MD6Assgn+Madison+J.(extension).docx - 1 Diversity Project...

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1Diversity ProjectJenelle MadisonJune 21, 2020
2IntroductionAs a student at Walden University, I have come to learn that I am a catalyst for positive social change. The schools mission statement asserts that Walden University provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change (Laureate Education, n.d.). My journeyhas led me to a point where I am exploring the meaning of being a scholar-practitioner. Through reflection, I will begin viewing my needs to better my professional practices. This essay is a manifestation of the actions I plan to take to invoke positive social change in my local educational community and meet the needs of my students. ReflectionIn module one, the population I chose as most underserved in my community was the students/families living below the poverty line. I chose this group because their homes typically lack the tools and support necessary to promote student success in the classroom. As a staff, we work collectively to develop curriculum and strategies that will support our struggling learners, but we are still seeing truly little transference from desktop to test score. Description of Population.Within my school building, this population can be identified as being either Special Education (ESEP) or Early Intervention Program (EIP). These students struggle mostly with both reading and math concepts. Students identified as ESEP are placed in classrooms that receive extra support for the segments (reading and/or math) they struggle with. Students identified as EIP can be placed in general education classrooms and are closely monitored to determine if further support is needed to meet their needs. For instance, we use the Response to Intervention (RTI) system to set goals and track data of our struggling students. Every student is considered tier one, but as the need for support grows, a student can be moved
3to tier two. At this time, a goal is set, and data tracking begins. As a team, we meet once per month with school administration to discuss next steps for these students. These meetings include discourse over student needs, their progress, and next steps. If students are not showing progress, we move them to tier three (setting a new goal). If progress is still lacking, we begin the process of testing for admittance into the ESEP program. Once a student qualifies as ESEP, they begin pushing into a classroom that has support for that specified segment.When considering EIP students, I believe they are at the bottom of the barrel for most underserved students. This is because these are the students that do not receive extra support but can be given strategies to assist in the areas in which they struggle. In my school, these are the students that fall through the cracks, would highly benefit from the support at home, but have parents that work long hours or cannot afford the technology needed for homework support.

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