Johnston+Senior+High+School+2010

= = = = = Johnston Senior High School 2010 = By: Tanya Jones



"The mission of Johnston High School, in partnership with the parents and the community, is to promote the academic,
**social, physical, and psychological well being of each student. Together we will create an institution responsive to the needs of an ever- changing society by offering rigorous and dynamic programs, which challenge all students to achieve high standards, become** **life-long learners and lead self-fulfilling, productive lives." - Johnston Senior High School Mission Statement**

**__Introduction__** Located in the heart of Providence County, the town of Johnston is home to over 28,613 residents of the state of Rhode Island (U.S Census Bureau). Historically, Johnston was part of the Providence area but was separated from the city in 1759 to become its own district named after colonial attorney general August Johnston (Johnston, RI). The densely-populated area of Johnston also contains the smaller neighborhoods of Pocasset, Belknap, Frog City, West End, Simmonsville, Manton, Hughesdale, Morgan Mills, Graniteville, and Thornton, which includes other neighboring parts of Cranston (Johnston, RI). Located on the outskirts of the urban Providence area, the town of Johnston is a diverse and densely-populated area, especially within its public school setting. In the past, the town housed four elementary schools, one middle school, and one high school. In 2008, however, the town closed down two of its elementary schools with students having to be transferred to the two other elementary schools within the district. The town's high school, Johnston Senior High, is a 2005 Rhode Island Department of Education Regents Commended School.

__**Community Background** __ The Johnston community houses over 7,725 families who are residents with different personal and financial backgrounds. The town's ethnic make-up is 91.0% white, almost 10 percent higher than the state of Rhode Island's percentage which is 82.8% and almost twenty percent higher than the national percentage of 74.3%. African Americans make up only .6% of the community which is substantially lower than the 5.4% in Rhode Island and 12.3% national percentage (US Census, 2009). Only 1.9% of Asians reside in the town, slightly lower than the state average of 2.7% and national US percentage of 4.4% (US Census, 2009). As far as financial background, most residents of Johnston contain a stable income when compared to the percentage of the state. Median household income is $53, 569 which is similar to that of $55,327 in the state and $52,175 nationally. Median family income in Johnston is $70,408, similar to the $71, 081 of RI and slightly higher than the $63,211 nationally (US Census, 2009). Although Johnston is nearby some of Rhode Island's more urban areas, the percentage of families below the poverty level is moderately stable for this Rhode Island community. 6.1% of families in Johnston are below the poverty level which is surprisingly lower than the total state percentage of 7.9%. It is also lower compared to the national percentage at 9.6%. The percentage of individuals is also lower than the state average with 8% below the poverty level in Johnston, lower than the state average of 11.6% and somewhat significantly lower than the national percentage of 13.2%(US Census, 2009).

For children living in Johnston, specifically, the financial and personal struggles they may face outside of the classroom can greatly contribute to their academic success in school. In 2000, the total population of children in Johnston was 5,906. Of this total population, 21% of children in Johnston are apart of single-parent families, only nine percent lower than the state average of 30% for Rhode Island (RI Kids Count, 2000). Family dynamic and structure for children in these families may also affect their socioeconomic status within the community as well. For example, 9% of children in Johnston are below the federal poverty threshold, more than half the state-wide percentage of 16.9% (RI Kids Count, 2000). These children oftentimes faced with continued struggles as they grow older and discontinue their education. For teenagers residing in Johnston, 4.9% are not in school, only slightly lower than the state average of 7.1% (RI Kids Count, 2000). Also, out of the total population in the community, 1,716 Johnston children under the age of 19 receive medical assistance compared to the 89, 746 children in Rhode Island (RI Kids Count 2008). Other health-related issues are alarmingly significant in Johnston as well. For example, the teen birth rate (per 1000 girls ages 15-17) is 10.5, close to the rate of that in Rhode Island which is 18.9. Alcohol, drugs, and cigarette usage are also problematic within the community with 42% of high school students involved in alcohol usage, 25% involved in drug usage, and 23% involved in cigarette usage. Shockingly, the rate of child abuse and neglate per 1,000 children is 13.2 which is higher than rate of child neglect for the state at 11.7 (RI Kids Count, 2008). For both families and their children, these social conditions can greatly affect the educational setting for students within the Johnston Public School system.

