Melville+Elementary+Spring+2011

**Melville Elementary School** "A Whale of a Great School"
 * Ashley Walker**

=**Introduction** = Melville Elementary is one of the 270 elementary school in Rhode Island. It is in the suburban town of Portsmouth, Rhode Island.The Elementary school is located on 1351 West Main Street Portsmouth, RI, it is in the northwest side of the island. The schools that make up the Portsmouth school district are Melville, Hathaway, Portsmouth Middle School and and Portsmouth High School. The school was originally built for Navy Children, the school got the name Melville because there was a pond by the Navy base called Melville. (SALT Survey, 2002). The principal is Dr. Joanne Olson. There is around 330 students at Melville Elementary. The student to teacher ratio is 10:1 thus providing a lot of focus on the students. This report would be beneficial to anyone moving to the Portsmouth area or to see if wealth directly connects with effective education. Below I will be narrowing down the town of Portsmouth a whole to the Portsmouth School District then the specifically Melville Elementary.

Mission Statement of Melville Elementary "In partnership with families and community, the mission of Melville Elementary School is to provide all students with a strong academic foundation through diverse and challenging instruction in a safe and nurturing environment, enabling them to achieve their greatest potential while developing self-confidence, respect, responsibility, compassion, and a love of learning." (portsmouthschoolsri.net)

=Community Background = The population of Portsmouth, RI is 17,150 people. 2009 was the last available US census. From the last census it was found that the median household income is $74,976, which is a great deal higher then the median on Rhode Island which is $55,569. The percentage of families below poverty in Portsmouth is 1.9% and in the state of Rhode Island is 8.1% Portsmouth is a wealthy area, from this it affects the High School graduation. Their high school graduation rate was 92.3% which is really high compared Rogers School 76%. On the ethnic aspect, Portsmouth is not ethnically diverse, 95.5% of the population is white.Also, the area has strong family base. Only 16% of families are single-parents and 3% depends on the grandparents finically.0% of mothers had a baby under the age of 20. 60% of mothers have at least a Bachelors Degree. But there is a downfall, for every 1,000 children 7.2% experience child abuse and neglect. The Rhode Island percentage of child abuse and neglect is 11.7%. Also, there is a high education level for mothers, the percentage of mothers that have their Bachelor's Degree is 60%.



=**District Summary** = For the NECAP (which is Rhode Island Standardized Testing) Portsmouth District is much higher then the state, it ranges from 11% to 32% higher then the state. Also, the teachers with Emergency education in 2009 was less than 1% while the state is 1%. For the percentage of not highly qualified teachers is less that 1% as well, while the state is 3%. The average state student to teacher ratio is 11:1, Portsmouth District is 10:1. From the above we can conclude that teachers in the school system are highly qualified and leave a lasting impression on the students, especially since there is one teacher for every ten students. When it comes to student characteristics of Portsmouth District they are still particularly strong. The student eligibility for subsidized lunch is 11% instead of the 43% that is the average for the state, from this we cal tell that Portsmouth is a wealthier area of Rhode Island. The students receiving bilingual education services is less that one percent, this had to do with the fact that Portsmouth is not very diverse. Surprisingly, the students receiving special education services in Portsmouth is the same as the state, 16%. The attendance rate for the district was six percent above the state target, 96%. This district has a very high graduation rate leaving the percentage of drop outs very low. The percentage of drop outs is less than half of Rhode Island. The per pupil expenditure was 12,346.93 and the property value per student is 1,235,877. (Info Works)

=**Population demographics in Portsmouth RI** =

 School Analysis The proficiency on the NECAP in Portsmouth has increased a significant amount in the past few years and is higher than the state in every subject.I In the chart below it is apparent that Melville started to focus on the NECAP to better their success. Even though Howard Hathaway is in the same school district as Melville, Melville has higher percentages on the NECAP.


 * NECAP 2010-2011 || State % Proficiency || Melville % Proficiency || Howard Hathaway % Proficiency ||
 * 3rd Grade Math || 62% || 90% || 82% ||
 * 3rd Grade Reading || 71% || 89% || 85% ||

For the percentage of teachers with emergency certification and not highly qualified teachers are both 0% for the elementary school. This means that all of the the teachers are very qualified, this could be due to the economy, since a lot of people are looking for jobs the work force gets to pick the best person for each position. The teacher to student ratio is low, which gives each student the ample amount of attention, 1:10. The students eligible for subsidized lunches in Melville is 9% which is lower then the district, but the percentage of students receiving bilingual education services is higher, reaching 2%. Also, students receiving special education services is 19%. Melville has a great Parent Teacher Group. There is an official board consisting of President, Vice Presicent, Treasury, Secretary and Funding request. The PTG coordinates Fall Festival, Ice Cream Socials, Movie Nights, Math and Science Night, Book Swap and Fair, Holiday Event, Escobar's Corn Maze. Also, the PTG has worked very hard but finally got a rock climbing wall for the children during gym class (portsmouth.patch.com).On the Melville Elementary school website it has broken down what each grade has been working on recently in library class (portsmouthschoolsri.net). In kindergarten they are focusing on the author Lois Elhert, she uses all different materials from around the world to create her illustration books. In first grade they are currently focusing on Trickster Tales, which are folk tales from all over. In second grade in their library class they have been concentrating on mysteries. Finally, in third grade they have been reading //Alvin Hol Allergic to Girls// and //Schools and Other Scary Things//. The library uses American Association of School Librarians with a tie to Massachusetts Technology Literacy Standards. " The faculty at Melville Elementary School is a mix of veteran and new teachers. Most have an excellent grasp of traditional teaching methods, which they use quite effectively. Many have successfully begun to implement new, research-based practices in their classrooms. The transition to standards-based practice here and district wide has been carefully considered. Teachers have been allowed opportunities to experiment with new ideas and to incorporate them gradually into their daily practice. Eventually, many of these practices should be used consistently in all classrooms." (SALT Survey Report, (2002)

After all of my research I think very fondly of Portsmouth County, district and Melville Elementary. The community background of Portsmouth was very appealing area, but it does lack diversity. The area is particularly wealthy and has a low poverty level. For the district over all NECAP scores are high along with attendance rates. This mean something is being done right. When it comes to Melville as a school it has high standards for teachers resulting in great academics., their are family activities for families to attend in the evening. The parent involvement at Melville is very strong and is able to get the children equipment for the gym and playground.
 * Conclusion:**

References   Hodge, N. (2011, Feburary 25). // Melville Elementary Students Put Their Hearts to Work on Valentines Day //. Retrieved 2011, from Portsmouth Patch: portsmouth.patch.com

// Melville Elementary //. (2002, December 6). Retrieved from Rhode Island Department of Elementary and Secondary School: www.ridoe.net

// Portsmouth School District //. (n.d.). Retrieved 2012, from Melville Elementary School: www.portsmouthschoolsri.gov

** 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:

=== 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:

=== 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. ===


 * 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:

=== 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:

=== 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. ||

== Rubric 2 ==

=== 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:

=== 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:

=== 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 3 ==

===<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. ||