EDEE 490 & 492

Sarah Mark

EDEE 490 and EDEE 492

Dr. Kamai

March 11 2024

ASSIGNMENT 1: How Well Do You Know Your School Community & Culture?

1. School and District Factors, Classroom Demographics and Knowledge of Student Factors,

Instructional and Support Resources

Nanakuli Elementary School is comprised of 358 students, predominantly of Native

Hawaiian descent. As I reviewed the School Status and Improvement Report for the 2022-2023

school year, a particular section drew my attention, outlining the diverse curriculum and programs

implemented for differentiated instruction. The report highlighted the school's utilization of Ready

Classroom Math, Read Well, Engage NY, Freckle, IXL, and various other resources. Teachers

actively participate in weekly data team meetings, fostering discussions to better understand and

address student strengths and needs.

Regarding student assessments, both the STRIVE HI Report and the School Status and

Improvement Report for the 2022-2023 school year revealed three state assessments administered to

upper elementary students in language arts, math, and science. All Nanakuli Elementary School

students participated in these assessments, with science NGSS assessments exclusively given to

grades 5 and 8. Proficiency rates indicate that 23% of students are proficient in language arts, 26% in

math, and 20% in science. This data is vital in guiding my instructional approach, enabling me to

tailor lessons to prepare students for upper grades.

In the current school year, my mentor teacher's class includes students with Individualized

Education Programs (IEPs) specifying academic and behavioral accommodations. It is crucial for

me, as an educator, to be well-versed in the goals outlined in these IEPs to effectively organize and

differentiate my lessons to meet students' needs. One assessment tool employed at NES is the iReady
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Diagnostic, administered three times a year. Aligned with a student's IEP, the learning goal focuses

on improving comprehension skills and enhancing letter sounds and recognition. In response, my

mentor teacher and I have decided to continue conducting small reading groups, including this

student and others at a similar level, and incorporate alphabet flashcards to reinforce letter sounds

and recognition skills.

Additionally, another student's Individualized Education Program (IEP) goals encompass the

mastery of recognizing ALL letters in the alphabet, understanding the associated letter sounds, and

achieving the ability to independently write letters without prompting. At the commencement of the

school year, this student faced challenges in both letter identification and writing. Presently, the

student has attained proficiency in recognizing all letters and their corresponding sounds; however,

he encounters difficulties when writing letters independently. Given this, my mentor teacher and I

will persist in providing one-on-one support, engaging in targeted practice sessions, and enhancing

his skills in both letter identification and independent letter writing.

After spending the last 2 and a half months at Nanakuli Elementary, I have acquired and am

constantly refining diverse strategies to effectively address the individual needs of the students. My

teaching approach incorporates both whole-group and small-group methods, utilizing diverse

resources such as videos, flashcards, hands-on learning, educational games, and more. These

methods effectively address the learning needs of both general education (Gen-ED) and special

education (SPED) students, creating a learning environment that supports students in developing

various skills requiring additional attention.

2. Identify 5 key people in your school community. Follow this format.

Name Title Role and/or function Explain why this person

is crucial to the school

culture.

Denise Sakakida Kindergarten Teacher Works alongside the Ms. Sakakida is integral to

other Kindergarten the school culture at NES,

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teacher, supports the where each grade level

grade level, and comprises of 2-3 teachers.

assists the students. Her collaborative efforts

and support with the other

Kindergarten teacher

contributes to the

establishment of a

cohesive learning

environment for the

students.

Lauren Kamikawa Vice Principal Coordinates school VP Kamikawa plays a

activities, supports crucial role in the school

teachers and staff, and culture and environment

ensures a safe school by managing

environment. administrative

responsibilities. With a

background in various

educational roles,

including TAX principal

and summer school

support, she brings a

well-rounded perspective

to creating a positive

learning environment for

students and teachers.

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Dorothy Ishikawa Educational Assistant Assists the teacher Ms. Ishikawa is essential

with classroom to the school culture as she

activities and supports collaborates with SPED

students. and behavior students in

my mentor teacher’s

classroom. Her support

and encouragement

enhance student learning

through the use of

different manipulatives

and materials.

Adele Mier School Nurse Works alongside Ms. Mier is a vital

office staff, school component of the school

professionals and environment, addressing

students to create a health concerns among the

safe environment. students, administering

medication safely, taking

care of staff’s health,

managing student

symptoms, and ensuring a

safe and healthy school

community.

Nyla Chang Academic Coach Assists teachers with Ms. Chang is crucial to the

data, stays updated on school culture,

current curriculum collaborating with teachers

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and provides advice on data, student

on supporting assessments, and

students. achievement scores,

contributing to a culture of

continuous improvement.

Jessica Valadez Student Services Assists and supports Ms. Valadez is essential to

Coordinator teachers and staff with the school culture as she

students and addresses supports students,

issues on the school collaborates with teachers

campus. and staff, and ensures that

the diverse needs of

students are met, including

academic support, social

support and finding

additional resources when

needed.

The approach I employed to identify the five key individuals mentioned above involved

considering those with whom I had engaged in previous conversations, conducting research on the

NES website, and consulting with my mentor teacher. While I recognize the significance of every

teacher and staff member in contributing to the school's functionality, I aimed to select individuals

offering diverse perspectives and engaging with students in various capacities. Moving forward, my

intention is to further acquaint myself with the educators at NES, utilizing the current resources and

those I gather in the future to enhance my ability to support both my students and myself.
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3. Write a typed, well-written Letter or Introduction to your families.

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4. Create and administer a Student Interest Survey to all students. Attach one student sample.

Be sure the student’s name is redacted. Add a paragraph about what you learned and how you can

use students’ responses.

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By reviewing my students' 'All About Me' worksheets, I gained insights into their

extracurricular interests, preferred candy, favorite color, and aspirations for the future.

These responses enable me, as the teacher, to establish a stronger connection with my

students and foster a welcoming classroom environment where every voice holds

significance. Utilizing 'All About Me' worksheets is a meaningful practice for me as an

educator, emphasizing my commitment to caring for my students and investing time in

getting to know them individually.