Running Head: COMPREHESIVE SCHOOL ASSESSMENT

Jordan Cayatineto
School Assessment
PPE 310
January 29, 2016

Running Head: COMPREHESIVE SCHOOL ASSESSMENT

Assessment Results
Based on the results of the School Assessment, my school, (Pedro) Guerrero
Elementary got an overall rating of an F. During school hours, the school needs time
to implement healthy choices throughout the school. In the curriculum, theres no
unit on healthy food choices. Recess and lunch are already headed in a good
direction. The school has a fresh salad and fruit bar for the students after they get
their trays, before they sit down for lunch. My grade, from as much as I know, has
two recesses; one in the morning and another before lunch. After school, there are
teams students can join as an after-school activity. My being at the school thus far,
Ive only recently seen some kind of after school activities for staff and students. In
the upcoming weeks, we have Jump rope for Heart and also some after school gym
festivities for the staff at the district office.
From my observations, two strengths my school has is the breakfast in the
classroom program. Every morning when the students arrive, all students have the
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Running Head: COMPREHESIVE SCHOOL ASSESSMENT

opportunity to eat a healthy breakfast in their classroom, consisting of an entre
and a fruit. They have the choice to participate or not but the opportunity is there.
Another strength I think is the recess before lunch. This is a good way to get
students to be active along with having the students work up an appetite. Less
food is wasted and more students eat the healthful food provided.
Two weaknesses my school has is the communication to and from home isnt
all that great. As far as homework folders go, theres only some consistency, not a
whole lot, that parents/ guardians are checking the students folders. Im basing this
off of whether the guardians sign the students homework. My assumption, using
the homework folder as an example, would be that the parents wouldnt all know
about any kind of health activities in this school if there were any going on. Another
weakness Ive seen would be that theres not really a curriculum for teachers to
teach in their classroom. At least, I havent seen any kind of curriculums about
healthy choices. The only place I would guess theres any sort of indication would be
in the actual P.E. classrooms themselves.
I think I can use the results I got from the school assessment as a conversation
starter with either my mentor teacher or my principal. Using the results I got and
maybe going back over the ten questions that were asked with them would help me
get to know the school more along with get more concrete answers. I would then be
able to look at the real outcomes and make some kind of differentiation to the
schools current policy with students healthy choices.
If the outcome is the same as the ones I got myself, I would suggest we begin
incorporating the lower scores. One of them would be to give more brain breaks in
the classroom. In my classroom itself, I know the students get unofficial brain
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Running Head: COMPREHESIVE SCHOOL ASSESSMENT

breaks throughout the day but not every day. Another suggestion would be to try
and incorporate some kind of curriculum into the lesson of the day; rather than just
the basic movements of walking, running, incorporate not-so-common movements
into the lessons throughout the day.
I can use this information to support my signature assignment by the
incorporation of the different movements during a lesson.
The amazing school that I student teach at is called Pedro Guerrero Elementary
in the Mesa Unified School District. Its a public, Title I, suburban school outside of
the Phoenix metropolitan area that ranges from kindergarten to 6 th grade. As of
2014, my school has an enrollment of about 638 students and an 18:1 student/
teacher ratio. 574 (90%) of those students were eligible for free lunch. 32 (5%) of
them were eligible for reduced lunch. And 32 (5%) of them were not eligible for any
kind of free/ reduced lunch assistance. Guerrero is located in Mesa, AZ, where the
dominant ethnicity is Hispanic; unfortunately, I could not find a percentage of
English Language Learners (ELLs) in Mesa or the school but they are present and
within the school itself. Being on the subject of ethnicity, in Guerrero 86% of the
students are Hispanic, 6% are Caucasian, 5% are American Indian, 2% are African
American, and 1% is Asian. There are also some students of 2 or more ethnicities. In
Mesa, the ethnicity makeup is a little different with 40.6% being Caucasian, 4.3%
being African American, 48.3% being Hispanic, 1.6% being Asian, 2,7% being
American Indian, 0.6% being Pacific Islander, and 1.9% being two or more races.
Resources:

Running Head: COMPREHESIVE SCHOOL ASSESSMENT

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SchoolDigger (2016) Guerrero Elementary School. Retrieved January 28, 2016

from http://www.schooldigger.com/go/AZ/schools/0497001981/school.aspx

Running Head: COMPREHESIVE SCHOOL ASSESSMENT

ElementarySchools.org (2012-2013) Guerrero Elementary School. Retrieved

January 28, 2016 from
http://elementaryschools.org/directory/az/cities/mesa/guerrero-elementaryschool/40497001981/ Rubric: