State+Street+Elementary+School+Fall+2011

//Emily Saypack//

//State Street Elementary School//



**Introduction**- State Street Elementary School is located on 35 State Street in Westerly,RI. In 2010 there were 510 students enrolled. Since there are 36 full-time teachers, there is a teacher per 14 students. This Elementary School has 18 classrooms. State Street School provides education for all special needs students. These services include speech and language, occupational and physical therapy, specialized programming, psychologist support and school social worker intervention. This school has many programs for parents and the community to get involved with the improvement of this school. The first is a PTO, which represents parents in partnership with teachers. Its purpose is to foster communication between school and home. The PTO supports State Street’s educational program by providing informational meetings for parents, as well as financial assistance for field trips, cultural enrichment activities, and other purchases which supplement the curriculum. Along with the PTO this school has a School Improvement Team. This includes the building principal, staff members, parents, teachers, and representation from the community and they meet once a month. State Street Elementary School wrote;

"At State Street, we recognize that we must address the social and emotional needs with the same commitment and emphasis on practices as we do academically. Staff has been trained in the //Responsive Classroom// approach in promoting social and emotional learning. This approach fosters safe, challenging, and effective classrooms and schools. The underlying belief of the //Responsive Classroom// is that it is important to know children individually, culturally, and developmentally. When this occurs, teachers can make better decisions about curriculum, classroom management." I hope this analysis will help parents who are looking to enroll their children in school and teachers who are looking to apply for a teaching job at State Street Elementary.


 * Community Background **- From the US Census website, I found that in Westerly the median household income in the year 2000 was $52,946. This is higher than the state of Rhode Islands which was $42,090. 92% of Westerly's population's ethnicity is white, and only 1% is African American. The state of Rhode Island is 81% white and 5.7% African American. Out of the 247,822 children in Rhode Island, 5,406 of them are in Westerly. Of those 5,406 children, 31% of them participate in the school breakfast program, while only 28% of all the kids in Rhode Island participate in it. Of the children in Westerly, 9% of them are born to mothers with less than a high school diploma. Which is much lower than the 16% born to mothers with less than a high school diploma in all of Rhode Island. Also, for every 1,000 kids in Westerly, 27 of them are born from teen mothers compared to 30 for every 1,000 in all of Rhode Island. In Rhode Island 30% of he children are in a single-parent household, while the percentage in slightly lower in Westerly at 26%. In Westerly 12 out of every 1,000 kids are subjected to child abuse or neglect. This is slightly smaller than Rhode Island state wide which is 30 kids out of every 1,000 kids. Of all the children in Rhode Island, 17% are enrolled in the Special Education program. This percentage in Westerly is 19%. Of the teens in Westerly, only 4% of them are not in school and not working, while in all of Rhode Island 7% of the teens are neither working or in school. One statistic that I found rather impressive was that of 2010 100% of the children in Westerly were in full-day kindergarden, while the state of Rhode island average is only at 60%.
 * ~ __Community Data Collection__ ||~ __Westerly__ ||~ __Rhode Island__ ||
 * ~  ||||~ ** Rhode Island ** ||
 * = Median Household Income ||= $52,946 ||= $42,090 ||
 * = Child population ||= 5,406 ||= 247,822 ||
 * = Children born to mothers w/ less than a high school diploma ||= 9% ||= 16% ||
 * = Teen birth rate ||= 27 per 1000 ||= 30 per 1000 ||
 * = Child abuse and neglect ||= 12 per 1000 ||= 13 per 1000 ||
 * = Students in Special Education Program ||= 19% ||= 17% ||
 * = Single-parent households ||= 26% ||= 30% ||

