Rozga, Molly

ASPECTS OF CONTEXT
School Greendale Middle School Grade Level 8

DESCRIPTION
Greendale Middle School is located just west of the village downtown. The area is mainly residential, with access to Southridge and businesses on 76th Street. The street just east of the school, is Broad Street and features the library, several small businesses and restaurants. I am working with one of the schools two 8th grade math teachers. The school is arranged by Team (pod, group, etc), so that the students circulate together. The class sizes really vary from class to class. I stay with my CT from 1-5 hour, and she has different amounts of students in each one. In 1st hour, there are 10 boys and 12 girls. 2nd hour there are 8 boys and 7 girls. Third hour is the largest class, all seats are filled (29 I think). The fourth hour group is changing at the moment. It is the honors Algebra class, and several students have recently been added.

SOURCE OF INFORMATION
I took a little drive around Greendale. Asked my CT, Visual information

Class Size

I counted the students, and my CT explained changes for 4th hour.

Students Gender Ratio Number of Fluent English Speaking Students Breakdown of Other Languages Spoken in this Classroom Socioeconomic Status Race and Ethnicity Other School Culture

For Gender ratio, please see above for classes. 97.5% of the students in GMS are English proficient (3 students are Spanish speakers, 4 speak Hmong, 9 speak other languages not classified by DPI. So far, I have only heard English in the classroom. In the 8th grade, there are 201 White students, 7 Asian, 5 Black, and 6 Hispanic. I was unable to find data from WINSS about SES, and do not want to infer.

I counted students in each class, and retrieved some data from WINSS.

The school is arranged into grade level teams. Throughout the hallways, there are signs referencing PRIDE (Perseverance, Respect, Integrity, Diligence, and Empathy). Amongst the teachers, I have noticed a real sense of teamwork. My CT and the other 8th grade teacher are working on projects with each other, and assessing how the project is going. Amongst

I gathered this information by talking with my CT, looking and listening at my field.

Rozga, Molly
the other Team teachers, they appear to have genuine concern for the students who arent performing at their personal best. I over heard two teachers both wondering if work had been completed for the others class. The students interact well with each other. When placed into random groups, there werent any complaints. The teachers and students interact in a way that I was not expecting. Teachers are trying to stress organization and planning (my CT told me), so they need to be more stern than they would otherwise be. In the middle school, there are: 5 CD 6 EBD 26 with specific learning disabilities 9 with speech and language impairments 4 Autistic 11 students with other health impairments I asked my CT about her students specifically. She has typical achievers in her first two classes. Her third class she has 10 students with IEPs, and this tends to be a slower pace math class. Her 4th class is Honors Algebra and several students are Gifted and Talented.

Range of Student Ability Levels

WINSS

Meet AYP?

AYP met satisfactorily

WINSS