Richmond+Elementary+School+Fall+2011

**RICHMOND ELEMENTARY SCHOOL**

 **CREATED BY: LIA COSTA-PIERCE**  At Richmond Elementary School teachers go above and beyond to ensure the success of their students. The parent teacher communication is important at Richmond Elementary School and is an imperative aspect to the success of each individual student. At Richmond Elementary School, students receive individualized attention from their teachers and personal help with problems they may have. Richmond Elementary School is focused on maintaining an environment where students can be their own individual and learn material with teaching methods best suited to their abilities.   **OUR VISION:** **Richmond Elementary is a community partnership that cultivates lifelong learners through rigor, inquiry and integrity while recognizing the individuality of each and every child.**   <span style="color: #0000ff; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 20px; text-align: left;"><span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: center;">**MISSION STATEMENT:** **<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">To learn more about the cultivating learning experience at Richmond Elementary School visit: ** <span style="color: #e00b66; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;"> http://www.chariho.k12.ri.us/ric
 * <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Our students will be a part of a community of learners supported by all staff, families and the Chariho community.
 * <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Our students will become active problem-solvers who can adapt to new situations in our ever-changing world.
 * <span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">The teacher will be a facilitator of learning, setting clear expectations with academic rigor, stimulating students to become actively involved in their quest for knowledge.
 * <span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">Respect and Responsibility will be the guiding principles that are modeled and expected in our school community

<span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Contact Information: <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">190 Kingstown Road <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Wyoming, RI 02898 <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">(401) 539-2441

<span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Laurie Weber, Principal <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Ann Champlin, Secretary <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Margaret Stout, Clerk

<span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 150%; text-align: left;">**Principal's Message:** <span style="color: #e00b66; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%; text-align: left;"> "A warm welcome to Richmond School! We are a spirited K-4 rural Rhode Island elementary school, nestled within the tri-town area of Charlestown, Richmond, and Hopkinton, and only ten miles from the University of Rhode Island.  <span style="color: #e00b66; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%; text-align: left;"> Historically, Richmond School has a noteworthy past. Built in 1934-1935 and officially opened on March 16, 1935, our school was touted as an "example of modern educational trends" and a "guide to other towns." Forward thinking community leaders knew that consolidating eight one-room schoolhouses into one Richmond School was timely and fortuitous for all the town's children. Spearheaded by Roy Rawlings, a former Speaker of the Representatives, the project was an exciting one! Thanks to Representative Rawlings, the large piece of land on which the school is built was donated to the town.Richmond School has a population of 500 plus students which includes a small preschool class and grades K-4. Despite the large size, a dedicated staff has created a very supportive and nurturing environment, making us a high performing school as designated by the Rhode Island Department of Education. We are determined to maintain this status even as achievement targets set by the RI Department of Education rise in future years. Richmond Elementary School is a learning community, where all stake holders are invested. The teachers and I learn together so that we may provide your children with the highest quality educational experiences.You are a vital member of our learning community. As a member we invite you to share your thoughts, comments, and suggestions with us. We welcome parent volunteers to work in classrooms, the library or other areas of the building. All volunteers must complete a background check, to ensure the safety of our students. I invite all community members to a monthly coffee hour, which is designed to provide a relaxed forum for parents to discuss any and all issues. We have a school improvement team and PTO that also welcome your participation. My door is always open to those who wish to help us become more effective in meeting the needs of all children. You can reach me by phone at 539-2441, or by email at laurie.weber@chariho.k12.ri.us. I look forward to hearing from you and thank you for the opportunity to work each day with your children. I hope that you will find your visit to our website helpful and informative. Please return often."

<span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">**Community Background:** <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">The town of Richmond, Washington County, Rhode Island has a rich and varied history. The land it presently occupies, bounded on three sides by rivers, was originally inhabited by indigenous people known as the Narragansetts. Today, Richmond's small population is primarily employed in manufacturing. Richmond is still a rural area. In fact, a large portion of the town is undeveloped forests that in the moment remain in their natural setting. There are some points of interest in Richmond, which include Arcadia, a small village popular for Arcadia State Park, the state-operated Fish Cultural Station in Arcadia and Shannock Falls, the location of a fierce battle between the Narragansett Indians and the Pequot Indians for possession of fishing rights.

