Central+Falls+High+School

=Central Falls High School=

=Introduction =   "Central Falls High School: A University of Rhode Island Academy, will be a model school that offers a rigorous diploma system with high expectations for all students, while fostering and supporting partnerships between its members and the greater community ** .” ** ("Central falls high," 2008) At first glance the school may seem to be as it is labeled, under performing, low graduation rate, and low test scores. However a deeper look inside the numbers shows a jump in test scores, graduation rate, and now is accredited all since Supt. Frances Gallo took over three years ago. Being in a tough area, with high poverty rates, and many other difficulties such as a very high number of ESL learners, making these strides is impressive. Although Gallo and other faculty like principal of Central Falls High, Mario Andrade know there is more work to do. ("Rhode island information," 2008) “We know that real change takes three to five years,” Gallo said. “My goal is that our diplomas will be so valuable that it’s automatic that they will be accepted to URI.” (Borg, 2009) Along with a partnership with URI and a new and revamped educational program, it seems like Central Falls is headed in the right direction to becoming a well rounded school as seen in the jumps in academics over the past few years, and the amount of effort being put in by faculty to turn it around.

=**Community Background** =  ** Central Falls has a population of 18,928 people. Over 1,000 of these people attend school at 24 Summer Street. **("Central falls high," 2008) ** The population is about 57 percent white, the national average is 75 percent, 48 percent Hispanic or Latino,12% is the national average and 5% black. American Indians, Alaskan Natives, Asians, Hawaiians are all under 1 percent. 28 percent are of another race. **("Census data central," 2000) ** 70 percent of the students in the school are Hispanic and 21 percent of them are learning English as a second language at CF High. There is a dramatic difference in these numbers than the national norm. The Hispanic population is much larger in CF and it is represented by a much higher amount of English Language Learners and can also be seen in low scores for subjects like English Language Arts. **("Ri kids count," 2009)** This can be seen in SAT scores for CF, the average score is about 390 in Writing and Verbal subjects, while the state average is around 480. ** ("Rhode island information," 2008)

("Census data central," 2000) The median household income of Central Falls is around 23,000 dollars, the state of Rhode Islands average is about 42,000. Over a quarter of the population is below the poverty level. Over 80 percent of the families are in the Food Stamp Program. Only about 55 percent of the city is employed, which leaves about 45 percent without a job in the city. **("Census data central," 2000) ** The crime rate is well above the national average in CF. However violent crimes are about at the national average. **("City data central," 2007)** In CFHS over half of the students are eligible for free or reduced lunch. Also many parents don’t have a high school diploma, as 36 % of mothers don’t in Central Falls, a number 20 percent higher than the State average. Only 3 percent of Central Falls residents have a bachelor’s degree. There suspension rate is also much higher in Central Falls than the RI average. **("Ri kids count," 2009) These numbers seem almost overwhelming. It highlights the reasons why Central Falls has been well known to be a struggling school district in Rhode Island. There seems to be almost no statistics that point out anything positive, every number points out that the area is struggling financially, socially, and academically. **
 * **Families** || **4,426** || **100.0** ||
 * Less than $10,000 || 730 || 16.5 ||
 * $10,000 to $14,999 || 466 || 10.5 ||
 * $15,000 to $24,999 || 851 || 19.2 ||
 * $25,000 to $34,999 || 668 || 15.1 ||
 * $35,000 to $49,999 || 837 || 18.9 ||
 * $50,000 to $74,999 || 538 || 12.2 ||
 * $75,000 to $99,999 || 173 || 3.9 ||
 * $100,000 to $149,999 || 145 || 3.3 ||
 * $150,000 to $199,999 || 12 || 0.3 ||
 * $200,000 or more || 6 || 0.1 ||
 * Median family income (dollars) || 26,844 || (X) ||
 * Per capita income (dollars) || 10,825 || (X) ||
 * Per capita income (dollars) || 10,825 || (X) ||

=District Summary =  As much as the community outlook and numbers look bleak. 57% of the schools in CF are considered to be making insufficient progress.("Ri kids count," 2009) The school district seems to have a plan in place to turn things around. Evidence of this change can be noted in the Salt Team Visit Report to Calcutt Middle School in CF when it says that "This is a friendly, safe and welcoming school that is undergoing significant change, and most importantly, it appears to be on the right track. Students, teachers, administrators and staff enjoy coming here." This highlights the fact that the numbers just don't show the improvement the schools in this distract have made, and are continuing to make. The district website surprised me to be very organized, easy to use, and updated. It has a page to click on each individual school. It meets the needs of the high Hispanic population, as almost everything is translated into Spanish and some articles are translated into a few different languages to meet all needs. I am impressed with the job Frances Gallo, the superintendent has done. ("Central falls school," 2008)

