Captain+Isaac+Paine+Elementary+School

=Title: Captain Isaac Paine Elementary School=

=Introduction=

Captain Isaac Paine Elementary School is located in Foster, Rhode Island. Foster, Rhode Island is a rural community of about 4300 residents. Captain Isaac Paine is the only school in the Foster School System. The school was constructed in 1951 with major renovations in 1988, the school serves as a space for community events and activities. At Captain Isaac Paine there are grades K – 5, there is also an early learning program called FELT: Foster Early Learning Together. The current principal/superintendent is Dr. Davida E. Irving. There are currently three hundred and two students and twenty-seven teachers (Info works, 2006-2007). Captain Isaac Paine School provides student-centered, academically challenging environments that cultivate character, celebrate learning and foster collaboration, the staff, families and greater community of the Foster School District, as partners, will develop creative, lifelong learners with the skills and enthusiasm to shape a changing world. Students from Foster attend the regionalized Ponaganset Middle School and High School.

**Community Background [[image:http://pics4.city-data.com/cpicv/vfiles22394.jpg width="436" height="233"]]**
Foster, Rhode Island is a rural area located in Providence County. The total population of people in this community is 4,274 people. The child population in Foster, RI is 1,105 (Kids Count, 2009). This community is very small and is not diverse in race but it is diverse in many other areas. Foster is combined of people young and old. 74.1% of the population are 18 years and over, 10.5% of the population are 65 years and over, and 5.0% of the population are under five years of age (US Census Bureau, 2000). Of the total population of Foster, RI there are 97.3% White, 0.2% Black or African American, 0.2%, 0.2% American Indian or Alaskan Native, 0.6% Asian, 0.1% Native Hawaiian or Other Pacific Islander, 0.3% some other race, 1.4% two or more races, 0.8% Hispanic or Latino (of any race) (U.S. Census Bureau, 2000). Foster is a very small community compared to other areas of Rhode Island. There are 1,578 housing units in Foster, of those 1,535 are occupied. 1,352 of the housing units are owner-occupied and183 housing units are renter-occupied. That leaves 43 of the 1,578 housing units vacant. 88.1% of the homes in this community are owned rather than rented. The average family size living in these homes is 3.14. Since Foster is such a small and rural community a majority of the families live in their own homes. In Foster, RI 73.2% of the population is in the labor force. This percentage of people travel about 33 minutes to get to work. The median family income in the year 1999 was $59,673. The poverty level is $25,000 or lower (US Census Bureau, 2007). In this community 18 families are below the poverty level and 143 individuals are below the poverty level. At the Captain Isaac Paine School only 12% of the students are eligible for free or reduced-price lunch (Info Works, 2006-2007). Therefore 88% of students are not eligible for the subsidized lunch program. This means that the people in this community are committed to the labor and work force and are fortunate to have a stable job and provide for their families. The majority of families that live in Foster, RI are not below the poverty level. In Foster, RI crime is not a major concern for families. The child abuse and neglect rate in Foster, RI in 2008 was 5.4% compared to the state of Rhode Island, which was 10.7%. The percentage of domestic violence with children present in 2008 was 7% compared to the state of Rhode Island, which is 29%. The rate of children whose parents are incarcerated was 3.6% in 2008 and the state of Rhode Island was 11.1% (RI Kids Count, 2008). Foster is a very small and tight community that is set in a rural location. If you live in Foster, you know everyone else who lives in Foster as well.

