Head+Start+Westerly+Spring+2011

Marlee Nathan
 * Head Start Westerly**



//"The mission of the Rhode Island Head Start Association is to promote universal, high quality Head Start programs and services, training, and other mutually supportive activities, especially for Directors and parents. Our goal is to strengthen the critical leadership roles parents and staff play in promoting social justice and educational equality for Head Start children and families"//

**Introduction**
This is for parents or guardians who want to send their children to day care but are not financially equipped to. Head Start Westerly can help you get your child started in learning basic qualities that are needed to proceed on to kindergarten, for free! The Rhode Island Head Start program is a program that was created in 1965 to assist children who come from backgrounds where funds, parenting, and health are lacking. It assists children from birth until the age of five. It was invented to get children associated with the routine of school at such a young age. All of the kids come from low-income families. That is how they qualify to be in the program. Head Start allowed them to achieve and maintain the same level of education before they enter kindergarten. This program has teachers that aids students in the extra care that they need before entering grade school. What's great about the Head Start program is that is focus's not only on just the child, but on the family as a whole.

Studies have shown that Head Start makes a positive impact on the chldren and families who take part in the program. The Head Start Family and Child Experiences Survey (FACES) is an ongoing national study of Head Start children and families released by the U.S. Department of Health and Human Services. It shows that children who entered Head Start in Fall 1997 showed gains in their literacy, language, social, and cognitive development by the end of that year. FACES study shows that parents of Head Start children generally reported that they have high levels of satisfaction with Head Start and they view it as an important source of support of pushing children in the right direction. It was also reported that the parents of Head Start children are spending more time reading with their children and more time being educationally focused at home. The Rhode Island Head Start association also has an Early Head Start program for younger children, birth to three years old. The United States Department of Health and Human Services evaluation on Early Head Start found that the participants has a positive impact on children's cognitive and social-emotional development.

Head Start and Early Head Start have proven to have a positive impact on the development of the children and families in the program. They provide a basis for children whose families are struggling to meet economic and development needs.

**Community Background**
The community of Westerly is located on the southwest shoreline of Washington County, Rhode Island. In 2000 the population was approximately 22,966. The child population was 5,406. Many of the children live in single-parent homes, around 26%, and 10% are living in families below the federal poverty threshold. Sometimes the children don't have parents to look after them, so they live with their grandparents, but not that many. 4% of children live in household with grandparents financially responsible for the grandchildren. Compared to the state of Rhode Island, the town of Westerly's income/poverty level is greater, except for families living below poverty level (3%), and individuals living below poverty level (5.4%). Th.median household income is $55,662, and the median family income is $78,115. Economically speaking, Westerly have about 815 people that participate in the food stamp program, which is much less than Rhode Island as a state, 53,632. In Westerly 30% participate in the school breakfast program, and 27% participate in the state as a whole. In Westerly, 1,473 children under 19 receive medical assistance, which is much lower than the state of Rhode Island as a whole (89,746). ** Race/Ethnicity ** Alaska Native ||< 1.3% ||< 0.4% ||< .8% || Westerly has a plethora of white people. The percentage of white people in this town (93.4%) is higher than the percentage for the state (82.8%) and the United States (74.5%). After a large drop, the next largest group is Asians (2.5%), followed by Hispanics (1.8%), then American Indian or Alaska Native (1.3%). The Black/African Americans group only makes up .4% of the Westerly community population.
 * <  ||< Westerly ||< Rhode Island ||< U.S. ||
 * < ** White ** ||< 93.4% ||< ** 82.8% ** ||< ** 74.5% ** ||
 * < ** Black/African Americans ** ||< ** 0.4% ** ||< ** 5.5% ** ||< ** 12.4% ** ||
 * < ** Asian ** ||< ** 2.5% ** ||< ** 2.7% ** ||< ** 4.4% ** ||
 * < ** Hispanic ** ||< ** 1.8% ** ||< ** 11.4% ** ||< ** 15.1% ** ||
 * < American Indian or

**District Summary**
**Westerly Public Schools** **//... a place where learning has no limits and academic excellence is measured one child at a time.//**

Westerly school district consits of Bradford Elementary School, Dunn's Corners Elementary School, Springbrook Elementary School, State Street Elementary School, Westerly Middle School, and Westerly High School.

