Chester+W.+Barrows

Cranston School District - Sasha Gold ** Elementary School is an essential foundation for education as it prepares students for further education in junior high, high school, and education beyond. Chester W. Barrows School, established in 1924, is located in Cranston, RI and ranges from grades Kindergarten to fifth grade.[1] This is one of eighteen elementary schools in Cranston governed by the Cranston Public Schools District, and is rated relatively high amongst the others. **Furthermore, the School Accountability for Learning and Teaching (SALT) visiting team recognizes Chester W. Barrows for the school's emphasis on writing, the integrating of subjects to broaden learning opportunities, and the use of standards and useful rubrics to support, yet challenge the students daily. [2] In this report I have included information about the demographics of the students that attend Chester W. Barrows, as well as information about learning and achievement/accountability, engaging families and the community, health risks of students and assessments. This report is intended to help parents become informed about Chester W. Barrows and potentially help them in deciding process in regard to whether or not Chester W. Barrows is the right fit for their children.
 * ** Chester W. Barrows Elementary School
 * Introduction:


 * Demographics:** There are 229 students and 28 teachers that make up the Chester W. Barrows community. ** 76% of the student body are Caucasian, 12% are Hispanic, 7% Black, 5% Asian/Pacific Islander. **** [3] **29% of the 258 students at Chester W. Barrows elementary can receive free or cheaper lunch. Since in every school there is a dichotomy in learning styles among students, Chester W. Barrows works to support every type of learner. As demographics change and new students with different learning abilities/disabilites are introduced into the community, the school must strives to make ends meet for them. ** Eleven percent of the students participate in special educations courses and there are about fourteen percent enrolled in speech and language assistance; however, there are no self-contained or English as a Second Language (ESL) programs at this elementary school. **[4]

The Federal No Child Left Behind Act (NCLB) mandates that schools meet specific targets, within particular groups of students. When schools have met this target they have made Adequate Yearly Progress. Based upon the graphs below, it is evident that Chester W. Barrows has made Adequate Yearly Progress in mathematics and English Language Arts (ELA) within each group of students, including: Asian, White, and the economically disadvantaged. [5] The mathematics target for 2008 was approximately 75 while the ELA target was about 82. All students were above both the math and English 2008 targets, and received 88.3 and 93.7 respectively. [6] The Asian population did the best out of all the groups as their average index scores in ELA were 97.5. While those of whom were economically disadvantaged did the poorest, yet still met the target (84.9 in math and 91.1 in ELA). Caucasian students received 87.9 in math and 93.1 in ELA for their index scores.[7] Participation rates and attendance rates were also exceeded at Chester W. Barrows; the Participation Rate target was expected to be 95%, but there was 100% participation in both math and ELA. The target rate for attendance was 90%, but 95.1% was the actual rate. This school did better in math than other R.I elementary schools during the 2007-08 year, as their score was six points higher (88 compared to 82).[8] For ELA, Chester W. Barrows also did better than other R.I. elementary schools as they received 94 for their index scores, while other schools in R.I. received 86 as their index score. Lastly, Chester W. Barrows is classified as having made Adequate Yearly Progress during the 2007-08 school year based on 11 targets evaluated; out of these 11 targets, all were met and exceeded. [9]
 * Learning and Achievement/Accountability:**

[10]

Chester W. Barrows seems to have extensive support from parents, teachers, and other faculty members. The school has a large emphasis on the help from parents and guardians so that students are able to achieve their fullest potential. Parent volunteers frequently work with students to achieve this goal. [11] The parent participation rates during the school 2006-07 school year were extremely high at about 95% while other elementary schools in R.I. fell below 60%. 90% of parents strongly agree that the community supports this school, while about 85% of parents from other schools believe their communities support their schools. Approximately 65% of teachers feel very satisfied with the extent of which parents and the community are supportive of the school and its program; other schools in R.I. was only slightly lower at about 58%. [12] Furthermore, about 5% of students at Chester W. Barrows report being at home unsupervised 3 or more hours a day or week, while about 6% of students at other R.I. school report the same. [13]
 * Engaging Families and the Community:**

About 60% of teachers agree that parental involvement in school governance is necessary to successful education. About 40% of parents say that the school contacts that if their child does something well or improves, while about 61% report that the school does a good job of contacting them if they are having a problem. These percentages are a bit below those of other schools in RI (50% compared to 40% and 70% compared to 60% respectively). 40% of parents report that they have parent-teacher conferences, while other schools in R.I. percentage is about 80%. Furthermore, 62% of parents say that they are asked to volunteer at the school. [14]

About 40% of teachers report that they meet with individual parents to solve problems and give assistance. 100% of teachers report that teachers in their grade level maintain positive relationships with student's parents. 100% also agree that maintaining two-way communication between home and school is essential to effective and successful education. Lastly, only about 17% say that they use parents as school resources or volunteers. [15]

[16]

