Stephen+Olney+School+Fall+2011

=Mary Loveley= = Introduction =

Stephen Olney Schoool 1378 Douglas Ave North Providence, RI (401) 233- 1160



"Experience Excellence ... Explore Opportunities ... Realize Potential"

Stephen Olney School is a school located in the North Providence district of Rhode Island. Stephen Olney is a school to 261 students in Kindergarten through fifth grade and has 27 teachers. The school is run under Superintendent Donna M. Ottaviano, with Arthur A. Corsini serving as the principal. The mission statement of the Stephen Olney School is for the school "**...with its diverse cultures and families, [to] collaboratively educate each child in a safe, respectful, challenging, and supportive environment, emphasizing positive self-worth and high expectations for the unique needs of each child, with the objective of becoming a successful asset to our community.**//"// As an elementary school in Rhode Island, Stephen Olney School educates children from kindergarten through fifth grade. Throughout these grades, students learn the basics of topics they will need later in life. Elementary school prepares the students for their future in a middle school and a highs school, so they can successfully continue on the educational path to receive a college degree. This context statement is meant to provide parents of current and prospective students with information about Stephen Olney, as well as informing the public about their schools community.

= **Community Background** =

Stephen Olney is located in North Providence, Rhode Island. North Providence is bordered by 5 other towns that range in socioeconomic class. Smithfield, Johnston, Central Falls,Pawtucket, and Providence are the 5 towns surrounding North Providence. North Providence is good area in Rhode Island with a median household income slightly over the median household income for the state of Rhode Island. North Providence spans 5.8 square miles in area, making is the smallest town in Rhode Island when calculating area. Currently, the town's mayor is Charles Lombardi for the fifth consecutive year. Overall, North Providence is a town is which many people reside and would like to live in.

In comparison to state averages in economic, health, safety, and education, North Providence is comparable, if not better than the statewide averages. Of all the people living in North Providence, 27,918 people (the majority) are White/Caucasian. None of the other ethnic averages compare to the number of White/Caucasian residents.





//Graphs showing the demographic profile for North Providence (to the left) and Rhode Island (above). As you can see in both of these graphs, the majority of Rhode Island residents are White/Caucasian, along with the majority of the residents on North Providence.//

According to the 2005-2009 census, the average income of a household in North Providence is $47,751. This is above the median household income for Rhode Island, which is $42, 090.00. For the median family income, North Providence residents earn $62,998.00, which is over $10,000 more than the average family income of Rhode Island residents ($52, 781.00). The poverty level for families in Rhode Island is 11.9% of families are below the national poverty level. This means that these families, (averaging 4 people) are earning less than $22, 350 a year. In North Providence, 10.2% of individuals are earning less than $10,890, putting them below the individual poverty line. For the state average, 11.9% of individuals live below the poverty line. (All this data collected as of 2011 from the 2011 Poverty Guidelines).

In the education system, there are three "risk factors" that can affect the child's performance, dedication, and ability to perform in school. These risk factors are mothers who have not received their high school diploma, children living in single mother households, and mothers under twenty years of age. All of these factors contribute to why some children do not receive high school diplomas. Considering the state averages for these three risk factors, North Providence does not have many children facing these issues. The Rhode Island average for mother's who have not received a high school diploma is 1,629 women. In North Providence, only 16 women have been recorded as not having a high school diploma. Single motherhood is a large issue in all parts of the country, including Rhode Island. Although North Providence does not have a large amount of single mothers (118) compared to the Rhode Island average (5,074), this is still a factor that plays a role in the educational aspect of children's lives. Teen pregnancy is the last of the risk factors. Young, single mothers raising children is a difficult thing to do. There is a large amount of battles that young mothers must face. These battles can sometimes interfere with mother's placing the significant importance on education which their children need. In North Providence, there are fourteen mother's who gave birth to children when they were under twenty years of age, and there are 885 young mothers in Rhode Island. These three factors just discussed have a large impact, and often, interference, on children in the education system. The majority (73%) of children in North Providence are living in two parent households, and only 27% are living in single parent households. This compares to the Rhode Island averages for single and two parent households. In Rhode Island 70% of children live in two parent households and 30% live in single parent households.