**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Economic Characteristics: ** <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">Richmond is community that is about average poverty level. According to the US Census from 2000, the average income in Rhode Island was $51,491, while the average income for the Richmond community is $42,090. In comparison, the Richmond community is at a level of average in poverty. The projected average income per household in Rhode Island is $56,866, while the average household income in Richmond is $52, 781. The average amount of families below poverty level in Rhode Island is 8.9% of the population, while the average amount of families below poverty level in Richmond is 3%. The Richmond community participates greatly in the School Breakfast Program, allowing students to eat before school in order to better prepare themselves for the day. The percentages of births to mothers with less than a high school diploma in Richmond is 5%, in comparision to the 16% in Rhode Island.

**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Diversity: ** <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">Unfortunatley the Richmond community lacks diversity. The population is mostly composed of caucasian individuals at 94.9%. The racial diversity is very low in Richmond: <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">In the Richmond community there is a high percentage of children in single-parent families at 18%, while the percentage of single-parent families in Rhode Island is 30%. In Richmond, there are 4.7% of children living in families below the federal poverty threshold, while in Rhode Island there are 16.9% of children living in families below the federal poverty threshold. A positive aspect that the Richmond community possesses is that there is no teens who do not attend school and do not work, in comparison to the 7.3% in other communities throughout Rhode Island.
 * <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">Black/African Americans .4%
 * <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">Asian .7%
 * <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">Hispanic 1.6%
 * <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">American Indian or Native American 2.7%

<span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">When viewing the Census-based Indicators, Richmond depicts itself as a community that is motivated in educating children and teens and also pursing children and teens to receive further education:


 * || <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">Your Community || <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">Rhode Island  ||
 * <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">Child Population || <span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">1, 712  || <span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">247, 822  ||
 * <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">Children in single-parent families || <span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">18%  || <span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">30%  ||
 * <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">Children living in families below the federal poverty threshold || <span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">4.7%  || <span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">16.9%  ||
 * <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">Teens not in school and not working || <span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">0%  || <span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">7.3%  ||
 * <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">Households with grandparents financially responsible for grandchildren || <span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">5%  || <span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">7.3%  ||

**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">District Summary: ** <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">In order to understand where Richmond Elementary stands in the state with district statistics. It will be compared with Barrington and Central Falls. When assessing this data there is a constant trend that the community of Richmond is much closer to Barrington than Central Falls. This is due to the large amount of similarities betweeen the two communities of Richmond and Barrington. The demographics of both areas are extremely similar, therefore the produced district statistics have a closer correlation because of the similarities. <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">The NECAP Scores of Grades 3rd and 4th produce a deeper understanding of the progress of the district:



<span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> Subsidized lunch is offered to students at public schools to finacially support any child that is eligible. Students may recieve free or reduced lunch in this case. Programs like this are offered to students who require the need of extra educational services. This chart compares Richmond to Barrington, Central Falls and the state average. These numbers are display in order to understand where Richmond lies on the spectrum of extra services:



<span style="color: #8c19f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Richmond's student to teacher ratio is currently 1 teacher to 11 students (1:11). The statewide ratio of student to teacher is 1:11. Richmond focuses closely on the educational abilities of each individual student and creates a close learning environment where the students can develop as individual learners. Teachers are willing to go beyond the requirements of their teaching position and help students in the most beneficial way possible. The amount of teachers who are Emergency Certified is 0%.