It seems that the health of the elementary school students is relatively healthy. 0% of students reported that they had never used chewing tobacco or snuff. They had also reported not ever using illegal drugs (marijuana, downers, inhalants, etc.) in the past 20 days.[17] Approximately 5% of students at Chester W. Barrows reported that they had had alcohol once within the last thirty days, compared to other 4th and 5th graders in RI (10%). 0% of students reported smoking marijuana regularly and 0% reported having 5 or more alcoholic drinks once or twice each weekend. None of the students said that they felt they had problems with acne, being overweight, underweight, or being too tall or too short.[18] About 15% said that they didn't eat any vegetables or fruits in the past day, compared to the 19% of other 4th and 5th graders in R.I. Sleep was a bit of an issue as more than 30% stated that they get seven or less hours of sleep a night; this was rather similar to the other elementary students in RI (30%). Furthermore, approximately 60% of the students watch at least 2 hours of TV a night compared to 42% of other RI students.[19]
 * Health risks of students:**

Chester W. Barrows, compared to other elementary schools, provided the least amount of support for health services and counseling (Chester W. Barrows was ranked at 62% while elementary-school teachers statewide and elementary-school principals were rated 82% and 95% respectively). [20] They were also behind other schools in relation to providing a health-promoting environment (78% compared to 82% and 90% respectively. Chester W. Barrows was also very behind on providing on-site health or social services as they were rated 39%, while elementary-school teachers statewide were rated at a much higher rating of 75% and elementary-school principles statewide didn't differ much from that, rated at 68%. [21] Overall, the students seem to maintain healthy habits, however it seems that some more enforcements in regards to health could help tremendously.

[22]

The New England Common Assessment Program (NECAP) math and Reading tests are given to students annually in October in grades 3-8, while writing is given to grades 5 and above. [23] During the 2008-09 year, 54% of third grade students were proficient in math, 13% of them were proficient with distinction. In reading during the 2008-09 year, 87% were proficient in reading. For Fourth graders during the 2008-09 year 70% were proficient in mathematics and 87% were proficient in reading. For Fifth graders during the 2008-09 year approximately 94% were proficient in reading with 40% at proficient with distinction, 75% in mathematics, and 72% in writing were proficient. [24]
 * Assessments:**

Chester W. Barrows elementary was above all other R.I. elementary schools in Performance Progress in mathematics, reading, and writing proficiency. [25] In the 2008-09 school year, Chester W. Barrows had approximately 65% of students proficient in math while other R.I. elementary schools fell at 60% proficiency. For reading during the 2008-09 school year Chester W. Barrows' was at 90% while other schools didn't progress nearly as much, rating at 68%. In writing proficiency during the 2008-09 year, 72% of students were proficient at Chester W. Barrows compared to the 58% of other R.I. students. [26]

For fifth graders during the 2008-09 year students in poverty performed exceptionally well in reading (100% proficient), while those who were not in poverty didn't do as well (95% proficient, with 5% under the proficiency level). [27] For mathematics the wealthier students did better compared to those in poverty (90% proficient and 11% under the proficiency level for the wealthier students and 54% proficient and 46% under the proficiency level for the poorer students). In mathematics, 94% of Caucasian students were proficient and 100% were proficient in reading. [28] Additionally, females seemed to do better on the assessments in both mathematics and reading. 74% of males were proficient in math while 95% were proficient in reading. Females ranked at 77% proficient in Mathematics and 100% proficient in reading. Non-English readers did well as 75% were proficient in Mathematics and 97% were proficient in reading.[29]

[30]

Overall, Chester W. Barrows elementary school is a very small, yet an engaged community concerned with teaching and nurturing students in a safe and thriving environment. Chester W. Barrows has a welcoming ambiance and it was clear to those conducting the SALT report that there was a strong feeling of administration and hard work involved at the elementary school. Different styles of learning are recognized and as a result teachers and students are working collaboratively to support every kind of learner. If the demographics and styles of learning change throughout the years, Chester W. Barrows works continuously to come up with strategies and various ways to attend to every students' needs. [31] They truly want their students to succeed, and parents are always welcome to come in and help out; participation from parents is extremely valued, with the goal to aid students in excelling in their environment and to feel supported and nurtured. Although not many teachers use parents extensively, they are highly appreciated when needed. [32] Students have the ability to participate in numerous creative activities and are always pushed to challenge themselves in order to achieve their full potential and create their best work. A large part of the success of the school originates not only from the students and the parents, but also from the teachers, principal, and other faculty members. Additionally, all disciplines such as reading, writing, math, technology, social studies, and science are all linked throughout the classrooms. This allows the students to make worldly connections and have thought provoking discussions within their classes.[33] The No Child Left Behind Act recognizes this elementary school as having made Adequate Yearly Progress during the 2007-08 school year based upon the fact that they met the specific targets; all targets out of eleven were met. Participation and attendance rate targets were also met (95% and 100% respectively). [34] Lastly, after researching this elementary school, I would feel comfortable recommending this school to others. I believe that any child, regardless of race or socioeconomic status, could get an exceptional education at Chester W. Barrows Elementary. The school seems extremely dedicated to their students, nurturing and educating them proficiently so that they are able to reach their fullest potential. This is essential for preparing students for further education and beyond in myriad careers and jobs.
 * Conclusion:**