**Core Beliefs:** = **1. Learning is the heart and soul of what we do** = = **2. All children are unique individuals with special gifts and talents** = = **3. Teaching is hard work in an organization where all children are expected to learn at high levels** = = **4. All people in the organization, both children and adults, should be valued and respected** = = **5. Risk taking, problem solving and creativity are traits we embrace** = = **6. The community is our “customer” and their ideas and opinions are listened to and acted upon** =

Education Services || 16% || 17% || In the student characteristics, you can see that the percentages are usually higher in the whole State of Rhode Island, except the amount of students receiving special education services, that is 1% more.
 * = **Student Characteristics** ||= **Rhode Island** ||= **Westerly District** ||
 * = Student Eligibility for Subsidized Lunch ||= 43% ||= 31% ||
 * = Students receiving ESL/ Bilingual Education Services ||= 5% ||= 3% ||
 * Students Receiving Special

**School Analysis**
In Rhode Island, the total enrollment for children/parents that participated in the Head Start program were 3,251. The estimated number of Rhode Island Head Start eligible children was 5,291, unfortunately, the number of children that were not served were 2,040. In order for you to be part of the Head Start program and send your child there, your family must be 100% of the federal poverty line, which is $18,850 annually for a family of 4.

Head Start Westerly is a place where young children, ages 3-5, go to grow and become more equipped with learning how to deal with more preschool situations. The teachers help them with their basic skills such as listening, and being more consciousness about things. They read to them and do all different types of projects with them to help them gain more hands on skills. Each class has about 30 children in it and there are 3 classrooms. That's around 60 children in the program in Westerly. The staff works their hardest in making the children comfortable and happy in the day care environment. Two teachers work in each room; a perfect amount to give the children the attention they need. There is a program that the school has called Jumpstart. They pick and choose around 15 kids who they think need extra attention, and college students come in and help them. It's an after school program twice a week and give them extra attention in the areas of reading, writing, and just creative things. I actually took part in this program and I have to say that it helped the kids a lot. One of the girls now knows how to read very well, and another little boy can write any word. They're only 4 and 5 years old. It was an honor to have that privilege of working with the children, and the Head Start Westerly program.

**Conclusion** Based on all of the information provided in this context statement, Head Start Westerly is proven to be the best option for children in need of pre school if they cannot afford an upscale one. It is for parents who want to send their children to day care but are not financially equipped to. Head Start Westerly provides children with the early help of reading, writing, and basic concepts needed in everyday life. Head Start Westerly will do its best to help your child with the necessary needs they need in life. Head Start is proud to work with the Jumpstart program as an after school program. Head Start does is best to aide the children with the right concepts needed for kindergarten. Head Start's staff is committed to put as much effort as they can to improve and enhance the programs for the young children as they make their way to kindergarten. As having worked at Head Start Westerly, I fully support choosing Head Start Westerly for your child's day care. As you can see, Head Start Westerly can help you get your child started in learning basic qualities that are needed to proceed on to kindergarten.

**References**
// //Rhode Island Head Start Association.// Retrieved from @http://www.riheadstart.org //

//Head Start Information.// Retrieved from @http://sitemaker.umich.edu/356.bell/personal

//Rhode Island Head Start Facts.// Retrieved from @http://www.riheadstart.org/pdf/brochure.pdf

//Westerly, Rhode Island.// Retrieved from @http://en.wikipedia.org/wiki/Westerly,_Rhode_Island

//RI Kids Count: Indicators of Child Well-Being, Profile of Westerly, RI.// (2010). Retrieved from [|http://www.rikidscount.org/matriarch/documents/Westerly_2010.pdf]

//U.S. Census Bureau Fact Sheet//. (2005-2009). Retrieved from [|http://factfinder.census.gov]

//W////esterly Public Schools.// Retrieved from @http://westerly.k12.ri.us/

Rubric 1

**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 2

**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 3

**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:

<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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. ||

<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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. ||

<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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. ||