**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">School Analysis: ** <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">Richmond is located in a historic, rural area. To further analyze the Richmond school district, the attendance rate documented in 2009-2010 was 95% compared to the Barrington at 96% and Central Falls at 94%. As you can infer, the location of each school district and the demographics play a large role in the high and positve statistics presented. The Chronic Absenteeism rate in the Richmond school district in 2009-2010 was 6%, compare to Barrington 4%, Central Falls 27% and the overall state 16%. From this statistical data, you can conclude that the Richmond Elementary School District has one of the lowest chronic absenteeism percentages. In comparision to other school districts, Richmond has a less diverse population but is a strong leader in continually educating children. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Richmond Elementary School is a learning environment that is mainly focused on the most beneficial learning methods of each individual students. At Richmond Elementary School students receive teachers undivided attention and their dedication to ensuring the success of the student's academic ability. **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Conclusion: ** <span style="color: #8c19f0; font-family: Arial,Helvetica,sans-serif;">Richmond belongs to a beautiful, historic community. Teachers create an environment for students that allows them to develop as individual leaners. It is a beautiful and prosperous place to live in, composed of citizens who pride themselves on bettering their community. Building a child's education is the main goal in the Richmond school district. Receiving a quality education is a guarrentee in the Richmond school district. The Chariho Regional School District offers various preschool experiences for you child as well. The district is involved in a children outreach program for children between the ages of 3 to 5. The Child Outreach program provides information about your child's development and resources that are available in your community. Child Outreach can help identify children who may need further assessment, intervention or services at an early age in order to prevent the occurrence of more severe problems later. The Chariho Regional School District is hosting a preschool fair to the public, which all families are invited to attend. To learn more about the exciting new programs and experiences your child will have, attend the fair and learn more about the booming school community of Richmond Elementary School. **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">References: ** //Chariho regional school district//. (2010). Retrieved from http://www.chariho.k12.ri.us/ric //Richmond elementary school home page//. (2010, August). Retrieved from http://www.chariho.k12.ri.us/ric //Richmond elementary school//. (2010). Retrieved from http://infoworks.ride.ri.gov/school/richmond-elementary-school //Richmond elementary school pto//. (2011-2012). Retrieved from http://www.orgsites.com/ri/richmondpto/index.html //Town of richmond//. (2011). Retrieved from http://www.riedc.com/data-and-publications/state-and-community-profiles/richmond <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**As a peer editor, your tasks are:**
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**Read author's report.**
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**Carefully evaluate report by assigning a score for each criterion**
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**provide constructive comments that will help the strengthen the author's report for each category.**
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**Create a link to your evaluation at the end of the report.**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">
<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**Rubric** <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**MADELINE KELLY** ===<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif; font-size: 1.1em;">**Introduction = 5/ 5 pts.** === <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**Constructive comments about report's introduction:VERY THOUROUGH, EXPLAINS SCHOOL IN A DESCRIPTIVE MANNER.**
 * 1**
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**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.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**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.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**3 - Intro names the school/district/community but not much else.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**2 - Intro fails to name the school, district, and community.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**0 - No introduction section is apparent.** ||

===<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif; font-size: 1.1em;">**Organization = 4 / 5 pts.** === <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**Strengths and constructive comments about report's organization:INCLUDES ALL SECTIONS, AND TITLES FOR EVERYTHING BUT IS A LITTLE SCATTERED.**
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**3 - Report is missing one of the sections.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**2 - Report is missing more than one section.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**0 - Report does not include any sections.** ||

===<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif; font-size: 1.1em;">**Mechanics = 2 / 5 pts.** ===
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**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.**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**and**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**There are extremely few typos and misspelled words in the report.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**4 - Most information is cited using APA style.**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**and/or**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**There are a noticeable number of typos or misspellings.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**and/or**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**There are many typos, misspellings, or other writing errors.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**2 - Most of the report's information is not cited, or APA style was not used.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**0 - Report does not include a Reference section.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**Strengths and constructive comments about report's organization:**
 * HAS A REFERENCE SECTION BUT NO CITATIONS**

===<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif; font-size: 1.1em;">**Conclusion = 3 / 5 pts.** === <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**Strengths and constructive comments about conclusion:**
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**4 - Conclusion reviews analysis of school, district and community.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**3 - Conclusion does not refer back to report findings.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**0 - No conclusion section is apparent.** ||
 * NEEDS TO BE LONGER AND INCLUDE STATISTICAL DATA**

