Running head: COMPREHENSIVE SCHOOL ASSESSMENT

Celeste Ulloa
Comprehensive School Assessment
Arizona State University
PPE 310
February 7, 2016
Dr. William Hesse

COMPREHENSIVE SCHOOL ASSESSMENT

Assessment Results

Based results of the School Assessment tool as well as my own reflections one
observed strength is that Cactus View Elementary has a new principal this year. She is a very
hard working and team oriented person. She has already implemented many new changes that I
believe could make a significant difference towards the school. Her advocation of family and
community involvement is something I believe to be a positive step towards better academics, as
well as physical and health education. This past week there was a Zumba class being offered in
the school cafeteria for staff and families. Events and activities like these can be a great way to

COMPREHENSIVE SCHOOL ASSESSMENT

create bridges between the school and community. A strong and well-invested community is
essential to a collective industry that is a school.
One weakness that I have observed is in the quality of the school lunches. The cafeteria
does have a salad bar, which provides fresh fruits and vegetables. However, the actual meal
provided for students is incredibly unhealthy. Students are provided frozen foods that are
warmed up and served. While frozen meals are ok in moderation, eating them everyday can have
a negative effect on the body, especially the still developing body of a child.
Another weakness I have observed is that students are offered only a fifteen-minute
recess period before lunch, and one day of physical education (PE) per week. In my own
classroom, there is no physical activity incorporated throughout the day. The average amount of
physical activity recommended for a growing child is about an hour a day. The schools overall
grade according to the School Assessment Tool was an F. I believe this is because there are very
few physical activity opportunities, and limited health and nutrition instruction being provided to
students.
I believe the first step towards improving the policies in place at my school is to start
teaching healthy and active styles at a classroom level. When health and nutrition are woven into
the curriculum, students are exposed to the subjects simply by attending classes. Basic physical
activity in the classroom will help increase physical activity throughout the entire day; increased
physical activity significantly correlates to greater cognitive function (Arizona State University,
2012). Starting at a classroom level is a relatively simple and efficient way to teach young
students about health and nutrition. Teachers can diversify their instruction to meet the needs of
their students. Students in turn can take what they learn in class and apply it to the other aspects
of their daily routines.

COMPREHENSIVE SCHOOL ASSESSMENT

Another possible way to improve the policies in place at my school is to increase the time
period allotted for physical activity and education. Students are currently given forty minutes of
Physical Education, which is good. However, the Physical Education class is only once a week.
If Physical Education were offered perhaps three times, or even just two times a week, the
resulting effect of the increased physical activity even what may seem like a minor increase
will significantly effect the overall activity levels, cognitive skills, and general psychological
well being outside of the Physical Education classes. PE classes help children develop fine and
gross motor skills, learn cooperation and teamwork, reduce stress, and improve self-confidence
and self-esteem (Public School Review, 2015).
Supporters argue that public schools have a responsibility to encourage children to enjoy
a healthy and active lifestyle especially as a rising number of young Americans are
obese. Activities that promote muscular strength, cardiovascular endurance and flexibility, they
argue, can help reverse the trend of American children gaining weight (Public School Review,
2015).
One rather simple and commonly used method of promoting more healthful behaviors
among faculty, families and community, is increasing the awareness of the alarming
intensification of obesity and even diabetes among young children. It is important to first educate
those who are most significantly involved and influential in the everyday lives of our students.
Developing children tend to emulate that which is surrounds them. Health conscious
environments (school environments and home environments), will naturally increase the healthy
behaviors of those who live and grow up in such environments. According to the results from the
School Assessment Tool, the school day is a critical period for implementing the Active and
Healthy Schools Program; which can be beneficial to students, as well as teachers and staff.

