Case Study: Community, District, And School Factors

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I. Community, District, and School Factors The Carolina Forest area is located in Horry County, South Carolina, between Conway and Myrtle Beach. The area is unincorporated, which means the location is governed by a larger municipal district instead of having their own governing bodies. In the case of Carolina Forest, it is governed by Horry County. There are 21 residential subdivisions in the Carolina Forest area and six public schools, all located in the Horry County School District. In the Myrtle Beach area, the population is estimated to be 29,992. Carolina Forest High School (CFHS) opened in August 1997. The school serves students from Conway, Myrtle Beach, and the Socastee area, and was originally named “Carolina Forest Education Center.” …show more content…
It is a former science room, and has two doors: one that opens to the outside faculty parking lot, and another is the main entrance that students use to enter the classroom from A Hall. This classroom is much larger than some of the other classrooms in the building, probably because it used to have science laboratory capabilities. The classroom is inviting, with a Breakfast at Tiffany’s poster and quote lining one wall, and every day, an inspirational quote that illuminates her smart board that helps inspire students before the start of class. In addition, there is a teacher’s desk at both the front and back ends of the room, and the room is built to house about 30 …show more content…
Students in the classroom have their own Personal Learning Devices (PDLs), Dell Venues that function both as tablets and computers. There are also two other personal computers in Ms. Twigg’s room in case a student’s PDL is not functioning properly. The perimeter of her classroom is lined with cabinets, and she keeps them fully stocked with books. This comes in handy for SSR-Sustained Silent Reading. Several times a week, Ms. Twigg asks students to read books of their choice for 15-20 minutes. Ms. Twigg reaches out to parents very early on—she asks that each parent sign the last page of their child’s syllabus and procedures handouts, and asks them to answer questions regarding concerns that they have for their child, as well as provide their contact information in the event she needs to reach them. Ms. Twigg enforces many rules in her classroom including: do not talk when someone else is talking, follow directions when they are given, and use class time appropriately. Two of her three classes were talkative the first few days of school, which resulted in assigned seating using alphabetical order. Students are also expected to use hall passes when they leave the room, and are to sign in and out of the room when they leave and

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