__ District Analysis __ When it comes to the public school system in Johnston, the town is just as unique in their structure of education as they are in their community background. Over 3,203 students are enrolled in the Johnston school system with 922 students enrolled at the high school level (Information Works, 2008). Of the total population of school children in Johnston, 75% are enrolled in public school, similar to the state average of 83.7% of students. Only .2% are enrolled in public charter schools, lower than the state average of 1.7% as well (Information Works, 2008). The district receives most of their revenue from the town, with 75% of their funding coming from the local level. The town of Johnston also receives 21% of funding from the state of Rhode Island and only 5% from the federal government as well (Information Works, 2008). Johnston schools also have a presence of different ethnic backgrounds within their school systems with 4% of students from African American background and 9% from Hispanic backgrounds, more than half the state average of Hispanic students. However, only 2% of students in Johnston receive ESL or bilingual education services, slightly lower than the 3.6% of students receiving ESL in the state. For students in these schools, 31% are eligible for subsidized-lunch programs, slightly lower than the 38% of children eligible in the state of Rhode Island (Information Works, 2008).

Information Works! School Year 08-09

When looking at the elementary, middle, and high schools in Johnston, levels of achievement on state assessments vary throughout each grade level in the district. Within the elementary schools, 55% of third-graders are proficient in the subject of math and 64% are proficient in reading. 8% are proficient with distinction in math and 16% are proficient with distinction in reading. Looking at the middle school level, 32% of seventh graders are classified proficient in math and 69% are classified proficient in reading. However, 34% of these seventh graders are substantially below proficiency in math and 4% are substantially below proficiency in reading (Information Works, 2008). When comparing Johnston's level of achievement to that of Rhode Island, 82% of elementary schools in the state are high performing as well as 72% of the state's middle schools. High schools in the state of Rhode Island, however, can be of concern when looking at their performance with only 46% of the state's schools high performing while 47% of high schools are making insufficient progress (Information Works, 2008). Among these Rhode Island schools, Johnston Senior High School seems to be moderately in between high-performing and low-performing, yet the school has certain areas in need of improvement.

Information Works! School Year 08-09

__ **School Analysis** __

At the top of Cherry Hill Road in Johnston, RI stands the town's high school, welcoming over 922 students and 97 faculty and staff to the start of each new school day (Information Works, 2009). As the town's only secondary school for its residents, Johnston Senior High holds many enthusiastic and empowering assets in both its social and academic setting. Throughout the school, however, there are certain areas in need of improvement in order to enhance the academic experience of Johnston's students. When students were asked to rate the high school's positive school climate on a value scale of 1 to 5, Johnston Senior High received an overall score of 3.1 (SALT Reports, 2008). Factors that are included in this positive climate include teacher support, student interactions, disciplinary harshness, and the general quality of school life. When rating positive support from teachers on a scale of 1 to 5, students rated 3.0, similar to the score given when rating student interactions which was 3.4. Students also rated the school's level of disciplinary harshness a score of 3.2 on this scale as well (SALT Reports, 2008). When looking at these values, it is clear that student life at Johnston.

Different classroom practices and teaching methods are also moderately effective at Johnston Senior High, but there are also practices that which need to be improved on the part of teachers as well. When asked the rate of how often students read and discuss newspaper articles in class or watch videos, television, and news, teachers reported an average value of 2.5 on a scale of 1 (never) to 7 (daily). When looking at the rate that students write reports and papers, teachers provided an average rate of 3.1 as well as a rate of 3.2 for how often students revise these drafts (Salt Report, 2008). When looking at other reports of classroom practices, teachers also reported the following scores:

1= never; 7= daily || integrated into lessons || 4.3 || and concepts || 4.1 || classroom assignments || 4.7 || source: SALT Report 2008
 * Indicator || Value (scale of 1 to 7)
 * Mathematical Concepts and reasoning
 * Students use calculator as part of the lesson || 4.0 ||
 * Students receive instruction in mathematical reasoning
 * Students use charts, graphs, and diagrams as part of
 * Students are taught problem solving/decision making skills || 5.7 ||
 * Students engage in "hands on" learning activities || 3.7 ||
 * Students engage in group problem solving || 4.6 ||
 * Students have choice of tools to complete assignments || 4.4 ||
 * Students participate in labs and/or demonstrations || 3.6 ||
 * Students use computers as part of the lesson || 2.5 ||

=__Conclusion__=

=
For the residents of the town of Johnston, Rhode Island, Johnston Senior High School, home of the Johnston Panthers, is the singular high school within the town that welcomes, challenges, and educates its hundreds of students that roam the halls each day. Nonetheless, Johnston Senior High is among the schools in Rhode Island in need of further improvement in order to strive for academic excellence. From the unique personal background of its families and children to the challenging academic experience within its senior high school, Johnston can be admired for its lively, densely-populated community and unique educational setting, especially the town's high school. Johnston Senior High School is a thriving educational environment for the town's hundreds of students to excel, yet the school is one of several within the state that certainly continues to improve and enhance the quality of education for its students. The school's academic performance is align with the state's standards for education, as the majority of students are proficient in different subject areas. Assessment results show that most students in the district are proficient in the areas of math and reading, yet improvement is still needed for the percentage of those below proficiency. Also, from the findings of the high school's SALT reports, students and teachers within the high school generally experience a stable, positive environment both inside and outside of the classroom. Overall, Johnston Senior High School is one of the district's several schools that provides a comfortable educational setting for its hundreds of students while continuing to promote a positive and effective learning environment.=====