Evaluation none //Optional:// comment for page history
 * 1) ^ SALT Survey, “Schools Listing,” [].
 * 2) ^ RI Board of Reagents for Elementary and Secondary Education, “SALT Visit Report,” 2000, [].
 * 3) ^ SALT Survey, “Schools Listing,” [].
 * 4) ^ SALT Survey, “Schools Listing,” [].
 * 5) ^ Rhode Island Information Works, “Cranston. Learning and Acheivement:Accountability,” 2009, [].
 * 6) ^ Rhode Island Information Works, “Cranston. Learning and Acheivement:Accountability,” 2009, []
 * 7) ^ Rhode Island Information Works, “Cranston. Learning and Acheivement:Accountability,” 2009, []
 * 8) ^ Rhode Island Information Works, “Cranston. Learning and Acheivement:Accountability,” 2009, [].
 * 9) ^ Rhode Island Information Works, “Cranston. Learning and Acheivement:Accountability,” 2009, [].
 * 10) ^ Rhode Island Information Works, “Cranston. Learning and Acheivement:Accountability,” 2009, [|http://www.infoworks.ride.uri.edu/2009/queries/FindDist.asp?District=0].
 * 11) ^ Information Works!, “Information Works! 2009 : ASSESSMENTS: School Reports,” //Rhode Island Information Works//, 2009, [].
 * 12) ^ Information Works!, “Information Works! 2009 : ASSESSMENTS: School Reports,” //Rhode Island Information Works//, 2009, [].
 * 13) ^ Information Works!, “Information Works! 2009 : ASSESSMENTS: School Reports,” //Rhode Island Information Works//, 2009, [].
 * 14) ^ Information Works!, “Information Works! 2009 : ASSESSMENTS: School Reports,” //Rhode Island Information Works//, 2009, [].
 * 15) ^ Information Works!, “Information Works! 2009 : ASSESSMENTS: School Reports,” //Rhode Island Information Works//, 2009, [].
 * 16) ^ Information Works!, “Information Works: Engaging Communities and Families: Cranston,” 2009, https://uriteacherknowledge.wikispaces.com/F09+School+Description+-+Shasha.
 * 17) ^ nformation Works!, “Information Works: HEALTH RISKS: Rhode Island Public Schools 2008,” [|http://infoworks.ride.uri.edu/2008/queries/FindDist.asp?District=3].
 * 18) ^ Information Works!, “Information Works: HEALTH RISKS: Rhode Island Public Schools 2008,” [].
 * 19) ^ Information Works!, “Information Works: HEALTH RISKS: Rhode Island Public Schools 2008,” [].
 * 20) ^ Information Works!, “Information Works: HEALTH RISKS: Rhode Island Public Schools 2008,” [].
 * 21) ^ Information Works!, “Information Works: HEALTH RISKS: Rhode Island Public Schools 2008,” [].
 * 22) ^ Information Works!, “Information Works: HEALTH RISKS: Cranston,” [].
 * 23) ^ Information Works!, “Information Works! 2009 : ASSESSMENTS: School Reports,” //Rhode Island Information Works//, 2009, [].
 * 24) ^ Information Works!, “Information Works! 2009 : ASSESSMENTS: School Reports,” //Rhode Island Information Works//, 2009, [].
 * 25) ^ Information Works!, “Information Works! 2009 : ASSESSMENTS: School Reports,” //Rhode Island Information Works//, 2009, [].
 * 26) ^ Information Works!, “Information Works! 2009 : ASSESSMENTS: School Reports,” //Rhode Island Information Works//, 2009, [].
 * 27) ^ Information Works!, “Information Works! 2009 : ASSESSMENTS: School Reports,” //Rhode Island Information Works//, 2009, [].
 * 28) ^ Information Works!, “Information Works! 2009 : ASSESSMENTS: School Reports,” //Rhode Island Information Works//, 2009, [].
 * 29) ^ Information Works!, “Information Works! 2009 : ASSESSMENTS: School Reports,” //Rhode Island Information Works//, 2009, [].
 * 30) ^ Information Works!, “Information Works: Assessments Cranston,” https://uriteacherknowledge.wikispaces.com/F09+School+Description+-+Shasha.
 * 31) ^ RIDE, “Cranston. Salt visit report,” 2009, [|http://www.eride.ri.gov/salt].
 * 32) ^ Information Works!, “Information Works: Engaging Communities and Families: Cranston,” 2009, https://uriteacherknowledge.wikispaces.com/F09+School+Description+-+Shasha
 * 33) ^ I Board of Reagents for Elementary and Secondary Education, “SALT Visit Report,” 2000, [|http://www.eride.ri.gov/salt/default.as].
 * 34) ^ Rhode Island Information Works, “Cranston. Learning and Achievement: Accountability,” 2009, [|http://www.infoworks.ride.uri.edu/2009/queries/FindDist.asp?District=0].

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