Week 2 Discussion 1 – Identifying and Analyzing Stakeholders

 

Access the link below and read the article by Phil Rabinowitz.

• Identifying and Analyzing Stakeholders and Their Interests  (Community Tool Box: http://ctb.ku.edu/  (Click on “About the Toolbox; How To Use the Toolbox”)
• Link(s): https://ctb.ku.edu/en/table-of-contents/participation/encouraging-involvement/identify-stakeholders/main
• Compare/contrast the community in which your school resides to the analysis presented in this article.
• For example, who are the “high influence/low interest” stakeholders in your community?
• How can you ensure that you will be able to adequately communicate with each of the four groups of stakeholders on the quadrant in this article?

Your initial responses are due by 11:55 p.m. Eastern Time on Wednesday and should be between 200-250 words. The initial posting should be a statement of your point of view on the question, supported by the required readings.

Attached you will find additional information to kinda give you a background on the community in which the school resides and a sense of community itself. And if one to receive bid please feel free to contact me via chat about the assignment if you encounter questions as you proceed to complete assignment.

Career Day

My Middle School

Speaker Name/ Job Title /Career Cluster

TBD Farming/Farmer Agriculture

TBD Telephone Coop. IT / STEM

TBD Counselor Human Services

TBD ATFE Government

TBD Police Chief Public Safety

TBD Sheriff’s Dept. /Sheriff Deputy Law Enforcement

TBD Journalist Journal/Arts,/AV/Communications

TBD Sheriff’s Dept. Law, Public Safety

TBD Flight Medic Health Science

TBD State Gov. School Education & Training

TBD Community Theatre Arts / Business

TBD Career Development Specialist Education & Training

TBD Massage Therapist Hospitality & Tourism

TBD Manager / Great Clips Human Services

TBD Athlete Hospitality & Tourism

TBD Local Business – TBD * STEM

TBD State House of Representatives Government

TBD Sheriff’s Dept. Law Enforcement

TBD Funeral Home – Mortician Human Services

TBD Local Lumber Co. Manufacturing

TBD Computer Tech Information Technology

STEM denotes Science, Technology, Engineering, and Math

IT denotes Information Technology

Our Middle School is committed to assisting students with the development of the social and academic skills needed to be college and career ready in an ever-changing society.

 

We help our students to this end by living our school vision:  Excellence at Everything!  This is also fostered in our school mission:  To provide an academically engaging and relationship building environment that, in three years, produces students who are ready for high school which leads to our motto of “Three to Get Ready.”  Our highly qualified faculty creates engaging lessons and relative assessments that are aligned to the Standards, and instruction is guided by relevant student-centered lessons that seek to engage students and keep them active in the learning process.  Teachers regularly use data to create classroom environments conducive to learning.  Through test-item analysis, MAP testing, and formative assessments, teachers are able to monitor student achievement and adjust instructional strategies accordingly.  Likewise, teachers are provided with professional development opportunities and district support for Benchmark and Standards alignment.  At Our Middle School, we have various programs and organizations with the purpose of providing our students with the exposure that they need to develop both socially and academically.  These include, but are not limited to:  Student Council, Beta Club, Step Team, Junior Scholars, Sports teams, ALPHA Art and Music, Gifted and Talented, Drama Club, Hawk News Team, Yearbook Staff, We Have Heart Charity Club, Personal and Character Development Programs, and Response to Intervention (RTI).  As a literacy rich school, students have access to leveled texts in all classrooms and a time set aside each day for silent, sustained reading.  Our Arts program includes High School Marching Band and Color Guard, Art, Chorus, and Drama Club.  Our News/Broadcasting Team continues to provide students with service learning credit and real-world experiences by publishing a quarterly full-page publication on the school’s website.  Our service learning programs include student elections, food drives, scholarship programs, Relay for Life, Pennies for Patients, March of Dimes, and St. Jude Math-A-Thon.  Our Career Day, Black History Month, Talent Show, Cultural Day Experience, and Veterans’ Day programs featured guest speakers from our community.  Keeping in sync with our community provided the opportunity for our students, faculty and parents to be involved in a variety of community based activities.  Our PTO Family Literacy Nights and Parent Academies were well attended.  Some of the topics covered in the Title I/Family Night meetings included Guidance and Career Planning, Internet Safety, College and Career Readiness, Parent/Student Literacy, and Navigating Parent Portal.  At Our Middle School, we believe that the education of our students requires a concerted effort on behalf of students, parents, teachers, administrators, and community.  We each play an important role in ensuring that we are developing our young people into successful citizens.

 

Question 1: Where are we now?

Resources

Data Considerations

Is data available? (Yes, No)

Record Data In This Column

Demographics
· Gender (no. of males; females)
· Ethnicity (Hispanic, Caucasian, African American)
· ELL (English Language Learners)
· Exceptional Learners
· Others

Yes

Males: 258
Females: 228
Black: 190
White: 214
Hispanic: 53
ELL: 9
LD: 35
BED: 7
Others: 6

Attendance Rates (overall monthly % of absences rates).

Yes

Absences: 3% males
3% females

Student transfers from other schools/home schools (previous year; no. transferring yearly in these categories)

Yes

No. transfers from other schools: 3
No. homeschoolers transferring in: 0

Student referral process for special classes (previous year)

Yes

3 referrals

Perceptions of school culture/climate/mission

Yes

See Attached/Attachment – Word Document

School program(s) – tutoring

Yes

No, the program is not doing what it was designed to do.

School Processes for choosing curriculum, instruction, assessment

Yes

Curriculum is mandated by the state along with benchmarks and assessments – including MAP Testing

Characteristics of parents/community (i.e. high, middle, low income; highest education level)

Yes

Percentages:
Students from Low-Income Families – 86%

Teacher education levels (No. of advanced degrees, NB Certified; number in each category out of total no. of faculty)

Yes

Teachers with graduate degrees: 17/33
Nat’l Board: 3/33

Teacher experience (see explanation below)
· 0-2 yrs.
· 3-5 yrs.
· 6-10 yrs.
· 11-15 yrs.
· 16+ yrs.
Teaching experience in your school (use breakdowns above)
Teacher attendance rates
Teachers w/tenure
Teacher turnover rates

Yes

· 0-2 yrs. (3)
· 3-5 yrs. (5)
· 6-10 yrs. (7)
· 11-15 yrs. (8)
· 16+ yrs. (10)
Continue through 16+ years

Teacher attendance rate:91.3 % present monthly
Teachers with tenure: 64 %
Teacher turnover rate: 15%
Annually

Other support staff (number of):
Guidance counselors
School psychologists
Paraprofessional staff
Other

Yes

List number in each category
Guidance counselors – 1
School psychologists – .3
SLP – .3
OT – .3
Paraprofessional staff – 5
Other:
Parent Coordinator – 1