Greenwood+Elementary+School+Spring+2011

Katelyn Maxwell

"The mission statement of the Warwick Public Schools, working cooperatively with families and the community, is to provide challenging learning environments that enable all students to develop skills and knowledge necessary to become self-directed, life-long learners, highly productive responsible citizens, and contributors to a technological and diverse society."

Greenwood Elementary school is part of the Warwick school district. The school is one of 17 elementary schools, and even with all the competition, manages to hold an outstanding reputation. Greenwood offers kindergarten through sixth grade classes. The school consists of 314 students and 34 teachers, making the teacher-student ratio 1:9, which allows teachers to be more accommodating to their students individual needs, considering the overall state teacher-student ratio is 1:11(Infoworks, 2010). There are 12 classrooms in the school, and the current principal is Rosemary Hunter. Greenwood elementary was the school I attended when I was younger. I went there for every grade, and enjoyed every second of it, my favorite teacher till this day was from Greenwood, Mr. Tobin. Many new additions have been made to the school. They now have a huge library, 3 more classrooms, and a whole new wing designed to portray students art work and overall accomplishments. =**Community Background**= Greenwood has a lot to offer to the children and their community. In a quick interview that I had with a teacher who has been teaching at Greenwood for 20 years, supplied me with her insight to the school. Her name is Joanne Colozzi and to her, working at Greenwood has been one of the most rewarding experiences due to the students ongoing determination that she comes into contact with each and every year. She told me to quote her, " they don't give up." Of course not each and every child will provide this "can do" attitude, but they certainly try. Warwick has a child population of 18,780 as of year 2000 according to the US census website. 6.7% of those children come from families living below poverty threshold. Unfortunately, the state accounts for 16.9% of those children living in families below the poverty threshold. Warwick seems to be a higher income community. The median household income is $61,114 compared to the states $55,569 median household income. The median family income is $75,029, once again, higher than the states $71,037 median family income. Per capita income is $30,648 in Warwick (US census, 2009). There is very little diversity in Warwick. Majority of students are white in the Warwick community. Although child abuse and neglect should be obsolete, there is a lower rate of it in Warwick rather than the state as a whole. Warwick's child abuse and neglect rate per 1,000 children was at 8.6 in 2009, compared to Rhode Island's rate of 11.7 (rikidscount, 2009). Greenwood school is found at 93 Sharon Street, right in the middle of the beautiful neighborhood that I grew up in, Greenwood.

District Summary
Overall the Warwick district consists of 23 schools. The Warwick district flourishes in areas such as accountability, learning and achievement. Standardized tests are important to measure students skills, both academic and life skills. Public officials, teachers, students, parents, and tax payers are all responsible for the quality of public education, therefore, it is vital to ensure the students success with these tests. Greenwood's faculty are apparently doing a good job with their leading NECAP scores. In the district of Warwick, Greenwood and Cedar Hill Elementary are the only schools to have above average percentages for all areas of the NECAP tests in third, fourth, fifth, and sixth grade in the state (Infoworks, 2010). The teacher-student ratio is 1:9 in the Warwick district, statewide the teacher-student ratio is 1:11. Attendance is a very high scoring aspect for the Warwick district. 96% of students attend school daily, and 95% statewide. 18% of students are receiving special education services, compared to the 16% statewide. Rhode Island Department of Elementary and Secondary Education has proudly ensured that children with special needs retrieve the education and help that they deserve. The Office for Diverse Learners is responsible for children and youth with disabilities who require special education, which shows at schools all throughout Rhode Island. Although the district has an overall positive outlook, there are still 91 incidents of suspension in all elementary schools, compared to the 2,758 incidents of suspension statewide (Infoworks, 2010).

