Terrence O'Neill

Agnes Little Elementary School


60 South Bend St.
Pawtucket, RI 02860
(401)-729-6256


AGNES_LITTLE_PIC.jpg
Pawtucket, RI skatepark just outside Agnes Little Elementary School, neighboring Jenks Junior High school and McCoy Stadium



Introduction:

Agnes E. Little Elementary School is located right in the middle of Pawtucket located on 60 South Bend St. and is part of the Pawtucket School System. The school has students from kindergarten all the way up to Grade Six. It is in a very urban, diverse area neighboring McCoy stadium, the above skate park, a stones throw from St. Rays and one minute from Route 95. You can't really see the school because it is tucked behind Jenks Junior High School and seems to be a part of Jenks but in fact is its own separate school. Mary Murray, the principal of the school, says "Many of the students in this school come from families that are struggling financially, domestic violence, parental issues, etc. yet they seem to be the happiest kids around happy to be at school in general, but there are always those ones who stray from the pack. Also they face many issues like language barriers that are very difficult to get around but still produce average NECAP scores compared to the rest of the Elementary schools in the state of Rhode Island. The main issue these children face is the home life, the teachers are committed and trying to teach and help these kids learn while the parents are not necessarily there for them all the time and this causes many issues for the children at home which effects their attendance and performance in school." These are very important circumstances and surroundings of the school to focus on if you are a parent sending your children to this school or are intending to send your children to this school.



Community Background:

The Community Agnes E. Little is located is extremely diverse housing 66.4% white, 10.3% African Americans, .9% Asian, 18.5% Hispanic, and .4% American Indian or Alaskan Native compared to the State of Rhode Island's percentages which are 82.8% white, 5.5% African Americans, 2.7% Asian, 11.4% Hispanic, and .4% Alaskan or American Indian Native. In Pawtucket this area is considered somewhat dangerous at night. North and South Bend St. are gang related areas which also puts the children at a disadvantage when their is gang influence around the school. This area of Pawtucket is somewhat in poverty and struggle very much so financially and this effects high school graduation in this area, not particularly of this school.


Race/Ethnicity: Data Collected (2009)



Pawtucket
Rhode Island
United States
White
66.4%
82.8%
74.5%
Black/African Americans
10.3%
5.5%
12.4%
Asian
.9%
2.7%
4.4%
Hispanic
18.5%
11.4%
15.1%
Data Collected From: U.S. Census Website http://www.census.gov

Income/Poverty: Data Collected (2009)


Pawtucket
Rhode Island
United States
Median Household Income
$28,104
$55,569
$51,425
Median Family Income
$33,591
$71,087
$62,363
Per Capita Income
$15,900
$27,041
$27,041
Families Below Poverty Level
19.7%
8.1%
9.9%
Individuals Below Poverty Level
21.3%
13.5%
13.5%
High School Graduation
62.3%
83.4%
84.6%
Data Collected From: U.S. Census Website http://www.census.gov

District Summary:

The mission of the Pawtucket School Department, a culturally diverse community, working with its partners to overcome its significant economic and infrastructure challenges, is to provide for all students, prior to graduation, the ability to proficiently meet academic, social and civic expectations. The Department will employ a flexible academic model that incorporates standards-based instruction integrated with career paths, provide integrated support services and advocacy, and utilize the total network of resources available to the community in safe and appropriate facilities.

The district is made up of a total of eighteen schools. There is a committee of representatives who are elected by members of the district that govern the policies and procedures of public schools located in the district. Although the teacher to student ratio is 1:11 which is equivalent to the states percentage, there is a low number of teachers with emergency certification totaled at 1% which is also equivalent to the states percentage, but i believe this is a low number and there should be a higher percentage in all schools across the state not just Pawtucket. The DIstricts attendance Rate for Elementary, Middle Schools, and all Schools are equal to the states percentage but High schools attendance rate is at 89% which is 2 % lower then the states percentage which is at 91%. Another problem with attendence in Pawtucket is the Chronic Absenteeism which is at 22%, very high and no good for the reputation of the Pawtucket school District.

Looking at just these statistics puts The school district in a bad position before you even get to their NECAP assessment results they put up the past two years.




Five Year Graduation Rate (2008-2009)
Students Entering Grade 9 in 2004-05
This District
Statewide
Percent Graduated in 2008
56.3%
73.8%
Percent Graduated in 2009
7.8%
3.2%
Percent Graduated in Five Years
64.1%
77.0%

School Analysis:

Agnes E. Little Elementary School, located in the Quality Hill Historic District of Pawtucket, Rhode Island, is an urban, Title I school serving students from kindergarten through sixth grade. The school opened in 1967. This one-story building is located next to Joseph Jenks Junior High. The two schools share a corner campus across from McCoy Stadium.