===<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif; font-size: 1.1em;">**Creativity =5 / 5 pts.** === <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**Strengths and constructive comments about presentation. DESCRIPTIVE AND EXPLANATORY.**
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**5 - Report is written in an engaging style.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**4 - Report has some interesting sections.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**3 - Report generally reports information without seemingly without purpose.** ||

===<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif; font-size: 1.1em;">**Thoroughness = 10 /10 pts** ===
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**5 - Report includes at least ten different facts in each section (school, community, district) and**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**compares each figure with another relevant figure (e.g. state or national average) and**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**states whether or not the school is meeting NCLB standards.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**4 - Report includes at least eight different facts in each section and**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**compares most figures with relevant values and**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**states whether or not the school is meeting NCLB standards.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**3 - Report includes at least six different facts in each section and**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**compares some of the figures to other relevant figures** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**2 - Report includes at least four different facts in each section and**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**compares some of the figures to other relevant figures.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**0 - Report includes less than four different facts for any section or**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**fails to compare any figures with other relevant figures.** ||

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**Rubric** <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;"> **COURTNEY CAPELLO** ===<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif; font-size: 1.1em;">**Introduction = 5/ 5 pts.** === <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**Constructive comments about report's introduction: DESCRIPTIVE, CREATES THE IMAGE OF A GREAT SCHOOL DISTRICT.**
 * 2**
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**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.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**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.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**3 - Intro names the school/district/community but not much else.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**2 - Intro fails to name the school, district, and community.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**0 - No introduction section is apparent.** ||

===<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif; font-size: 1.1em;">**Organization = 4 / 5 pts.** === <span style="color: #a956f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**Strengths and constructive comments about report's organization:INCLUDES ALL SECTIONS REQUIRED.**
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**3 - Report is missing one of the sections.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**2 - Report is missing more than one section.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**0 - Report does not include any sections.** ||

===<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif; font-size: 1.1em;">**Mechanics = 2 / 5 pts.** ===
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**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.**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**and**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**There are extremely few typos and misspelled words in the report.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**4 - Most information is cited using APA style.**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**and/or**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**There are a noticeable number of typos or misspellings.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**and/or**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**There are many typos, misspellings, or other writing errors.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**2 - Most of the report's information is not cited, or APA style was not used.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**0 - Report does not include a Reference section.** || <span style="color: #a956f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**Strengths and constructive comments about report's organization:**

===<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif; font-size: 1.1em;">**Conclusion = 3 / 5 pts.** === <span style="color: #a956f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**Strengths and constructive comments about conclusion:**
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**4 - Conclusion reviews analysis of school, district and community.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**3 - Conclusion does not refer back to report findings.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**0 - No conclusion section is apparent.** ||
 * INCLUDE MORE OF THE DATA COLLECTED**

===<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif; font-size: 1.1em;">**Creativity =5 / 5 pts.** === <span style="color: #a956f0; display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">**Strengths and constructive comments about presentation. PUT TOGETHER VERY WELL**
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**5 - Report is written in an engaging style.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**4 - Report has some interesting sections.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**3 - Report generally reports information without seemingly without purpose.** ||

===<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif; font-size: 1.1em;">**Thoroughness = 10 /10 pts** ===
 * <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**5 - Report includes at least ten different facts in each section (school, community, district) and**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**compares each figure with another relevant figure (e.g. state or national average) and**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**states whether or not the school is meeting NCLB standards.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**4 - Report includes at least eight different facts in each section and**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**compares most figures with relevant values and**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**states whether or not the school is meeting NCLB standards.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**3 - Report includes at least six different facts in each section and**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**compares some of the figures to other relevant figures** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**2 - Report includes at least four different facts in each section and**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**compares some of the figures to other relevant figures.** || <span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**0 - Report includes less than four different facts for any section or**

<span style="color: #a956f0; font-family: Arial,Helvetica,sans-serif;">**fails to compare any figures with other relevant figures.** ||