Sackett+Street+Elementary+School+Fall+2013

Victoria Nichio EDC 102 Context Statement

Victoria N Context Statement

Lillian Feinstein at Sackett Street Elementary School 159 Sackett Street  Providence, Rhode Island 02907  (401) 456-9407  Kindergarten through 5

Introduction
====Providence is the capital and most popular city in Rhode Island as well as one of the first cities established in the United States located on the northeast side of Rhode Island. It is the third largest city in New England and located in Providence County. The educational system in Providence has a mission to be a leader in educating urban youth and succeed in the nation’s colleges and universities, and in their chosen professions. The Providence Public School District has all together 42 schools, 4 annexes, 1 center, and 2 charter schools holding around 23,561 enrolled students. 25 of these schools are elementary schools and 4 are annexes. Here we are paying close attention to Lillian Feinstein at Sackett Street School located on 159 Sackett Street on the south edge neighborhood of Elmwood in Providence. This is a public elementary school in the Providence District under Superintendent Susan Lusi and Principal Jose Valerio. Sackett consists of classes from kindergarten to fifth grade. It holds 461 students with a teacher-student ration of 1:15. Sackett’s main purpose is to exceed National Standards, building a strong curriculum that will support the child with a lifelong commitment to learning. The purpose of this site is to propose information for parents, guardians, and educators on the Providence County and the school system of Lillian Feinstein at Sackett School Elementary at large. ====

====Providence County is one of the three counties in the state of Rhode Island located all the way at the northern top of Rhode Island. It literally borders the states of Massachusetts and Connecticut. Providence County contains the capital of Rhode Island, Providence, which is the third largest city in New England, in which Sackett Street Elementary is located. Federal Hill and the Providence Place Mall are some of its main attractions along with its beautiful 19th century mercantile buildings. In 2012, Providence County population hit a high of 628,323 people. Unfortunately, all families below the poverty level is at 12.1% which is higher than the state of Rhode Island which is at 8.9%. The people per household are 2 people just as Rhode Island’s as well. Median household income of Providence County is $49,411, which is slightly below Rhode Islands at $55,975. The median family income for Rhode Island is $72,724 while Providence Counties is at $62,829. Majority of the county is white alone (80.7%) which doesn’t vary much from that of Rhode Island which is at 81.4%. Providence County consists of 19.8% Hispanics or Latinos compared to Rhode Island at 13.2%, and African Americans are 11% compared to Rhode Island at 7.3%. ====

====The Rhode Island Department of Education has developed the NECAP (New England Common Assessment Program) into their educational system, testing students in grades 3 to 11 on mathematics, reading, and writing. Providence County School District compared to the state of Rhode Island has a lower proficiency in the NECAP for 2012-2013 school year. In the third grade, Providence was less proficient than Rhode Island in math at 33% and in reading at 52%, while Rhode Island was 60% in math and 70% in reading. In fourth grade, Providence had a NECAP score of 43% in math and 45% in reading, while Rhode Island had a score of 65% in math and 69% in reading. In fifth grade, Providence had a NECAP score of 37% in math and 46% in reading, while Rhode Island had 62% in math and 72% in reading. In eleventh grade, Providence was less proficient than Rhode Island in math with a score of 15% and 56% in reading, while Rhode Island had a score of 34% in math and 79% in reading. ====

====Teachers who are not highly qualified in the Providence County schools and in Rhode Island are at 3%. Teachers with emergency certification (not fully state certified) are at 2% in Providence and 1% for Rhode Island. The teacher student ratio for Providence is 1:15 while Rhode Islands is 1:11. In Providence County District 83% of students are eligible for a subsidized lunch compared to Rhode Island at 46% eligible. Students receiving ESL/bilingual education services are at 18% in Providence, while Rhode Island is at 6%. In the Providence County District students receive more than 17% of special education services than Rhode Island at 15%. The percent of students that graduated in 2012 in the Providence District was 65.1%, while in Rhode Island it was 77.1%. The attendance rate in elementary schools in the Providence District is at 93% compared to Rhode Island which is at 95% in the 2011-2012 school year. The middle school attendance rate in Providence District is 92% compared to Rhode Island at 94%. In high school the attendance rate in Providence District is 86% while in Rhode Island it is 91%. ====

