Hope+Highlands+Elementary+School+Spring+2011

Christian Young

=  Hope Highlands Elementary School  http://cranston.patch.com/listings/hope-highlands-elementary-school  300 Hope RdCranston, Rhode Island 02921(401) 270-8148  =

__ The Mission Statement __ //It is the mission of Hope Highlands Elementary School to educate each child by providing learning experiences that address each student's immediate needs as well as prepare them for life-long learning and their roles as responsible citizens . //(cpsed, 2009) __The Vision Statement__ //Cranston Public Schools is a diverse community of learners who work collaboratively as critical thinkers. Students are supported with best instructional practices that provide meaningful learning experiences and are held by high professional standards. Together with community partnerships, we ensure a nurturing learning environment that fosters student success. //(cpsed, 2009)

= = = =

(M.Young, Personal Communication, March 14, 2011)

=** Introduction** = Hope Highlands Elementary School, at 300 Hope Road, is located on the western side of Cranston, Rhode Island. Nestled between a rural area of farms and a suburban area of new homes, the elementary school is one of twenty three schools that make up the Cranston Public School System. Hope Highlands, the second newest school in the city and one of the newest in the state, was built in 1992, as a result of the influx of families and booming construction of new homes on the western side of the city. The brick building, set back from Hope Road, is among the most aesthetically pleasing educational buildings in the state. I have been told that, during the planning phase of the school, the residents of Cranston were told that there never would be another school as beautiful and educationally comprehensive as Hope Highlands. While not racially or economically diverse, the school, headed by Principal Don Cowart, boasts of some of the highest NECAP scores in the state for several years in a row. In addition to the high academic rating, Hope Highlands has a very supportive community of families and teachers who work together for the purpose of providing an excellent education to all of its students. Despite the small percentage of racial and economic diversity, the students at Hope Highlands are aware and sensitive to student differences, as the school has a full inclusion program where all Special Education Students are fully included in the regular education classes. Furthermore, Hope Highlands is a safe and secure environment for all learners. My intention in writing this context paper is to inform prospective families of the excellent educational experience that their children would receive by attending Hope Highlands Elementary School.

=Community Background = Cranston would not be considered an affluent community in general. However, there are areas of Cranston that would be considered upper middle class communities. Western Cranston, which is where Hope Highlands is located, is one of these socio-economic areas. Cranston is made up of approximately 31,000 households, with a median household income of 55, 241.00. This median income is below the national median income of 60,374.00, but slightly above the state median income of 51,000. Families represent 65.5 % of the population of 82,397 people, of which 5.1% of the families live below the poverty level. The race or ethnicity of the city is as follows: 74.5% are white; 6% are African American; 8% are Asian and 10% are Hispanic. Although the city appears to be somewhat diverse, the majority of the citizens are white.

Race/Ethnicity:Data Collected (2009)

Alaska Native || 572 || 4,520 || .8% || Data collected from: US census website []
 * || Cranston || Rhode Island || U.S. ||
 * White || 66,862 || 874,224 || 74.5% ||
 * Black/African Americans || 3,276 || 57,658 || 12.4% ||
 * Asian || 3,166 || 29,067 || 4.4% ||
 * Hispanic || 8,508 || 120,586 || 15.1% ||
 * American Indian or

Income/Poverty:Data Collected (2009)

**(2005-2009)** || (2009) || $51,425 || (2009) || $71,037 (2009) || $62,363 || (2009) || 9.9% || (2009) || 13.5% || Data collected from: US census website []
 * || **Cranston** || **Rhode Island** || **United States**
 * **Median Household Income** || $58,877 || $55,569
 * **Median Family Income** || $72,120
 * **Average Income Per Individual** || 27,653 || $28,638 (2009) || $27,041 ||
 * **Families Below Poverty Level** || 5.1% || 8.1%
 * **Individuals Below Poverty Level** || 7.6% || 11.6%

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**District Summary** =

The Cranston Public School District is comprised of twenty three schools, which include two high schools, three middle schools and eighteen elementary schools. The policies and procedures of the public schools are governed by a school committeee of representatives who are elected rather than appointed. The district spends 13, 960.14 per student per year. The teacher to student ration is 1:10 and 98% of the teachers are under the category of Highly Qualified. There are 10,738 students enrolled for the 2010-2011 school year. Cranston Public Schools promotes a safe and secure environment for its students. The attendance rate was 94% compared to the state average of 93%. The four year graduation rate was 79.5% while the state average was slightly lower at 75.5%. Significantly higher was the Five Year Graduation Rate of 84.2 % as compared to the state average of 77%. The number of incidents involving suspension was just over 2000 in all schools, which was much lower than the state reporting of over 25,000 incidents involving suspension. Cranston's students have proven achievement in the area of Reading with a 78% Proficiency Rate or Higher on the 2010 NECAP Assessment. This was higher than the state average of 71%. The district needs to improve proficiency in the area of Math, as only 55% of the students scored Proficient or higher on the 2010 NECAP Assessment. The district has made little or no improvement in the past two years. The state, in general must improve the math performance, as only 55% of students across the state scored proficient or higher in math. 61% of the students tested, which are 5th, 8th and 11th grade students, were proficient or higher in Writing, which was slightly higher than last year. Cranston has shown a steady improvement in this area, and is ahead of the state average of 57% Proficient or Higher **.**

