can also be part of the Parent Teacher Student Association (PSTA), School Site Council (SSC) and Professional Study Groups (PSG). These programs are designed to review curriculum while also supporting and evaluating various programs at the school. Parents are offered opportunities to volunteer at many different school activities like field trips and dances. All of the above opportunities give parents and community a chance to make a difference in the lives of all of the students at the school including diverse students. I I recently conducted an interview with school personnel to find out what my school is doing to meet the needs of students and families of diverse students groups. Areas discussed included improving school culture, LCAP money distribution, serving socioeconmically disadvantaged students, test score percentages, suspension rates and parent involvement opportunities for various student groups. Below are ideas and goals regarding diverse student groups at MVHS that were suggested from the interview. ** Improve the amount of students who meet the A-G requirements prior to graduation. ** Find ways to better engage socioeconomic disadvantaged students into various school activities. ** Continue to provide school wide activities that improve student- teacher relationships. ** The

Demographic Presentation.

Transcript: S C Good Company You’re with good company C/V B/G Intro TAD Intro To The Middle Class. Topic 1 A place where people are usually in debt and continue to lose money every year. Getting destroyed by a lack of help from the wealthy class and the government. Trying to recover from recessions in the early 2000's. Sub Topic Subtopic 1 The middle-class used to be a place of hope and stability for many Americans that were trying to reach their dream. The American Dream For The Middle-Class The American Dream does differ between middle-class Americans, but most believe it is paying off debt and becoming financially stable. Topic 2 Subtopic 1 Subtopic 1 The "dream" used to be more of becoming wealthy and not having to work but reality now makes most of this people settle with what they have. Picture Culture/Values This history for Middle-class Americans was very good until about 2001 when recessions forced the people into turmoil. Most Middle-class Americans view success as not having to worry about things like medical bills and paying for accidents. Topic 3 Subtopic 1 Subtopic 1 Most Middle-class Americans want to be able to retire around the age of 60. Picture Barriers/Gateways Barriers: Recessions through the 2000s Increasing taxation each year Trying to pay off debt mostly student loan deabt. Gateways: Most Middle-class Americans come from Middle-class parents Changes are tring to be made by some politicians Topic 4 “I believe these changes to help us achieve our dream are happening too slowly”. Quote by Chantel Jacob. Subtopic 1 Picture Conclusion For most being in the Middle-class works out being an ok life, but these people are usually unable to complete their American Dream and have to hope the next generation can fufill their dream. Topic 5 Sources Topic 6 1 : Author’s First & Last Name: Anne Peterson. Date Published:12/15/2020 Name of Publisher: Vox media. 2: Author’s First & Last Name: Nathaniel Lee. Date Published: Feb 9th, 2022. Name of Publisher: CNBC. 3: Author’s First & Last Name: Amy Wax Date Published: Nov 2017 Name of Publisher: EBSCO Industries. Title

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