**District Summary **- From the infoworks website i gathered this information for the year of 2010. In Westerly's school district the 3rd grade reading scores for the NECAP test was at 77%. The states average is 71%. Barrington, which is also a school district in Rhode Island is at 88%, and Central Falls district in Rhode Island is much lower at 50%. The state of Rhode Island's average 11th grade NECAP reading scores is 76%, Westerly's is higher than that at 79% and uch higher than Central Falls district at 44%, but lower than Barrington at 95%. In the state of Rhode Island, there is a 3% average of having not highly qualified teachers in it's districts. In Westerly's school district there is a 2% average, while Barrington's is only 1% and Central Falls is 6%. The average amount of students eligible for subsidized lunch in Westerly school district is 32%, this is a little lower than Rhode Island's which is 43%. Barrington's average is only 4% and Central falls is up to 88%. The percentage of students receiving special education services in Westerly is 18%, the state wide average is 16%. Barrington's school district average is 11%, while Central Falls is 20%. On average 9.5% of high school students in Westerly drop out. This is lower than all of Rhode Island at 14%. In Barrington only 1.5% drop out and in Central Falls 34% of students drop out. In Rhode Island there are on average 24,419 incidents of suspension in high schools. In Westerly there are 142. Barrington contributes 85 of these incidents, while Central Falls contributes 783. In Westerly about 2% of students receive ESL/Bilingual Education services and in the state of Rhode Island 5% of students are receiving this.

  **School Analysis **- Based on the information found on the infoworks website, at State Street Elementary School, the average 4th grade reading scores from the NECAP test is 82%. This is higher than the state average at 68%. Central Falls' school reading average for 4th grade is 66% which is much lower than Barrington school at 90%. State Street Elementary School's math score average for the NECAP test is 82%, which is only one percent lower than Barrington's at 83%. It is also much higher than the states average at 63% and Central Falls school at 59%. In the state of Rhode Island the percentage for teachers that are not highly qualified is 3%. StateStreet School has 0% not highly qualified teachers. 40% of the students at State Street Elementary School are eligible for subsidized lunch. This is slightly lower than the states average at 43%, but much lower than Central  Falls average which id 88% of students.The state average for students receiving special education services is 16%, while State Street Elementary's <span style="color: #0e0eac; font-family: Georgia,serif; font-size: 120%;">average is 22%. Barrington school is only 10% and Central Falls is at 19%. The student teacher ratio at State Street Elementary school is 1:11 this is a very good ratio, that can give students more individual attention, which is the same for the State and other schools. The amount of students at State Street Elementary receiving special education services is 22%, which is higher than the state average at 16%. Rhode Island's state target for attendance is 90%. State Street Elementary exceeds this attendance rate at 95%, while Barrington has 96% attendance rate and Central Falls has a 94% attendance rate.

<span style="color: #0e0eac; font-family: Georgia,serif; font-size: 120%;"> <span style="color: #0e0eac; font-family: Georgia,serif; font-size: 120%;">**<span style="background-color: #0e0eac; color: #f5ff00; font-family: Georgia,serif; font-size: 120%;">Conclusion **- Based on the statistics found on State Street Elementary School, I would say it is a safe and good place for children to learn. Considering the comparisons to the state of Rhode Island, this school almost always rises above the states averages. The NECAP scores were higher than the states averages and has absolutely no teachers that aren't highly qualified. State Street Elementary also had a higher attendance rate than the states average. State Street Elementary generally fell in between Barrington School and Central Falls School. Therefore this school is a good enviornment for your children to begin their academic process.

=<span style="background-color: #0e0eac; color: #f5ff00; font-family: Georgia,serif; font-size: 120%;">References = >
 * <span style="font-family: Georgia,serif;">//U.S. Census Bureau Fact Sheet//. (2001-2010). Retrieved from [|http://factfinder.census.gov]
 * <span style="font-family: Georgia,serif;"> Info Works Live Website. (2009-2010). Retrieved from http://infoworks.ride.ri.gov/
 * <span style="font-family: Georgia,serif;">State Street Elementary School,(2011). Retrieved from http://sss.westerly.k12.ri.us/?sessionid=de9e4da8a1cbd865ff31e72cb62fd2ca&t

<span style="background-color: #0e0eac; color: #f5ff00; font-family: Georgia,serif; font-size: 130%;">**Rubric:**

Introduction = 4/ 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 = 5/ 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 = 4/ 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 = 4 / 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 = 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. ||

Rubric

Introduction = 5/ 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 = 4/ 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 = 4 / 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 = 5 / 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 =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 = 9 /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. ||