Coventry+High+School+Spring+2011

Brittany Wardell

__Coventry High School __ 40 Reservoir Road, Coventry RI 02816


 * //"The mission of Coventry High School is to challenge our students to meet high academic and ethical standards in a safe and supportive environment of mutual respect. We are committed to providing our students with clear instruction and criteria to develop the knowledge, skills, character, and cultural awareness to become productive and responsible citizens." //**

Introduction
Coventry is the second largest town in Rhode Island. It is located in Kent County and surrounded by West Warwick, Foster, Scituate, Cranston, West and East Greenwich, and Sterling, Connecticut. There are many historic houses and buildings spread throughout the town and the nationally recognized Coventry Greenway. What used to be an abandoned railroad track has become a popular bike path recognized nationally as a symbol of unification. ( Greenways Alliance of Rhode Island 2011)  There is also unification produced through the Coventry School System.

Coventry’s public school system is made up of five elementary schools, one middle school, and one high school. The five elementary schools are Western Coventry Elementary School, Washington Oak Elementary School, Hopkins Hill Elementary School, Tiogue Elementary School, and Blackrock Elementary School. The only middle school is called Allen Shawn Feinstein Middle School of Coventry. The only high school is Coventry High School. ( Coventry Public School of Rhode Island, 2007)  Coventry High School was formed in the 1930s on a road called Knotty Oak, hence their mascot the Knotty Oaker! The school has moved several times since then. The most previous building is now the Allen Shawn Feinstein Middle School of Coventry. This context statement consists of helpful and informative data that can hopefully benefit students attending Coventry High School or thinking about doing so, their parents or guardians, and teachers are this school or another.

 **Community Background**

The Coventry community is a bountiful one with their median household income reaching $66,476. This outweighs the state of Rhode Island ($55,569) and the United States as a whole ($51,425). Coventry's median family income ($81,790) is also great than both Rhode Island ($71,037) and the United States ($62,363). Once broken down further, Coventry was still the highest per capita income ($29,599) than the state ($28,638) and the United States ($27,041). ( RI Kids Count: Indicators of Child Well-Being, 2010)

The percentage of families below the poverty level in Coventry (3.9%) is lower than in Rhode Island (8.1%) and the US (9.9%). The percentage of individuals below the poverty level in Coventry (5.6%) was much lower than the state (11.6%) and the US (13.5%). Coventry's percentage of high school graduates in 2009 (87.6%) was greater than Rhode Island (83.4%) and the United States (84.6%). The amount of individuals who speak a different language at home for Coventry (1,910) is much lower than the amount of Rhode Island (203,728). Also the percentage of individuals foreign born (2.9%) was beneath the percentage of individuals foreign born statewide (12.5%) and in the US (12.4%). <span style="font-family: Georgia,serif; font-size: 14px; line-height: 21px;">The Coventry community is not very diverse as seen in the previous information. This is also proven by the percentage of White individuals (96.7%) compared to the percentage of African Americans (0.1%), Asian individuals (1.3%), and American Indians (0.5%). <span style="font-family: Georgia,serif; font-size: 14px;">( <span style="font-family: Georgia,serif;">U.S. Census Bureau Fact Sheet, 2009)

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<span style="font-family: Georgia,serif; font-size: 110%;">The district of Coventry did very well on the NECAP testing (New England Common Assessment Program). When compared to the State's NECAP testing, Coventry did better in every subject and grade level except for 11th grade math. The Coventry District's 11th grade math score was 27% whereas Rhode Island as a whole was 28%. The property value per student for Coventry High School is $687,383.85, which does not seem as significant when compared to Chariho High School's property value per student of $1,216,628.49. Chariho District's per pupil expenditure is also greater with $14,585.27 than Coventry District's per pupil expenditure of $13,027.45. <span style="font-family: Georgia,serif; font-size: 14px;">The percentage of students receiving special education services is fewer in Coventry's District (15%) than in Coventry High School (18%) and the entire state (16%). <span style="font-family: Georgia,serif; font-size: 14px; line-height: 21px;">( <span style="font-family: Georgia,serif;">Infoworks!, 2009-2010) <span style="font-family: Georgia,serif; font-size: 14px;">Students eligible for subsidized lunches indicate the percentage of students from families whose income falls below federal guidelines and are therefore eligible for free lunch. The percentage of these students for Rhode Island was 43%. The percentage for the district of Coventry is 23%. For Coventry High School specifically, the percentage is 19%. <span style="font-family: Georgia,serif; font-size: 14px; line-height: 21px;">( <span style="font-family: Georgia,serif;">Infoworks!, 2009-2010) <span style="font-family: Georgia,serif; font-size: 14px;">Although all of these percentages are low, they are still higher than the perc <span style="font-family: Georgia,serif; font-size: 14px; line-height: 21px;">entage of minorities in Coventry District as you can see in the chart below. The bottom left corner of the data states "Missing data indicates fewer than 34 students in that group." The only groups with more than 45 students in them are White, Students with disabilities, and Economically disadvantaged students. ======



