Charlestown+Elementary+School+Fall+2011

= Charlestown Elementary School = = "A Safe Harbor" = 363 Carolina Back Road, Charlestown, RI 02813 (401) 364-7716

==== //**Mission Statement:**// **//The Mission of Charlestown School is to provide an opportunity for all students to master appropriate grade level expectations. Charlestown School is committed to educating every child to high levels of academic achievement.//** ==== = Introduction = Charlestown Elementary School is located in Charlestown, Rhode Island and is part of the Chariho Regional School District. Charlestown Elemenary School is one out of the six public elementary schools in the Chariho School District, and serves students in grades prekindergarten and kindergarten through fourth grade. The average number of students that attend Charlestown Elementary School is about 344, which is a pretty small number of kids. This lets the teachers get a chance to focus on and help each of their students, and lets the students feel comfortable in a small learning environment. They have a dedicated staff and a new principal, Jennifer Poore, who was hired in October 2010. For preschoolers and kindergarteners they have a Child Outreach Program which is a screening test so parents can be provided with information on their child's hearing, speech, language, vision, cognition, and movement. Even though Charlestown Elementary School is in the Chariho Regional School District, Charlestown is really part of Washington County, and has a population of 7,827 people. Out of the 7, 827 people, 1,712 makes up the child population in the community. Charlestown has a total area of 59.3 square miles, of which, 36.8 square miles is land and 22.5 square miles is water. Charlestown is about an hour away Providence, Rhode Island's capital and forty minutes away from Newport. Being close to these two cities makes it easy to take day trips where you can go out to eat and explore/get to know the area. The purpose of this Context Statement is to inform families, parents, students, and educators about Charlestown Elementary School and to help them decide if the school is a right fit for their children.

=**Community Background**= Charlestown is a pretty wealthy community. The average household income is $73,857 compared to Rhode Island's, $42,090, which is a pretty big difference. Not only is it a big difference for the average household income, but it is for the average family income too. Charlestown's average family income is $83,107, whereas Rhode Island's is $52,781. Another significant difference is Charlestown's per capita income ($36,597) compared to Rhode Island's ($21,688). This data shows that Charlestown is not effected by poverty, seeing how there is not much poverty at all. Out of the families below poverty level in Rhode Island (23, 608 people), Charlestown is 1.5% of the 23,608 families below poverty level. There is not much diversity in Charlestown's ethnicity population, seeing as how the percentage of white people is 81.4%. There are only 0.4% African Americans (31), 0.7% Asians (55), 0.2% Mexicans (13), and 0.7% Puerto Ricans (52). For Rhode Island's ethnicity population, there is a larger white population, with 94.9%. In other races, Rhode Island also has more of an ethnicity population than Charlestown. In Rhode Island, there are 5.7% African Americans (60,189), 2.9% Asians (30, 457), 0.9% Mexicans (9,090), and 3.3% Puerto Ricans (34,979).

**Income/Poverty Data Table**

 * || **Charlestown** || **Rhode Island** ||
 * **Median Household Income** || **$73,857** || **$42,090** ||
 * **Median Family Income** || **$83,107** || **$52,781** ||
 * **Per Capita Income** || **$36,597** || **$21,688** ||
 * **Families Below Poverty Level** || **1.5%** || **23,608** ||

**Race/Ethnicity Data Table**
In Charlestown, the child population is 1,712 compared to Rhode Island with 247, 822 children. As you can see, Charlestown has a very small child population. In Rhode Island 30% of these children are in single-parent families, in Charlestown, 18% are in single-parent families, which is a pretty high percentage compared to the state. 16.9% of these children in Rhode Island are living in families below the federal poverty threshold, whereas only 4.7% are living in Charlestown. Households with grandparents financially responsible for children have 4% in Rhode Island, but 5% in Charlestown. Lastly, there is 7.3% of teenagers in Rhode Island not in school and not working, but in Charlestown there is 0%, which is good to see.
 * || **Charlestown** || **Rhode Island** ||
 * **White** || **81.4%** || **94.9%** ||
 * **Black/African Americans** || **0.4%, 31** || **5.7%, 60,189** ||
 * **Asian** || **0.7%, 55** || **2.9%, 30,457** ||
 * **Mexican** || **0.2%, 13** || **0.9%, 9,090** ||
 * **Puerto Rican** || **0.7%, 52** || **3.3%, 34,979** ||

**Child Population/Household Data Table**

 * || **Charlestown** || **Rhode Island** ||
 * **Child Population** || **1,712** || **247,822** ||
 * **Children in Single-Parent Families** || **18%** || **30%** ||
 * **Children Living in Families Below the Federal Poverty Threshold** || **4.7%** || **16.9%** ||
 * **Teens Not in School and Not Working** || **0%** || **7.3%** ||
 * **Households with Grandparents Financially Responsible for Grandchildren** || **5%** || **4%** ||