NECAP* Test Scores

**Grade Level:** 6543

**Test Year:** 2008

Dark blue- Greenwood Elementary School

Light blue- Warwick Public Schools

Gray- Rhode Island



NECAP* Test Scores

**Grade Level:** 6543

**Test Year:** 2008

Dark blue- Greenwood Elementary School

Light blue- Warwick Public Schools

Gray- Rhode Island



NECAP* Test Scores **Grade Level:** 6543

**Test Year:** 2008

Dark blue- Greenwood Elementary School

Light blue- Warwick Public Schools

Gray- Rhode Island


 * School Analysis**

Before I spoke briefly of Greenwood giving back to the community, and they do in many ways. Greenwood Elementary first opened their doors in 1911 as a tiny 2 classroom wooden school. This year they are celebrating their 100 year anniversary. They are holding a fund-raising breakfast at Dave's Bar and Grille this month for all past and present Greenwood families and friends to celebrate and reminisce about all their past experiences with the school. Through the years Greenwood has been a part of reading and writing challenges, held fund-raisers, and gives back to the environment and the people in it. Greenwood students are associated with Dunkin Donuts reading challenge, where all the winners are pictured in their very school hallways. Greenwood school has a program called "Citizen of the month," where students who have done good deeds and volunteered are rewarded certificates and their picture is also taken and hung in the picture case at Greenwood school. "Going Green" is a common term you will hear these days in regards to the environment. Greenwood has a Green School Project, which allows students and their families to bring in old cartridges and cell phones to be recycled. The school keeps itself very busy in finding ways to involve themselves with just about any program to help out the community. "Pasta for Pennies" is a program where children bring in as much loose change as they can find to help leukemia patients. That program was around when I was attending Greenwood about 15 years ago. There are many plaques in the main office awarding the school for all the loose change they have collected. Rhode Island Food Bank is another organization that Greenwood school contributes to. In 1997, Greenwood was the first school to collect over 2,000 food items to donate to hungry children and their families. Much appreciation is given to this school not only for their outstanding academics, but for playing such a huge part in giving back.

Conclusion
Greenwood lives up to it's good reputation, and has been doing so for 100 years now. The school lives and operates through the 3 R's; Responsible, Respectful, and Ready. The school is predominantly white Americans from middle income families. Although the school is not as diverse as I would personally like it to be, it still offers workshops to encourage multi-ethnicities into their teachings. When I held my interview at Greenwood, the teacher's were actually leaving to attend a workshop about executive functioning. The workshop included discussing self-regulation, self-reliance, getting to know one's self and others, as well as their background and to develop understanding for diverse learning behaviors and styles. A great quality about Greenwood school is it's consistency of staff members. I was suprised to see the same secretary, school nurse, advisors, and PTA members, it was like I never left. That quality alone makes the school more welcoming. I would strongly encourage children to attend Greenwood for it's outstanding academic records, great surrounding neighborhoods, caring faculty, and a literacy enriched environment.

=References= Rhode Island Kids Count (2009). //Indicators of Child Well-Being 2009.// March 16, 2011, [|http://www.rikidscount.org/matriarch/documents/Portsmouth2009(1).pdf] Information Works (2009). //Measuring Rhode Island Schools for Change 2008.// March 16, 2011, [] Rhode Island Department of Elementary and Secondary Education (2006). March 16, 2011, [] US Census Bureau (2010). March 16, 2011 []

Peer Evaluation / Feedback for EDC 102 Context Statement //**Author: (Person who wrote report.)**// //**Editor: (Person evaluating report.)**// //**Total Score for this Evaluation:** _/35 pts//

//The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.//

//As a peer editor, your tasks are://
 * Read author's report.
 * Carefully **evaluate** report by assigning a score for each criterion
 * provide **constructive comments** that will help the strengthen the author's report for each category.
 * Create a link to your evaluation at the end of the report.

Introduction = REPLACEWITHSCORE/ 5 pts.
Constructive comments about report's introduction:
 * 5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform. || 4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform. || 3 - Intro names the school/district/community but not much else. || 2 - Intro fails to name the school, district, and community. || 0 - No introduction section is apparent. ||

Organization = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about report's organization:
 * 5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented. || 4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section. || 3 - Report is missing one of the sections. || 2 - Report is missing more than one section. || 0 - Report does not include any sections. ||

Mechanics = REPLACEWITHSCORE / 5 pts.

 * 5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.

and

There are extremely few typos and misspelled words in the report. || 4 - Most information is cited using APA style.

and/or

There are a noticeable number of typos or misspellings. || 3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.

and/or

There are many typos, misspellings, or other writing errors. || 2 - Most of the report's information is not cited, or APA style was not used. || 0 - Report does not include a Reference section. || Strengths and constructive comments about report's organization:

Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion:
 * 5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader. || 4 - Conclusion reviews analysis of school, district and community. || 3 - Conclusion does not refer back to report findings. || 0 - No conclusion section is apparent. ||

Creativity = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about presentation:
 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Thoroughness = REPLACEWITHSCORE /10 pts

 * 5 - Report includes at least ten different facts in each section (school, community, district) and

compares each figure with another relevant figure (e.g. state or national average) and

states whether or not the school is meeting NCLB standards. || 4 - Report includes at least eight different facts in each section and

compares most figures with relevant values and

states whether or not the school is meeting NCLB standards. || 3 - Report includes at least six different facts in each section and

compares some of the figures to other relevant figures || 2 - Report includes at least four different facts in each section and

compares some of the figures to other relevant figures. || 0 - Report includes less than four different facts for any section or

fails to compare any figures with other relevant figures. ||

Peer Evaluation / Feedback for EDC 102 Context Statement
 * Author: (Person who wrote report.)**
 * Editor: (Person evaluating report.)**
 * Total Score for this Evaluation:** _/35 pts

The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.

