Tower+Street+School

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 * Tower Street School **

Located on Rhode Island’s southwestern most tip, the town of Westerly lies between the borders of Connecticut and the towns of Charleston and Hopkinton. Home to 17,682 people, 5,406 whom are children, the town of Westerly compiles of seven schools within the district, five of which are elementary schools (education.com, 2007). One of Westerly's five elementary schools, Tower Street School is a small public school "located on the outskirts of Westerly's Victorian downtown shopping, art, and business district " (Salt Survey Report, 2001). Serving 329 students grades kindergarten through fifth grade, Tower Street is a small but progressive elementary school that has created a successful and supportive learning environment for their students.
 * Introduction **

The coastal town of Westerly is located in the southern region of Rhode Island. The town has a total population of 17,862 people, 94.6% of whom are white, 0.8% is African American/Black, 1.2% are Hispanic, 0.5% are Alaskan Native/Native American, 2.4% are Asian, and 0.3% are classified as other ethnic race. The town is not extremely diverse but shows similar numbers compared to household family size of 2.97 compared to the United State’s average of 3.14. The percentage of high school graduates is 79.9% which is also very close to the state’s average of 78% and the country’s average of 80.4%; 22.7% or residents have a bachelor’s degree or higher, also close to Rhode Island’s average of 25.6% and national average of 24.4%. (U.S. Census Bureau, 2000).
 * Community Background **

According to the 2000 U.S. Census Bureau, 64.8% of Westerly’s population is employed and the median household income is $42,860 (1999 dollars) only slightly higher than the nation’s average of $41,994 (1999 dollars). The median family income in Westerly is $53,130 (1999 dollars) also slightly higher than the Rhode Island’s average of $52,781 and the nation’s average of $50,046 (1999 dollars). According to the 2000 Rhode Island Kids Count, in 2000, 10.0% of the children living in Westerly lived in households below the federal poverty threshold, lower than 16.9% average of Rhode Island. Rhode Island’s KIDS COUNT profile for the town of Westerly indicate in 2008 child abuse and neglect victims at a rate per 1,000 children was 8.9, identical to the rate of children with incarcerated parents (per 1,000 children). This rate is lower than the states average of 10.7 (per 1,000) children abused or neglected and 11.1 (per 1,000) children with incarcerate parents. Domestic violence incidents with children present was reported at 30% in Westerly, slightly above the states percentage of 29% (RI Kids Count, 2009).

According to the 2008 Information Works, the Per-pupil expenditures for the 3,437 students in the district of Westerly without other commitments and expenditures is $13,996 per pupil ( // including // other commitments and students served out-of-district is $14, 594), higher than the state’s average of $12,700 per-pupil expenditure. Funding for Westerly’s school district primarily comes from local revenues which tally 82% (41.4 million), 14% (6.8 million) comes from state funding and 4% (2 million) comes from federal funding. The total expenditure for the district is $48,104,252 (Information Works, 2000). There are 346 teachers within the district making the teacher/student ratio 1: 9, very close to the state’s ratio of 1:10 (Information Works, 2000). Information Works also states that the seven schools that make up the Westerly school district, five elementary schools, one middle school and one high school, all seven made Adequate Yearly Progress (AYP). Of the seven schools, three schools, Westerly Middle School, State Street School and Dunn’s Corners School are Regents’ Commended School.
 * District Summary **

Of the 3,437 students that make up Westerly’s school district, 89% are white, 5% are Asian, 2% are African American, 2% are Hispanic, and 1% is Native American showing similar distribution of the community’s ethnic percentages. Of these students, 23% are eligible for free or reduced-price lunch and only 2% of the student body is receiving bilingual education services.

According to SALT survey reports, the drop-out rate for students in Westerly is 6% compared to the state’s average of 11%. The rate of suspension of elementary schools, middle schools, and high school is 0.4%, 13.2%, and 11.9% respectively, far lower than the state’s averages of 4.4%, 41.2%, and 53.1% respectively.

Rhode Island Kids Count report of Westerly shows that in 2000, 70% of fourth and 79% of eighth graders were at or above the reading proficiency level, higher than the states percentages of 68% of fourth graders and 65% of eighth graders. Math skills were equally impressive with 73% of fourth graders and 69% of eighth graders at or above the math proficiency level, compared to Rhode Island's average of 63% of fourth graders and 53% of eighth graders achieving proficiency or above in math. Information Works also report of the 2007-2008 SAT scores of Westerly were above the state's averages with a 497 for math, 498 for reading, and 492 for writing compared to the state's averages of 487, 483, and 497 correspondingly. The elementary, middle and high schools of Westerly all surpassed the Rhode Island Department of Elementary and Secondary Education (RIDE) target scores in math and English as well as achieving above target-level participation and attendance performance.

Of the 346 teachers within the Westerly school district, 20% say that lack of training is a moderate or major problem. The Rhode Island average for teachers who feel this way about their school district is 32% (Information Works, 2000). Twelve percent of the teachers in Westerly have been in the education profession for twenty-five years or more, while only one percent has been in the field for less than one year. The teacher mobility rate is reported at 25% (teaching in a building for three years or less), which is fairly similar to the states percentage of 29% in terms of teach mobility rate.