=District Summary= Each year, The New England Common Assessment Program (NECAP) is administered to children in the Rhode Island Public School Systems. The subjects the NECAP test students on is math, reading, writing, and science. Math and reading is administered to grades 3 through 8, including 11th. Writing is administered to grades 5, 8, and 11. Lastly, science is administered to grades 4, 8, and 11. After looking at data after the 2010 results, Charlestown shows they have high scores, high performing students, and a better proficiency than the state of Rhode Island. Looking at the results, 4th grade math is 89% proficient in the Charlestown District, but for Rhode Island there is 63% proficiency. Also, for 4th grade math and reading, Charlestown is much higher than Rhode Island. For reading, Charlestown is 86% proficient and in science, 74% proficient. For Rhode Island, they are 68% proficient with reading and 44% proficient for science. There really is a big difference between the state of Rhode Island's results and Charlestown's results. For 3rd grade math and reading assessments, the results are more closer to each other than how the 4th graders tested. In Charlestown, 3rd grade math is 78% proficient and the state tested 62% proficient. The 3rd grade reading tests went the same way, with Charlestown scoring 84% proficient and the state scoring 71% proficient. The teachers in the Charlestown District should be acknowledged for the high proficiency rates on the NECAP test because they are the ones who helped their students get these results. The students also probably did so well is because Charlestown has a 1:9 teacher-student ratio. This gives each student a better learning environment, and one on one attention, but better attention as a whole group too because there aren't as many kids to keep other kids distracted. The teacher-student ratio for the state of Rhode Island is 1:11, meaning there would be a couple more kids in a classroom. The teachers are also qualified because there are 0% not highly qualified teachers working in Charlestown, rather than 3% throughout the state of Rhode Island. In Charlestown, there are 22% of 43% of kids in the state of Rhode Island who have eligibility for subsidized lunches. Also, there is less than 1% of students recieving ESL/Bilingual Education Services rather than Rhode Island with 5% of kids. Out of 16% students statewide, 11% of those students are receiving Special Education Services.



School Analysis
I chose to compare the Chariho School District with the Barrington School District. Barrington has a very high proficiency on their NECAP Assessments, but we are very close to their high proficient results. For the 4th grade science results, we tied Barrington with a 74% proficiency rate. The 4th grade math results were even better because we were more proficient with 89% and Barrington had 83% proficiency. For 4th grade reading, though, we were 86% when Barrington had 90%. These results tell you that Barrington and our district are very similar with their high proficient results and are two very good school systems. The teacher-student ratio in Barrington is 1:12 which is 4 more kids to a teacher than Charlestown (1:9). Barrington also has 1% of not highly qualified teachers when Charlestown has 0%. Unlike Charlestown(22%), Barrington has 4% of students that have eligibility for subsidized lunch. There is also 1% of students receiving ESL/Bilingual Education Services, and 11% (Same as Charlestown) of students receiving Special Education Services.



Conclusion
Based on the information in this Context Statement, I believe Charlestown Elementary School is a great option for students to attend within the Chariho School District and the state of Rhode Island. The teachers are qualified and dedicated to teaching their students and helping them learn in a warm and welcoming environment. Students get the attention they need with small class sizes, and you can tell with the high proficiency rates of the NECAP Assessments. Their goal is to have their students thrive, excel, and be lifelong learners. Charlestown Elementary School fulfills the needs of each and every one of it's students. It is a great learning community and environment, and families would be more than impressed if they ended up sending their children there.

=References= //Chariho Regional School District: Charlestown Elementary School.// Retrieved from http://www.chariho.k12.ri.us/chamain. //Education.com: Charlestown Elementary School.// (2006-2011). Retrieved from http://www.education.com/schoolfinder/us/rhode-island/charlestown/charlestown-elementary-school/ //WIKIPEDIA The Free Encyclopedia: Charlestown, Rhode Island.//(12 October 2011). Retrieved from http://en.wikipedia.org/wiki/Charlestown,_Rhode_Island //InfoWorks Live: Charlestown Elementary School.// Retrieved from http://infoworks.ride.ri.gov/ //U.S. Census Bureau Fact Sheet//. (2001-2010). Retrieved from [|http://factfinder.census.gov]

Rubric

**Introduction = 5/ 5 pts.**
Constructive comments about report's introduction: Very thorough introduction with good facts about the school and its mission.
 * 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: Very well organized. The information is broken down very well.
 * 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: check APA citation; fix links.

**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 = 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 = 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. ||

Rubric

**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 = 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. || Comparisons are good but need to state whether the school meets the NCLB standards(dont need to worry about them)