Tiverton+High+School

=Title: Tiverton High School= =Introduction= // "Students at Tiverton High School will prepare to become productive and knowledgeable citizens in a global society by being actively involved in a school with programs and services driven by a qualified staff and involved community." (THS Mission Statement) Main Entrance to Tiverton High School (tivertonschools.org) // Tiverton High School is a four-year public high school located on 100 North Brayton Rd. in Tiverton, Rhode Island and enrolls 711 students. The school offers eight advance placement courses, early enrollment programs with Rhode Island College, and Tech/Prep Programs with Bristol Community College. Tiverton High School has 15 varsity sports with over 20 other extracurricular activities. Mr. Steven Fezette, from Tiverton is the principal with Mr. John P. McKinnon II, of Little Compton acting as assistant principal. (tivertonschools.org, 2009) =Community Background= Tiverton, Rhode Island is located in Newport County and is bordered by Fall River, Massachusetts to the north, Westport, Massachusetts to the East, Little Compton, Rhode Island to the south and is across the Sakonnet River from Aquidneck Island. Tiverton is one of Rhode Island’s least populated towns ranking 25th out of 39 towns with a total population of 15,260 (U.S. Census, 2009). Tiverton is a suburban town for the Fall River area and has Route 24 dissecting the northern part of the town connecting Newport and Boston. Because of this addition Tiverton has grown into a popular tourist destination for travelers between the two cities. (tiverton.ri.gov/, 2009) The town of Tiverton has five schools enrolling 2,116 pupils split between three elementary schools, one middle school and one high school. Tiverton is a predominantly white community with 98% of the population. It is a rather old town with the median age being 40.8 compared to the average age of Rhode Island being 36.7. Poverty is not an issue for most with only 4.5% of individuals living below the poverty level. The median household income is almost 8,000 dollars greater than the Rhode Island and United States average at $49,977. Both the infant mortality rate; at 3.0 deaths per 1,000 births, and teen birth rate; at 3.7 births per 1,000 girls ages 15-17, are well below the state average. (RI Kids Count, 2009) A view from the popular Fort Barton, Tiverton’s highest point at 144ft.

=District Summary= The attendance rate at Tiverton High School is a little ahead of the state average with 93%. At this school the graduation rate is at 83% with a dropout rate of 9%. 5% of the students competed their GED’s while 3% are still in school. The average SAT scores for the class of 2007 were as follows: Critical reading- 472 Math – 493 Writing – 471 65% of the seniors took the SAT’s. According to the NECAP exams 29% of the students were proficient in math, 72% were proficient in reading, and 50% were proficient in writing. The rate of suspensions per 100 students was 143.9 at Tiverton High School which is over twice as much as the state average. A total of 1,094 suspensions were recorded in the 2006-2007 school year with only 225 students involved (info works, 2009).

=School Analysis= When talking to teacher about academic issues, 46% of students felt like they could approach a teacher or staff member most of the time or always. In comparison, on 13% of students felt comfortable talking with a teacher or staff member about personal or family issues most of the time or always. Only 13% of students felt as though not getting along with teachers was a moderate to very big hassle. With 29% of students saying they were robbed at least once during a school year it is a few points above the state average. 10% of students at Tiverton High School said that being teased or hassled by other students was a moderately to very big problem. Tiverton High School’s Health Risk survey results are as follows: 50% of students say they drank alcohol at least once in the past 30 days. 38% of students say they have used illegal drugs within the past 30 days, and 29% say they smoked at least once a day. 45% of students said they ate breakfast two days or fewer in the past week. On an average school day, 45% of students said they watched at least two hours of television, and 30% of students said they visited chat rooms, used instant message, or checked e-mail for at least two hours.

Tiverton High School’s Teaching Practices survey results are as follows: 54% of teachers examine students’ work to guide instruction. 44% of students received instruction in writing skills. Students said that 40% of the instructional materials related to the students’ interest. 9% of students revised their reports and papers while 32% said students provide feedback to one another. The percent of seniors at Tiverton High School to take Advance Placement exams was 29. Out of those, 54% scored at college-level mastery. The following Data is from the SALT Teacher Surveys: With 47% of teachers participating in the survey, 94% said that lack of planning time was a major or moderate problem. Those who are satisfied with the opportunities they have to make decisions were 31% of the teachers that took the survey, and 81% were satisfied with the amount of concern for the students’ learning and well being. (info works, 2009)

=Conclusion= In conclusion, Tiverton High School is overall an average school according to the state averages. Most of the surveys reveal that they are a few points above or below the normal results and the students’ well being shows this. In general students feel safe at Tiverton High School and in their close-knit community. While the students generally scored better on the NECAP exams than the state average, they somewhat struggled with SAT scored being right around if not below the state averages. The problem with suspensions is a rather large one, having more than twice as many as the state average and needs to be confronted. With this being said, I would give Tiverton High School a grade of B- as it is obviously in good standing, however there are still some issues that need to be addressed. Tiverton High School Pep Rally =References=

Information Works (2009). //Measuring Rhode Island Schools for Change 2008.// October 19, 2009. []

Rhode Island Kids Count (2009). //Indicators of Child Well-Being// 2009. October 19, 2009. []

Tiverton.ri.gov (2009). //Town Information: Profile of Tiverton, RI. //October 23, 2009 []

Tiverton High School (2009). //About Our High School// (2009). October 23, 2009 []

U.S. Census Bureau (2000). //American Fact Finder.// October 19, 2009 []

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

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. || Type in the content of your page here.