Despite all of the low numbers in the district, the numbers have been on the rise as of late. With reading scores increased by 11 percent and writing scores increased by 9 percent. (Borg, 2009)Also I think things are definitely on the turn around because of the effort I see put into these programs. Supt Gallo’s message to the parents I feel is a good one, she stresses getting the kids to school on time every day. She stresses getting the parents involved at school, and having them inquire about opportunities in the system. As well as to talk to the teachers. She even tells the parents to search out options for their own schooling in the district with programs that have been set up for by the parents. She has definitely laid the groundwork to help turn the district around. The numbers are starting to show that. ("Central falls school," 2008)

Gallo has even teamed up with URI to improve the school. They have written a contract that was to take the under performing school and transform it into a high performing one. The plan has already put some new programs and ideas into place. They opened up four separate academies. Which seems a lot to me like the different colleges at URI. The four areas are science and health, arts, business hospitality and global studies. This focuses students onto what they want to do. It is an unorthodox strategy, as it deviates from the normal block period school schedule. URI has helped to develop the teachers in CF to make them more geared to the students learning. They are getting the kids to come visit URI and become interested in higher education. The students are getting tutored by URI students and interacting with there other students more on schoolwork. There was a one million dollar commitment over three years by the Rhode Island Foundation. ("Ri foundation. uri/central," 2009) “Our kids are really bright,” said Deanna Camputaro, leader of the Arts Academy. “But they were disconnected from what they were learning. We wanted to give them something that would make them want to come to school on time and stay in school.” (Borg, 2009) This is only one of the programs Gallo has set up, another program that enforces healthy living. It is a summer program called Read, Play, Talk Together. There are currently 500 students K-5 enrolled in the program. It includes getting Johnson and Wales students to come down and spend time with CF students and parents to teach them about healthy cooking. This not only gets them to learn about cooking and knowledge of how to eat healthy and keep them active in the summer. There are also a lot of programs for helping them academically and living healthy. Not only the younger students attend, as parents and siblings do to. So not only do they learn but they also get to eat good food in the process, a problem a lot of people may face in the summer without the school based food for free or reduced lunch. ("Turn to 10," 2009) With all of these things put together I think Central Falls is taking on a very challenging task head first and trying to solve it. I am very impressed with what they are doing. I expect a continued increase in the numbers. The change won’t occur over night but I think it is clear that the district is doing all it can to make this a better situation. They have recognized the problem and are taking it on and trying to fix it to the best of their abilities.

Frances Gallo =School Analysis =  As for the school itself, the numbers are not good, at all. The numbers of the NECAP exams are among the lowest in the state. With 3% proficiency in Math, 34% in Reading, and 19% in Writing. All three are in the bottom percentile of cities in the state. There math scores are 16 performance points below the state high school average, there English skills are 10 points lower. They have met only 18 of the 23 targets set out by the No Child Left Behind Act. That is considered insufficient progress. ("Rhode island information," 2008) The teachers have also reported widespread disorder in the school. None of the numbers seen look good. One good number was the school spends alot of money on teacher development. ("Rhode island information," 2008) I am interested to see when the newer numbers come out how they are different. These numbers are from 2007, which is before a lot of the programs that have been implemented now really got underway. So I think these numbers have a good shot of rising. ("Ri kids count," 2009) So as I have stated the numbers are low, but have been steadily on the rise. The most positive statistics about the school I feel can be found in the Salt Survey from 2007. Central Falls has receiv **** ed high grades from their students on applying their academia. Something they focused on a lot with the new programs the district has set up. They beat the state average in almost every category of learning how to use the knowledge in the real world, and in a work setting. They also receive much higher grades on focusing on trades and not just academics. I big problem I feel in school districts is they don’t have enough options for trades. Not everyone is cut out for an intellectual job, so using these programs is a very good idea. Especially in a district with high poverty and a high amount of ESL students, it is a lot easier for these students who might not have all the opportunities a “normal” student might have. This gives them options on what they want to do with their lives if they don't feel college is an option. **("Rhode island information," 2008) The school has implemented a new graduation requirement system which was put in place and has been changing to improve the schools standards for graduation since 2005. It includes four parts in order to receive your degree from CFHS. One is to complete the entire **portfolio requirements, which is like a senior project of sorts. The student must collaborate with teachers to create a portfolio of their work. It includes some work from every year they are at the school. They select a piece of their work and write a reflection about it. They then present all they have gathered to a committee for approval. This is intended to show and apply what the student has learned during their time at CFHS. The second part is the Comprehension Course Assessments. Students must take tests on the classes they have taken to prove proficiency in the subjects. Students may pass the class without passing these tests, but cannot graduate until these tests are passed. This gives the responsibility to individual teachers and departments to teach the kids. It also will allow students to get help in areas they need help in. The third and fourth part are to have Proficiency in core credit knowledge (minimum of 25 credits) and Participation in Grade 11 State NECAP Testing.
 * High school attendance rate (%) || Central Falls || 85% || 87% || 82% || 82% || 85% ||
 * || Rhode Island || 90% || 90% || 90% || 90% || 91% ||
 * Suspension rate (per 100 students) || Central Falls || 31 || 36 || 43 || 22 || 46 ||
 * || Rhode Island || 30 || 32 || 30 || 32 || 30 ||
 * High school graduation rate (%) || Central Falls || NA || NA || NA || 46% || 52% ||
 * || Rhode Island || NA || NA || NA || 70% || 74% ||