Data collected from: <span style="background-attachment: initial; background-color: initial; background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[]
 * ~ Qualifications and Teacher-Student Ratio ||~ This District ||~ Statewide ||~ View Details ||
 * < Teachers with Emergency Certification 2009-10 ||= <1<span class="unit" style="background-attachment: initial; background-color: transparent; background-image: initial; background-position: initial initial; background-repeat: initial; border: 0px initial initial; color: #888888; font-size: 13px; margin-bottom: 0px; margin-left: 2px; margin-right: 2px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">% ||= 1<span class="unit" style="background-attachment: initial; background-color: transparent; background-image: initial; background-position: initial initial; background-repeat: initial; border: 0px initial initial; color: #888888; font-size: 13px; margin-bottom: 0px; margin-left: 2px; margin-right: 2px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">% ||= — ||
 * < Not Highly Qualified Teachers 2009-10 ||= 1<span class="unit" style="background-attachment: initial; background-color: transparent; background-image: initial; background-position: initial initial; background-repeat: initial; border: 0px initial initial; color: #888888; font-size: 13px; margin-bottom: 0px; margin-left: 2px; margin-right: 2px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">% ||= 3<span class="unit" style="background-attachment: initial; background-color: transparent; background-image: initial; background-position: initial initial; background-repeat: initial; border: 0px initial initial; color: #888888; font-size: 13px; margin-bottom: 0px; margin-left: 2px; margin-right: 2px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding: 0px; vertical-align: baseline;">% ||= — ||
 * < Teacher-Student Ratio 2009-10 ||= 1:10 ||= 1:11 ||

<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**School Analysis**
Hope Highlands is a school that works together in creating a culture of academic rigor and goal setting, a safe and secure environment, and a caring and supportive student-centered learning community. Don Cowart, the Principal, heads the school of 395 students and 35 teachers. 100% of the teachers are considered Highly Qualified Educators. Teachers practice scientifically based instructional practices. These practices are evident in their NECAP scores, where 88% of the students scored Highly Proficient or Proficient in Reading, 76% of the students scored Highly Proficient or Proficient in Math, and 84% scored Highly Proficient or Proficient in Writing. These scores were higher than the District's scores of 78% Proficiency in Reading, 55% Proficiency in Math and 61% Proficiency in Writing. Hope Highland's scores were significantly higher than the State averages of 71% Proficiency in Reading, 55% Proficiency in Math, and 57% Proficiency in Writing. Hope Highlands is classified by the State Department of Education as METAYP, where 9 targets were evaluated and 9 targets were met. The curriculum at Hope Highlands is rigorous. 100 % of the students reponded on the 2010 SurveyWorks that their teachers give them work that makes them think hard. The school has achieved a high level of academic achievement, and has met all of the No Child Left Behind Standards. The climate of the school is one of a safe and secure environment. The teachers and the Principal know all of the students by first name. Students like to come to school. The attendance rate is 94.5%. There is a very low rate of any kind of incident involving suspension. In fact, there was only one reported incident, which is extremely low, compared to the state reporting of 2758 incidences at the Elementary level. 92 % of the students responded to the 2010 Surveyworks that they believe that their teachers care about them. 94% of the students responded that they can go to their teachers with a problem in school or with another student. The teachers and administrators at Hope Highlands genuinely care about the students' safety and health, and offer individualized support to every student. Students and teachers receive support from parents and the community. The Parent/Teacher organization is very involved in the educational experiences of the students at Hope Highlands. Most classrooms can be seen with parent volunteers on a daily basis. The PTO provides funding, volunteers, supplies and professional support to the school. There is a committee of parents that have helped to maintain the outside of the building with flowers, trees and a vegetable garden. 97% of the students responded to Surveyworks that the outside of their school building looks nice. Parents are very involved in their students' education. 100% the students responded that their parents want them to get good grades. 95.2% responded that their parents want to know what they're doing in school, and 98.8 % responded that their parents like their school. The community supports the school by engaging in the Junior Achievement at the school. Members of the community share their professional experiences with the students.

= Conclusion = Hope Highlands Elementary School is a place where students receive an excellent educational experience that is centered on the individual needs of each student. Students are achieving academically at high levels. The standards of the Congressional Act, No Child Left Behind, are being met as a result of the instructional practices of the teachers, the safe and secure environment, and the support of the entire school community. The students of Hope Highlands are well prepared to continue their journey as lifelong learners as they enter into their roles as citizens of the United States.

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**References** = <span style="font-family: 'Times New Roman',Times,serif;">Rhode Island Department of Elementary and Secondary Education. Retrieved from <span style="background-attachment: initial; background-color: initial; background-position: 100% 50%; background-repeat: no-repeat; font-family: 'Comic Sans MS',cursive; padding-right: 10px;"> []

2010 SurveyWorks! Report Rhode Island School State Comparison Report(2006). Retrieved from http://www.ride.ri.gov/

Infoworks Live! A Rhode Island Education Data Initiative RIDE,ri,gov(2010). Retrieved from http://infoworks.ride.ri.gov/about/intro-guide

US census website(2010). Retrieved from http://www.census.gov/

Cranston School Department Strategic Plan 2009-2014(2009). Retrieved from http://cpsed.net/hopehighlands/CPSplan.pdf

<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. ||