Of the 404 students in attendance, 57% are white, 29% are Hispanic, 13% are African-American, and one percent is Asian. Fifty-seven percent qualify for free lunch, and an additional 19% qualify for reduced price lunch. Eight percent of the students receive ESL (English as a Second Language) services, and 17% receive special education services. There is one self-contained classroom for special education students in grades one through three and two newcomer classrooms for those students new to the United States.

The professional staff at Agnes Little consists of one administrator and 19 classroom teachers. Additionally, five special educators, four specialists (itinerants), a literacy teacher and a reading teacher service the school, as well as a diagnostic prescriptive teacher, a speech and language pathologist, a physical therapist, an occupational therapist, a social worker and a school psychologist. A nurse, three teacher assistants, a secretary and cafeteria and custodial workers complete the staff.

The school improvement team consists of 10 members—both teachers and parents. A teacher and a parent co-chair the team. Additionally, a small, active PTO supports the school by sponsoring field trips, an Open House and other family events.

The school provides after school care for students through the COZ (Child Opportunity Zone) program, sponsored through a 21st Century Schools Grant. This program runs four days a week and offers a variety of clubs for students at each grade level. The program also provides homework help and an afternoon snack. Moreover, students who have been recommended by their teachers as needing extra help attend 24-week After School Reading and Math programs. Students often attend both.

This year there are several new initiatives at Agnes Little. After establishing school wide expectations for student behavior across all school settings, the school is implementing PBIS (Positive Behavior Intervention Support). Through this initiative, students learn specific positive behaviors, and teachers reinforce these throughout the school. Another new initiative is the implementation of the Monday Common Planning Time schedule. This offers a bi-weekly planning time for teachers at every grade level, as well as a time for them to meet with on-site coaches and teacher leaders. Still another initiative is the continued improvement of home-school communication. Agnes Little has recently updated its website. The school communicates with students and families by email, requires students to use agendas and home-school folders, and makes frequent positive phone calls to families.





NECAP RESULTS: 2009 - 2010


NECAP assessments
State
Pawtucket School District
Agnes E. Little Elementary School
3rd Grade Math
61%
48%
42%
3rd Grade Reading
72%
63%
54%
4th Grade Math
62%
51%
49%
4th Grade Reading
67%
56%
52%
4th Grade Science
44%
19%
16%
5th Grade Math
61%
46%
55%
5th Grade Reading
72%
60%
64%
5th Grade Writing
No Data
No Data
No Data
6th grade math
59%
49%
54%
6th Grade Reading
68%
53%
60%
7th Grade Math
54%
42%

7th Grade Reading
70%
57%

8th Grade Math
55%
41%

8th Grade Reading
71%
55%

8th Grade Science
22%
7%

11th Grade Math
28%
13%

11th Grade Reading
73%
62%

11th Grade Writing
55%
46%

11th Grade Science
20%
8%




Qualifications and Teacher-Student Ratio


Qualifications and Teacher-student Ratio
State
Your District
Your School
2009-2010
Teachers with Emergency Certification 2009-2010
1%
1%
2%
Not Highly qualified Teachers 2009-2010
3%
<1%
3%
Teacher-student Ratio 2009-2010
1:11
1:11
1:11

Data collected from: http://infoworks.ride.ri.gov/

Conclusion:

IN conclusion, Agnes Little Elementary school is located in a struggling district and in an area that is struggling economically which puts many kids behind with many disadvantages right off the start. ALso I believe any child can receive a good education anywhere they go to school, The staff is great as well, as long as they want to learn and work to their full potential and have a good support system at home, many students in attendance hear lack the support system which causes them to struggle and make bad decisions.

References:

Infoworks Live! A Rhode Island Education Data Initiative RIDE,ri,gov(2010). Retrieved fromhttp://infoworks.ride.ri.gov/about/intro-guide

US census website(2010). Retrieved from http://www.census.gov

Rhode Island Department of Elementary and Secondary Education. Retrieved from http://infoworks.ride.ri.gov/

Mary Murray - Principal of Agnes E. Little Elementary School - Interview




Peer Evaluation / Feedback for EDC 102 Context Statement
Author: (Person who wrote report.)
Editor: (Person evaluating report.)
Total Score for this Evaluation: _/35 pts

The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.

As a peer editor, your tasks are:
  • Read author's report.
  • Carefully evaluate report by assigning a score for each criterion
  • provide constructive comments that will help the strengthen the author's report for each category.
  • Create a link to your evaluation at the end of the report.

Rubric

Introduction = REPLACEWITHSCORE/ 5 pts.

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.
Constructive comments about report's introduction:



Organization = REPLACEWITHSCORE / 5 pts.

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.
Strengths and constructive comments about report's organization:



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.

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.
Strengths and constructive comments about conclusion:



Creativity = REPLACEWITHSCORE / 5 pts.

5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:



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.