As for extracurricular activities CF has a wide range of sports to play. While there are no sports that seem to stand out, they have all the sports that a school needs to have. Such as baseball, basketball, football, softball, track, etc. There are opportunities for both sexes to play sports at CF. The only group listed is a chess club on the website. They should definitely have more clubs than that, such as a drama team. So that seems to be lacking, however they do have many programs in the district that I have gone over that exceed the norm I feel at schools. So that is a big bonus to the school. ("Central falls high," 2008)

The academy styled classing I discussed earlier is set up different than a normal school schedule. As the Providence Journal put it a typical day at Central Falls High includes "starting your school day with a global news briefing followed by a class on the history of terrorism. Next, you might study Arabic or go online to listen to the Arabic language television station, Al Jazeera." The focus is being put on applied learning. “We want them to realize that high school isn’t the goal,” said Supt. Frances Gallo, “that there is a lot more going on after school.” There are things more important than just trying to write a paper to get an A in a class. It is important to get these students interested. That is the goal of this program. It is a noble idea, and I th ink a great one that will work out. The schedule is based on the teachers discretion, but centered around the students. " Teachers can decide that today they need to devote two hours for social studies, and tomorrow, they need to spend that time on math." (Borg, 2009)

=Conclusion =  When I first chose Central Falls High School for this assignment I came in with an idea of a struggling school, district, and community. After reviewing the numbers, I think i was spot in that assumption. The city is struggling in all aspects. However I also came in with the idea that there would be no improvement in the school. I thought I was going to see straight line number across the board in all categories. I thought I was going to see an outdated website, faculty that was doing just enough to keep their jobs and putting no effort into making a real change in not only the school but the community. In this aspect, I was very wrong. Since Frances Gallo took over three years ago things seem to be on the rise. From everything I have read or watched on the news about the district seems to be positive. The numbers I don't think do the school justice. The numbers are bad, and they will probably be bad for a few more years. It is a tough area, with limited resources, not a lot of parental support, and alot of factors that a high performing school doesn't deal with. The numbers are the numbers, but Barrington, a high performing school doesn't have to teach a quater of there students how to speak English. I think it is important to look not at the numbers but the rise in the numbers. Things are getting better.

It is also important to look at the work being put in. Things are getting done, work is being put in by all, faculty, parents and students. Programs are being created, new ideas are being used. The old block styled periods weren't working in CF. This academy style classing is a new way of doing things, and I think the move will pay off in the long run.

In doing this assignment, it has become clear to me that people in CF are working to make this better. It is going to take alot of work, even more than what is being done now, but I think in time it will get there. =References =


 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[|Borg, Linda. (2009, July 21). Central falls high launches academy system. //Providence Journal// ,]
 * 2) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[| (2000). Census data central falls. //Census//, Retrieved from http://factfinder.census.gov/servlet/SAFFFacts?_event=&geo_id=16000US4414140&_geoContext=01000US|04000US44|16000US4414140&_street=&_county=central+falls&_cityTown=central+falls&_state=04000US44&_zip=&_lang=en&_sse=on&ActiveGeoDiv=&_useEV=&pctxt=fph&pgsl=160&_submenuId=factsheet_1&ds_name=null&_ci_nbr=null&qr_name=null®=null%3Anull&_keyword=&_industry=&show_2003_tab=&redirect=Y]
 * 3) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[| (2008). //Central falls school district// . Retrieved from http://www.cfschools.net/Index.htm]
 * 4) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[| (2008). //Central falls high school//. Retrieved from http://www.cfschools.net/Schools/High%20School%20Website/Pages/home.htm]
 * 5) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">(2007). City data central falls ri . Retrieved from http://www.city-data.com/city/Central-Falls-Rhode-Island.html
 * 6) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">(Producer). (2009). //Rhode Island foundation. uri/central falls partnership// [Web]. Retrieved from http://www.rifoundation.org/aboutus/videosourworkinthecommunity/tabid/509/default.aspx
 * 7) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[| (2008). Rhode //I//sland information works. //Information orks//, Retrieved from http://infoworks.ride.uri.edu/2008/]
 * 8) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[| (2009). Rhode Island kids count central falls. //RI Kids Count//, Retrieved from http://rikidscount.org/matriarch/documents/Central%20Falls2009%281%29.pdf]
 * 9) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">(Producer). (2009). //Turn to 10 health check// [Web]. Retrieved from http://www2.turnto10.com/jar/lifestyles/local/article/health_check_read_play_talk_together/20506/

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. ||

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. ||