<span style="font-family: Georgia,serif; font-size: 110%;">School Analysis
<span style="font-family: Georgia,serif; font-size: 110%;">Coventry High School maintains recognition as a well standing school through feedback given by the Visiting Committee. The Visiting Committee’s Report is provided to assess the quality of the educational programs at Coventry High School. The report is also known as the New England Association of Schools and Colleges Report (NEASC).The final visiting committee report is released within sixty days of its completion to the superintendent, school board, public library or town office, and the appropriate news media. Beyond this external assistance there is a great deal of internal assistance for the school and the students. The ratio between students and full-time equivalent teachers in Coventry High School was 1:10, in conjunction with the Coventry District's 1:12 ratio and Rhode Island State as 1:11. <span style="font-family: Georgia,serif; font-size: 14px; line-height: 21px;">( <span style="font-family: Georgia,serif;">Infoworks!, 2009-2010) <span style="font-family: Georgia,serif; font-size: 14px; line-height: 21px;"> Having a smaller ratio means that the class can be more personable. The teacher has the ability to help each student with their individual needs so that they are capable of understanding coarse work they may have struggled with in a different situation. The charts below shows the improvement Coventry High School and it's teachers have made in comparison to Rhode Island high schools, partially because of the hands on learning environment provided there.

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** Conclusion **
<span style="font-family: Georgia,serif; font-size: 110%;">All members of the educational system adhere to Coventry High School’s mission statement. It is shown through the high motivation to consistently improve the school, and sets a good example for students by creating a set of goals for the school to reach. The goals are categorized by Career Awareness, English Language Arts, School Environment, Guidance, Math, Proficiency Based Graduation Requirements (PBGR), Technology, and the New England Association of Schools and Colleges Report (NEASC). (Coventry High School 2011) The school improvement plan consists of the necessary changes students, teachers, district and community will experience in order for the school to meet their goals. Coventry High School is a reliable school that has easy access to helpful and relevant information for students, parents and guardians.

<span style="font-family: Georgia,serif; font-size: 110%;">References
<span style="font-family: Georgia,serif;">U.S. Census Bureau Fact Sheet. (2009) Retrieved 2011 from <span style="font-family: Georgia,serif;"> [|http://factfinder.census.gov]

<span style="font-family: Georgia,serif;"> RI Kids Count: Indicators of Child Well-Being. (2010) Retrieved 2011 from <span style="font-family: Georgia,serif;"> []

<span style="font-family: Georgia,serif;"> Coventry High School. Retrieved 2011 from <span style="font-family: Georgia,serif;"> []

<span style="font-family: Georgia,serif;"> Infoworks! (2009-2010) Retrieved 2011 from <span style="font-family: Georgia,serif;">[|http://infoworks.ride.ri.gov/district/coventry]

<span style="font-family: Georgia,serif;">Greenways Alliance of Rhode Island. Retrieved 2011 from <span style="font-family: Georgia,serif;"> []

<span style="font-family: Georgia,serif;">Coventry Public School of Rhode Island. (2007) Retrieved 2011 from <span style="font-family: Georgia,serif;"> []

<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** Rubric **
===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Introduction = REPLACEWITHSCORE/ 5 pts.** ===


 * 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. ||

Constructive comments about report's introduction:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Organization = REPLACEWITHSCORE / 5 pts.** ===


 * 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. ||

Strengths and constructive comments about report's organization:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Conclusion = REPLACEWITHSCORE / 5 pts.** ===


 * 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. ||

Strengths and constructive comments about conclusion:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Creativity = REPLACEWITHSCORE / 5 pts.** ===


 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Strengths and constructive comments about presentation:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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. ||

<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** Rubric **
===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Introduction = REPLACEWITHSCORE/ 5 pts.** ===


 * 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. ||

Constructive comments about report's introduction:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Organization = REPLACEWITHSCORE / 5 pts.** ===


 * 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. ||

Strengths and constructive comments about report's organization:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Conclusion = REPLACEWITHSCORE / 5 pts.** ===


 * 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. ||

Strengths and constructive comments about conclusion:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Creativity = REPLACEWITHSCORE / 5 pts.** ===


 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Strengths and constructive comments about presentation:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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. ||

<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** Rubric **
===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Introduction = REPLACEWITHSCORE/ 5 pts.** ===


 * 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. ||

Constructive comments about report's introduction:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Organization = REPLACEWITHSCORE / 5 pts.** ===


 * 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. ||

Strengths and constructive comments about report's organization:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Conclusion = REPLACEWITHSCORE / 5 pts.** ===


 * 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. ||

Strengths and constructive comments about conclusion:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Creativity = REPLACEWITHSCORE / 5 pts.** ===


 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Strengths and constructive comments about presentation:

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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. ||