I. Problem Statement The leadership team at Liberty Middle School has identified students who are not eating daily meals while they are away from school as a problem of practice. Maslow determined that the needs pyramids starts with basic items such as: food, water, and shelter. “Social systems must be responsive to individual needs, or be subject to instability and forced change (possibly through violence or conflict)” (Coate and Rosati, 1988). Students whose basic needs are evaded are unconsciously placed at a higher level of volatility and vulnerability. Due to the severity of this problem of practice. Many of the children that attend LMS receive more than half of their meals at school. 60% are on free and/or reduced lunch. Students supplied who live within the “Suitcase-city” neighborhood, are labeled at-risk and according to the crime and poverty data, these students have the highest needs (Appendix A). An increased homeless population requires a higher demand and need to assist families that are struggling to eat daily meals. The school has been operating without a full-time school social worker for approximately two years. The school social worker has taken a leave of absence, however, a lot of social work issues have been neglected and unaddressed. II. Questions There has been an increased number of “Suitcase-city” students.
…show more content…
What are the behavior issues and/or referrals compared from 2015-16 to 2016-17 (Appendix B)? The schools seeks to address this influx by addressing unmet basic needs. The demographic profiles of students have been identified as at-risk are about 60% and are relatively close to the Title I minimum of 75% free and/or reduced lunch. What is the number of “Suitcase-city” students that have poor attendance rate compared from 2015-16 to 2016-17 (Appendix B)? As the school reviews their attendance issues, attendance has been fluid. Attendance groups have been created to reward those who attend school daily. Is there another option to explore in order to raise attendance rates? What is the number of “Suitcase-city” students that struggle academically compared from 2015-16 to 2016-17 (Appendix B)? Students who are struggling academically are not working up to their highest potential and grades are in danger of failing. What factors influence student motivation (Appendix B)? Student motivation is uncertain and indecisive. When students have all of their basic needs met then they are more apt to attend school and do their best. III. Reasons and Explanations One day, a teacher noticed that her student did not eat over the weekend. So, she gathered her “school snacks”, (food items that she ate while at school, microwavable macaroni and cheese, pasta bowls, etc.) and offered them to the student to eat during the school’s winter break. After this incident, the staff began to “check-in on” other students that were suspected with having food-insecurity issues (Appendix C). Supplying students with basic needs such as: food items, addresses other unwarranted behaviors that potentially put them in the at-risk population (Appendix C). When students are given the basic resources that they need to perform, there will be a better desired outcome (Appendix C). During Dr. Lauri Kirsch’s presentation, she discussed one of her professional development strategies. She guides a simulation project with teachers. The professional development entitled, “Four Corners”, assigns a task, then groups teachers together in four corners of the room.
What are the behavior issues and/or referrals compared from 2015-16 to 2016-17 (Appendix B)? The schools seeks to address this influx by addressing unmet basic needs. The demographic profiles of students have been identified as at-risk are about 60% and are relatively close to the Title I minimum of 75% free and/or reduced lunch. What is the number of “Suitcase-city” students that have poor attendance rate compared from 2015-16 to 2016-17 (Appendix B)? As the school reviews their attendance issues, attendance has been fluid. Attendance groups have been created to reward those who attend school daily. Is there another option to explore in order to raise attendance rates? What is the number of “Suitcase-city” students that struggle academically compared from 2015-16 to 2016-17 (Appendix B)? Students who are struggling academically are not working up to their highest potential and grades are in danger of failing. What factors influence student motivation (Appendix B)? Student motivation is uncertain and indecisive. When students have all of their basic needs met then they are more apt to attend school and do their best. III. Reasons and Explanations One day, a teacher noticed that her student did not eat over the weekend. So, she gathered her “school snacks”, (food items that she ate while at school, microwavable macaroni and cheese, pasta bowls, etc.) and offered them to the student to eat during the school’s winter break. After this incident, the staff began to “check-in on” other students that were suspected with having food-insecurity issues (Appendix C). Supplying students with basic needs such as: food items, addresses other unwarranted behaviors that potentially put them in the at-risk population (Appendix C). When students are given the basic resources that they need to perform, there will be a better desired outcome (Appendix C). During Dr. Lauri Kirsch’s presentation, she discussed one of her professional development strategies. She guides a simulation project with teachers. The professional development entitled, “Four Corners”, assigns a task, then groups teachers together in four corners of the room.