==== ====

====In relation to Sackett Street Elementary School, I chose Dr. Martin Luther King, Jr. Elementary School in Providence District to compare between Sackett and Rhode Island educational standings. Dr. Martin Luther King, Jr. Elementary School seems to have the same community as Sackett Street Elementary, has K-5 just as Sackett and around the same amount of students but has a slight increase on NECAP 2012-2013 scores over Sackett. In third grade, Dr. Martin Luther King, Jr. Elementary was slightly higher with a proficiency score of 34% in math as Sackett’s was 30%, and they were both lower than the state of Rhode Island at 60%. Reading in third grade for DMLK had a proficiency of 72% which was higher than the states, 70%, with Sackett at 57%. In fourth grade DMLK math proficiency was 45% compared to Sacketts at 37% and the states at 65% and for reading DMLK was 60%, which was close to the states at 69%, and Sackett with a low of 36%. For fifth grade math, DMLK had a proficiency of 38%, Sackett at 28%, and the state at 62%. For reading scores in fifth grade, DMLK was at 54%, Sackett was at 33%, and the state was at 72%. The teacher student ratio at DMLK is the same at Sackett, 1:15. Because a lot of the families these kids come from are low income, 79% of DMLK students are eligible for a subsidized lunch where Sackett is even higher at 90%, and the state is at 46%. Because Sackett is filled with kids who have English as a second language, they are at 37% for students receiving bilingual education, where as DMLK is at 3% and the state is at 6%. Students receiving special education services at DMLK are the same as Rhode Island at 15% compared to Sackett at 12%. The attendance rate for DMLK and Sackett are fairly the same at 94% while the state is at 95%. ====

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====Lillian Feinstein at Sackett Street Elementary School is all around a dedicated, wonderful school. Although they don’t have the highest NECAP scores, the teachers do their best to follow the states curriculum and ready their students for the next level of education. I personally have had the opportunity to volunteer at this school for kindergarten. The school doesn’t have a lot of money, but the teachers are really trying to do their best in means of teaching the kids. The school holds many recreational sports at the school that the kids get involved in. Being an inner city school, they are lucky to be surrounded by the community Providence holds. The city has many activities, especially during the holidays, for families to enjoy. ====


 * Resources**

(2013). Providence, rhode island quickfacts. // United states census bureau. // Retrieved from [] Providence school department. (2010-2011). Providence schools at a glance//. PPSD fact sheet 2010-2011. //  Retrieved from http://www.providenceschools.org/media/115021/ppsd%20fact%20sheet%201011.pdf <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Votta, Peg. (2013). Lillian Feinstein elementary, Sackett street. // Infoworks! rhode island education data // // <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">reporting. //<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> Retrieved from []sackett-street


 * Author: Victoria**
 * Editor:**
 * 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.

Rubric

Introduction = REPLACEWITHSCORE/ 5 pts.
Constructive comments about report's introduction:  5, very well done
 * 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:  4, very well written but don't forget to use tables
 * 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, well written but a little short in length
 * 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, use more visuals but like the one there is
 * 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. ||

5, awesome detail!


 * Author: Victoria N.**
 * Editor: Sarah**
 * Total Score for this Evaluation:** 27/35 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.

Rubric

Introduction = REPLACEWITHSCORE/ 5 pts.
Constructive comments about report's introduction: 5 - Excellent 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- Great job with this as well!
 * 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: 4- I think you're missing some wording in the first sentence of your School Analysis section.

Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion: 4- You might be able to include more about your data findings from the rest of the context statement to tie everything together.
 * 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- I like the different styles of graphs you used.
 * 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- Lots of numbers, seemed mostly thorough.
 * 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. || <span style="display: block; height: 400px; left: -50000px; position: absolute; top: -50000px; width: 100%;">