Originally built in 1955 Tower Street School was expanded in 1994 and now “includes 22 classrooms, an art room, a music room, six small instructional areas, a cafeteria, and a gym” for its 329 students (Salt Survey Report, 2001). With one principal, Audrey Faubert, and thirty-one full time and part time teachers, Tower Street School is a high-performing Title I elementary school with grades kindergarten through fifth grade. According to 2001 Salt Survey records, of the 18 classroom teachers seven were first-year classroom teachers. The student-teacher ratio according to 2006 records is eleven students to one equivalent teacher which is slightly less than the states average of thirteen students to one teacher (schoolfinder).
 * School Analysis **

Similar to Westerly’s overall ethnicity ratios, Tower Street student’s are primarily white (87%), 5% are African American, 3% are Asian, 4% are Hispanic, and 1% is Native American (Information Works, 2000). Currently there are no students attending Tower Street School receiving bilingual education services.

The Rhode Island Department of Elementary and Secondary Education (RIDE) assessed Tower Street School on thirteen targets, all of which they met. The students achieved above the State’s target scores in both mathematics (states target score: 80.1) and English language arts (states target score: 68.1) with index scores of 88.4 and 91.6 respectively (Information Works, 2000). Participation rates of Tower Street School is 100% with a high attendance rate of 94.5%. According to the New England Common Assessment Program (NECAP) the results of the 2007 testing showed that third graders at Tower Street School achieved above the state's average but below the district's averages in both math and reading. 57% of Tower Street third graders achieved or exceeded standards in math, only one percent higher than Rhode Island's average of 56% but less than the Westerly district's average of 63%. The same pattern is found in third grade reading scores from the NECAP: 74% of Tower Street third graders met or exceeded standards, greater than Rhode Island's average of 65% but lower than the district's average of 80%.

The NECAP results of Tower Street's fifth graders tested in math, reading and writing all had greater percentages than the state and the district. 70% of Tower Street fifth graders met or exceeded the standard in math, higher than both the district and the state's averages of 63% and 57%. Reading results also showed 72% of Tower Street fifth graders meeting or exceeding proficiency compared to 71% of the district's and 65% of the state's fifth graders. Writing scores were the most impressive with 80% of Tower Street fifth graders meeting or exceeding standards compared to 58% of the district and 51% of the state's fifth graders.

Performance progress testing shows Tower Street student percentiles in proficiency in math, reading and writing in comparison to Rhode Island’s average:

Proficiency in Mathematics

Proficiency in Reading

Proficiency in Writing

Teachers at Tower Street work hard to provide addition support for their students. For the twenty-three students who participate in the school’s early start program, the 2001 Salt Survey Report explains that “these students and the special education teaching staff arrive at school one hour early each day. These students receive special education services during this time, enabling them to receive more direct instruction during the rest of the school day. In addition to this program, the special education staff, the literacy assistants, and the reading teacher are involved in a language intervention program for kindergarten students.” Addition programs that the school and staff participate in include the Feinstein program, partnership with YMCA, Character First Program, Responsive Classroom program, and the University of Rhode Island’s School of Oceanography (Salt Survey report, 2001). The Salt Survey report describes the teachers as hardworking and “continually participate in professional development activities that assist them in addressing the needs of their students. School administrators support teachers in implementing innovative strategies and programs to increase student learning” (Salt Survey report, 2000). Overall, the school provides excellent structure and support for the foundation and growth of teachers and students. The school atmosphere is described as safe where students and teachers “respect, cooperate with, and care for each other and everyone else in the school community. These traits make it easier for students to learn” (Salt Survey report, 2001).

The overall district of Westerly provides a safe, secure education foundation for all of its students. The standards of education in the Westerly district show clearly in one of the five elementary schools, Tower Street School. “Tower Street School enjoys strong, innovative educational leaders who support and facilitate student learning, encourage and support teacher growth and development, engage families, and collaborate with local agencies and organizations to provide a healthy learning community for students” (Salt Survey report, 2001). Tower Street School provides a successful learning environment for its students by providing a positive atmosphere in combination with progressive education support. References: United States Census Bureau. // Factsheet for Westerly CDP, Rhode Island //. 2000. Retrieved October 23, 2009 from . Salt Visit Team Report: Tower Street School. 2001. Retrieved October 23, 2009 from . // Indicators of Child Well-being Profile of Westerly, Rhode Island // (2009). RI KIDS COUNT. Retrieved October 23, 2009 from . // Tower Street School Test Scores // (2007). Education.com. Retrieved October 23, 2009 .
 * Conclusion **

Rubric for Peer Edit #1 (Meredith Boyajian)

Introduction = REPLACEWITHSCORE/ 5 pts.
Constructive comments about report's introduction: Good, just add more about what you are specifically analyzing, and mention audience.
 * 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: Very well organized.
 * 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: Grammar is good, APA seems fine, just fix references.

Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion: Good conclusion just recap analysis and again mention beneficiary to audience/teachers.
 * 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: Style is good, I like where you (have) your graphs. Just add a picture or two. Mention NCLB, good job with comparisons and and facts/stats.
 * 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. ||

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. ||