COMPREHENSIVE SCHOOL ASSESSMENT

Another way to help promote healthy behavior can be to provide families with ways to be
more active with their students. As the Physical Education class is only offered once a week,
schools can provide alternative ways to promote physical activity. As of right now there are
before and after school programs that include dance and soccer. Promoting these types of
physical activities along with physical activities that involve families and communities can
promote healthful behaviors.
This information can be use to support my potential topic for the Signature Assignment as
it gives me significant insight into what is in place in our school. I am able to observe the
potential and needs of our school, and have a good idea on where to begin on the road to a
healthy and active environment.
Information
I am currently completing my last semester of student teaching in a first grade classroom
at Cactus View Elementary, which is located in the Paradise Valley School District. In 2014 there
were 707 students enrolled. According to School Digger, the racial makeup of those 707 students
enrolled were, 53.9% White, 33.1% Hispanic, and 4.2% African American. The percentage of
students receiving free/reduced lunch for 2014 was not available. However, in 2013, 54.8% of
students received free/reduced lunch, reported School Digger. According to Arizona Report
Cards the proportion of ELL students was 94% in 2014. Cactus View Elementary serves students
from Kindergarten to 6th grade. In 2014 the student to teacher ratio was 18.3.
Cactus View Elementary is a suburban, Title 1 public school located in Phoenix. Cactus
View Elementary received a letter grade of a B in 2014.The ethnic makeup of the surrounding
area in 2013 was, 2% African American, 3% Asian or Pacific Islander, 1% Indian, 2% mixed

COMPREHENSIVE SCHOOL ASSESSMENT

races, 4% other, and 88% White, according to Movoto Real Estate. Below are two graphs of the
neighborhood demographics in accordance to Movoto Real Estate.

COMPREHENSIVE SCHOOL ASSESSMENT

References
Arizona State University (2012). Comprehensive School Health Programs: A theoretical
Framework. Retrieved from http://asu- teacherscollege.wistia.com/medias/crt95tfyzi
Cactus View Elementary School. (2013). Retrieved September 13, 2015, from
http://www.movoto.com/schools/phoenix-az/cactus-view-elementary-school040593000126/
Cactus View Elementary School. (n.d.). Retrieved September 13, 2015, from
http://www.schooldigger.com/go/AZ/schools/0593000126/school.aspx?
t=tbStudents&st=tbSTR
The Pros and Cons of Mandatory Gym Class in Public Schools PublicSchoolReview.com.
(n.d.). Retrieced September 13, 2015, from http://www.publicschoolreview.com/blog/thepros-and-cons-of-mandatory-gym-class-in-public-schools
(n.d.). Retrieved September 13, 2015, from https://azreportcards.com/ReportCard

COMPREHENSIVE SCHOOL ASSESSMENT

COMPREHENSIVE SCHOOL ASSESSMENT

Criter
Exemplary: Points (5)
ia
Assess A minimum of 2
ment
strengths and 2
weaknesses were
SCOR
described
E:
Assessment was

completed online and

posted to your
EPortfolio
Suggestions to
improve school
policies were clearly
stated
At least 2 suggestions
to engage stakeholders
were provided
School
Conte
xt

SCOR
E:

School context
contained detailed
information on
grade levels
% free/reduced lunch
enrollment,
proportion ELLs
average class size
urban/rural/suburban,
ethnic makeup
state test scores
AYP status
All of the following
are listed in the file
document name
submitted
Lastname.firstname.as
signment#.course#
This rubric was added
to the last page of the
document submitted

Proficient: Points (3)

A minimum of 1
strength and 1
weakness was
described
Suggestions to
improve school
policies were stated
but lacked sufficient
detail
At least 1 suggestion
to engage stakeholders
was provided
Assessment was
completed online and
not in your EPortfolio
School context
contained some
detailed information
on
grade levels
% free/reduced lunch
enrollment,
proportion ELLs
average class size
urban/rural/suburban,
ethnic makeup
state test scores
AYP status
Most of the following
are listed in the file
document name
submitted
Lastname.firstname.as
signment#.course#
This rubric was added
but not at the end of
the document
submitted

9
Unsatisfactory: Points
(1)
Assessment was not
completed online or in
your EPortfolio
Strengths and
weaknesses were not,
or poorly described
Suggestions to
improve school
policies were not
stated
No suggestions to
engage stakeholders
were provided

School context
contained little
detailed information
on
grade levels
% free/reduced lunch
enrollment,
proportion ELLs
average class size
urban/rural/suburban,
ethnic makeup
state test scores
AYP status
Few of the following
are listed in the file
document name
submitted
Lastname.firstname.as
signment#.course#
This rubric was not
added to the document
submitted

COMPREHENSIVE SCHOOL ASSESSMENT

10