As a peer editor, your tasks are:


 * Read author's report.
 * Carefully **evaluate** report by assigning a score for each criterion
 * provide **constructive comments** that will help the strengthen the author's report for each category.
 * Create a link to your evaluation at the end of the report.

Introduction = REPLACEWITHSCORE/ 5 pts.
Constructive comments about report's introduction:
 * 5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform. || 4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform. || 3 - Intro names the school/district/community but not much else. || 2 - Intro fails to name the school, district, and community. || 0 - No introduction section is apparent. ||

Organization = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about report's organization:
 * 5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented. || 4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section. || 3 - Report is missing one of the sections. || 2 - Report is missing more than one section. || 0 - Report does not include any sections. ||

Mechanics = REPLACEWITHSCORE / 5 pts.

 * 5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.

and

There are extremely few typos and misspelled words in the report. || 4 - Most information is cited using APA style.

and/or

There are a noticeable number of typos or misspellings. || 3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.

and/or

There are many typos, misspellings, or other writing errors. || 2 - Most of the report's information is not cited, or APA style was not used. || 0 - Report does not include a Reference section. || Strengths and constructive comments about report's organization:

Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion:
 * 5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader. || 4 - Conclusion reviews analysis of school, district and community. || 3 - Conclusion does not refer back to report findings. || 0 - No conclusion section is apparent. ||

Creativity = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about presentation:
 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Thoroughness = REPLACEWITHSCORE /10 pts

 * 5 - Report includes at least ten different facts in each section (school, community, district) and

compares each figure with another relevant figure (e.g. state or national average) and

states whether or not the school is meeting NCLB standards. || 4 - Report includes at least eight different facts in each section and

compares most figures with relevant values and

states whether or not the school is meeting NCLB standards. || 3 - Report includes at least six different facts in each section and

compares some of the figures to other relevant figures || 2 - Report includes at least four different facts in each section and

compares some of the figures to other relevant figures. || 0 - Report includes less than four different facts for any section or

fails to compare any figures with other relevant figures. ||

Peer Evaluation / Feedback for EDC 102 Context Statement
 * Author: (Person who wrote report.)**
 * Editor: (Person evaluating report.)**
 * Total Score for this Evaluation:** _/35 pts

The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.

As a peer editor, your tasks are:


 * Read author's report.
 * Carefully **evaluate** report by assigning a score for each criterion
 * provide **constructive comments** that will help the strengthen the author's report for each category.
 * Create a link to your evaluation at the end of the report.

Introduction = REPLACEWITHSCORE/ 5 pts.
Constructive comments about report's introduction:
 * 5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform. || 4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform. || 3 - Intro names the school/district/community but not much else. || 2 - Intro fails to name the school, district, and community. || 0 - No introduction section is apparent. ||

Organization = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about report's organization:
 * 5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented. || 4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section. || 3 - Report is missing one of the sections. || 2 - Report is missing more than one section. || 0 - Report does not include any sections. ||

Mechanics = REPLACEWITHSCORE / 5 pts.

 * 5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.

and

There are extremely few typos and misspelled words in the report. || 4 - Most information is cited using APA style.

and/or

There are a noticeable number of typos or misspellings. || 3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.

and/or

There are many typos, misspellings, or other writing errors. || 2 - Most of the report's information is not cited, or APA style was not used. || 0 - Report does not include a Reference section. || Strengths and constructive comments about report's organization:

Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion:
 * 5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader. || 4 - Conclusion reviews analysis of school, district and community. || 3 - Conclusion does not refer back to report findings. || 0 - No conclusion section is apparent. ||

Creativity = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about presentation:
 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Thoroughness = REPLACEWITHSCORE /10 pts

 * 5 - Report includes at least ten different facts in each section (school, community, district) and

compares each figure with another relevant figure (e.g. state or national average) and

states whether or not the school is meeting NCLB standards. || 4 - Report includes at least eight different facts in each section and

compares most figures with relevant values and

states whether or not the school is meeting NCLB standards. || 3 - Report includes at least six different facts in each section and

compares some of the figures to other relevant figures || 2 - Report includes at least four different facts in each section and

compares some of the figures to other relevant figures. || 0 - Report includes less than four different facts for any section or

fails to compare any figures with other relevant figures. ||