=__References__=

Equity and Adequacy of Resources: Program Expenditures. (2008). Information Works! 2008. Retrieved October 20, 2010 from http://www.infoworks.ride.uri.edu/2009/default.asp

Fact Sheet: Johnston town, Providence County, Rhode Island. (2006-2008). US Census Bureau. Retrieved October 20, 2010 from http://factfinder.census.gov/servlet/SAFFPopulation_event=ChangeGeoContext&geo_id=06000US4400737720&_geoContext=&_street=&_county =johnston&_cityTown=johnston&_state=&_zip=&_lang=en&_sse=on&ActiveGeoDiv=&_useEV=&pctxt=fph&pgsl=010&_submenuId=population_0&ds_name =null&_ci_nbr=null&qr_name=null&reg=null%3Anull&_keyword=&_industry=

Indicators of Child Well-Being, Profile of Johnston. (2010, April 7). RI Kids Count. Retrieved October 20, 2010 from http://www.rikidscount.org/matriarch/documents/East_Greenwich_2010.pdf

Johnston, RI. (n.d.) CityTownInfo. Retrieved October 22, 2010 from http://www.citytowninfo.com/places/rhode-island/johnston

Johnston Senior High School. (n.d.). Johnston Senior High School. Retrieved October 20, 2010, from http://www.ri.net/johnston/jhs/

Learning and Achievement: Assessments. (2008). Information Works! 2008. Retrieved October 20, 2010 from http://www.infoworks.ride.uri.edu/2009/default.asp

Profile of Rhode Island Public Schools. (2009). Information Works! 2009. Retrieved October 20, 2010, from http://www.infoworks.ride.uri.edu/2009/state/infoworks2009-full.pdf

Student Reports: Perceived School Climate. (2008). SALT Survey Reports. Retrieved October 22, 2010 from www.infoworks.ride.uri.edu/2009/reports/salt.asp

T eacher Reports of Classroom Practices. (2008). SALT Survey Reports. Retrieved October 22, 2010 from www.infoworks.ride.uri.edu/2009/reports/salt.asp

Using Information: Revenue and Funding. (2008). Information Works! 2008. Retrieved October 20, 2010 from http://www.infoworks.ride.uri.edu/2009/default.asp

Using Information: Rhode Island. (2007-2008). Information Works! 2009. Retrieved OCtober 20, 2010, from http://www.infoworks.ride.uri.edu/2009/state/profile-char-class.pdf

= Peer Evaluation / Feedback for EDC 102 Context Statement =


 * Author: (Tanya)**
 * Editor: (Katie)**
 * Total Score for this Evaluation:** 32/35 pts

The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.

As a peer editor, your tasks are:
 * Read author's report.
 * Carefully **evaluate** report by assigning a score for each criterion
 * provide **constructive comments** that will help the strengthen the author's report for each category.
 * Create a link to your evaluation at the end of the report.

Introduction = 5/ 5 pts.
Constructive comments about report's introduction: I didn't know there were so many different parts of Johnston. Interesting!
 * 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 = 5 / 5 pts.
Strengths and constructive comments about report's organization: Information flows very well. Nicely done! The only criticism I have would be to make all of your headings a uniform size font. Also, the use of a table to organize the SALT survey results was a good way to display that information.
 * 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 = 2 / 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: Very few typos/grammatical errors. It'll be good once you get your references in.

Conclusion = 5 / 5 pts.
Strengths and constructive comments about conclusion: Good job wrapping up the context statement and reflecting the meaning behind all of the information.
 * 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 = 5 / 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 = 10 /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. ||

= Peer Evaluation / Feedback for EDC 102 Context Statement =


 * Author: (Person who wrote report.)**
 * Editor: (Person evaluating report.)**
 * Total Score for this Evaluation:** _/35 pts

The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.

As a peer editor, your tasks are:
 * Read author's report.
 * Carefully **evaluate** report by assigning a score for each criterion
 * provide **constructive comments** that will help the strengthen the author's report for each category.
 * Create a link to your evaluation at the end of the report.

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 = REPLACE WITH SCORE /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. ||

= Peer Evaluation / Feedback for EDC 102 Context Statement =


 * Author: (Person who wrote report.)**
 * Editor: (Person evaluating report.)**
 * Total Score for this Evaluation:** _/35 pts

The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.

As a peer editor, your tasks are:
 * Read author's report.
 * Carefully **evaluate** report by assigning a score for each criterion
 * provide **constructive comments** that will help the strengthen the author's report for each category.
 * Create a link to your evaluation at the end of the report.

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 ||