=District Summary= There are 302 students in the Foster district. The Foster district only has one public school. Once children have completed elementary school in the Foster district they are combined with students from the Glocester district to take part in the Foster-Glocester middle and high schools. In the Foster district 94% of students are white, 4% of students are Asian, 1% are African-American, and 1% Hispanic. Of the students in this district 12% of them receive general education services with supports, 1% of the students are homebound or hospitalized, and 87% of the students do not receive any type of special education services. The fifth grade students of Captain Isaac Paine School have reached above proficiency in mathematics and writing, compared with the percentage of similar students in Rhode Island. In reading they are right at proficiency level with the state average (Info Works, 2006-07). Captain Isaac Paine School ahs a superintendent, who also serves as the principal and administers the school district. An additional administrator serves as the Literacy and Curriculum Director, as well as the Co-Principal. Captain Isaac Paine has an elected school committee of three members that govern the school district. There is a total of forty full and part time faculty, eleven teacher assistants, and seventeen staff supports, as well as a Speech Pathologist, Social Worker, and a School Psychologist. There is also a large number of parent volunteers that provide extra support for special projects. The students of Captain Isaac Paine School benefit from the many talents and resources these adults offer. Administrators, faculty, staff, and students exercise boundless energy directed towards daily activities, ongoing projects, and new challenges. A commitment to learning, and especially to one another, is evident to anyone entering this school. All the students and staff of this school district know that each and every person is valued and that the education of each and every child is the responsibility of all.

= = =School Analysis=

Captain Isaac Paine Elementary School is located in the rural town of Foster. This school has grades K through 5, also including the FELT program for early learning. Captain Isaac Paine has 302 students. All 302 of these students do not receive any type of bilingual educational service (Info Works, 2007). Therefore all of these students speak English and that is the primary language of the school. The mission of the Foster School District, a dynamic educational community, is to guarantee all of its students a quality education through a commitment to excellence. This school feels that in student-centered, academically challenging environments that cultivate character, celebrate learning and foster collaboration, the staff, families and greater community of the Foster School District, as partners, will develop creative, lifelong learners with the skills and enthusiasm to shape a changing world. Captain Isaac Paine values parents and students, they believe that high achievement requires high expectations, quality education demands high responsibility, all people are teachers and learners, quality results are achieved through collaboration and a commitment to common goals, and that the education of children demands a commitment to their physical, social, emotional, and intellectual development (www.ri.net/schools/Foster/index.html).

This school does not portray diversity in racial and ethnic differences, but it does display diversity in gender and the different level of abilities among children. Captain Isaac Paine School is 94% White, 4% Asian, 1% African American, and 1% are Hispanic. There is a lack of diversity in race, which does not benefit the students but I do not believe that is a disservice to them in anyway. The scores and numbers that this school has achieved are above the level or right at the level that has been set as the state average for Rhode Island.

Captain Isaac Paine School states that they will (1) Always base our decisions on what is best for children, (2) Continually evaluate and improve out educational programs, (3) Always provide a safe and orderly environment for everyone, (4) Always welcome and actively encourage families and the community to assist in the education of children, (5) Always treat every individual with respect, (6) Never tolerate any actions or circumstances that degrade any individual, (7) Always conduct ourselves at the highest level that degrade any individual, (8) Always provide equal access to the curriculum for all students, and (9) Always make decisions, which are consistent with the Strategic Plan that is in place (www.ri.net/schools/Foster/index.html).

=Conclusion= Overall Captain Isaac Paine School, located in Foster, RI, is a very successful school in a rural community and environment. Isaac Paine is a very high performing elementary school. The school has about 300 students that attend it and the majority of the school and community population are white, but there is diversity in age and ability. Students at Cpatain Isaac Paine School are very happy to be there. They take great pride in their accomplishments and in their school. Students are very polite, well behaved, and demonstrate respect for each other and for all members of the school community. Students are well spoken and are eager to share their learning. They are willing to take risks and are motivated to achieve. Their positive attitudes contribute to the creation of an environment where education is greatly valued (Salt Reports 2000). Teachers at Captain Isaac Paine School work tirelessly to provide the best possible education for their students. They truly enjoy the work that they do and spend many hours beyond the school day supporting after school and weekend activities. Teachers have spent countess hours engaged in professional development activities. The teachers at Captain Isaac Paine School encourage their students to be active learners. They provide opportunities for students to participate in cooperative learning groups and employ manipulatives in handson learning activities. The teachers of this school create a positive learning atmosphere with stimulating and print-rich environments. Displays of studnet work seve to reinforce the belief that studnet accomplishments are greatly valued. The teachers intergrate technology to enhance instruction, encourage creativity,and develop research skills. Teachers are building a solid fouundation for students to become independent thinkers and lifelong learners (Salt Reports 2000).

=References=

//[]

[]

[].

[]//

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. ||

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
 * 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. ||