= District Summary = "The mission of the North Providence School District, as an emerging urban community with a strong neighborhood identity which recognizes its individual and cultural diversity and its sensitivity to the needs of the community, is to educate its students in a safe, nurturing, and challenging environment for successful entry into industry, business or higher education by providing them with essential skills in academics, communication, technology and the humanities, by holding them to high expectations, by recognizing the needs of individual students in order to ensure greater individual achievement." North Providence school district is home to nine schools including Stephen Olney Elementary. The superintendent of the North Providence School District is Donna M. Ottaviano. The student teacher ratio for the district of North Providence, Rhode Island is one teacher to every nine students (1:9). This is a great teacher to student ratio and surpasses the state ratio of one teacher to every eleven students (1:11). Teacher to student ratio is really important in school systems, especially in elementary schools. Students need one-on-one time with teachers to be able to excel in their studies and feel like an important part in the class. Another important aspect of a school system are the teachers. Teachers should be highly qualified to be a teacher in all levels of education. In the state of Rhode Island, 3% of teachers are not highly qualified in the education system. In the North Providence district, 6% of teachers are not highly qualified. This is equal with the percentage of not highly qualified teachers in the Central Falls school district, which is one of the worst educational and school districts in Rhode Island.

School Analysis
Stephen Olney is an elementary school located on Douglas Avenue in North Providence, Rhode Island. This school is home to 261 students and 27 teachers. Run by principal Arthur Corsini, Stephen Olney provides a great education to its students. In result, North Providence can be compared to Sowams, one of Barrington's elementary schools. Barrington is one of the nicest and most educated towns in Rhode Island with many families placing high in socioeconomic class. The students of Stephen Olney surpass standards and percentages of Calcutt Elementary and Middle school, Central Fall's only elementary school. Central Falls and Barrington stand on opposite ends of the state, as well as on opposite ends of all other characteristics of education, district, and community. Considering the percentages of children in Rhode Island who did well on the NECAP Assessment, Stephen Olney Elementary School surpassed that percentage by a significant amount in almost every grade.





The attendance rate at Stephen Olney Elementary School is very high. This shows that in the community of the students, there is an importance placed on education. The attendance rate for Stephen Olney is 95%, higher than the state target and the Central Falls school district. To go along with attendance at these schools, the chronic absenteeism at Stephen Olney is 6%, 10% lower than the state target. Good attendance rates enforce the importance of education that students are being told. Another reason why attendance is so important and beneficial for the students is that when there is low attendance in a classroom, it is hard for a teacher to continue moving on to new material. Lack of attendance by other students, can cause students that regularly attend school to not reach their full potential because they are not constantly learning new material, but instead, often focusing on the old. Also,number of students suspended at Stephen Olney School is 0, 2,914 less than the state target/average. Overall, behavior and attendance in Stephen Olney School is better than state targets and averages, and on the same level as Barrington, a well-regarded community within the state of Rhode Island.

Conclusion
As you can see, Stephen Olney offers many positive things to the lives of their students. They are a semi-diverse district with smart, capable, and well-behaved children.

=References=

**Author: (Mary Loveley)** **Editor:** Aaron Rudnick **Total Score for this Evaluation:** 35_/35 pts

=== **Introduction = REPLACEWITHSCORE/ 5 pts.** === Constructive comments about report's introduction: 4
 * 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
 * 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: 5

=== **Conclusion = REPLACEWITHSCORE / 5 pts.** === Strengths and constructive comments about conclusion: 4
 * 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: 4
 * 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. ||

Author: Mary Loveley
Reviewed by:Annie Walsh Score:

Introduction = 5 /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 =5 / 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 = 4/ 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: make sure to cite within each section. and add the sites you used in the reference section.

Conclusion = 4 / 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 = 5/ 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 = 8.5 /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. ||