Burrillville+Middle+Schoo

=Burrillville Middle School =

Harrisville, RI - minutes from Burrillville Middle School (City Data, 2009) =Introduction =  Burrillville is a rural part of Rhode Island, nestled in the northwest corner near the borders of both Massachusetts and Connecticut. The middle school was built in 1989 (Audette et al., 2006) and currently houses 585 students and 53 teachers (RI KIDS COUNT, 2009). Nine sports teams make up the school's athletic program, while chorus, band and wind ensemble are offered after school as part of a weekly school-wide enrichment program (Audette et al., 2006). Students may participate in school improvements initiatives through the student leadership organization called “Voices”. Burrillville Middle School has been described as “a dynamic, evolving and emerging learning communitiy […] budding with excitement that resonates throughout [the] welcoming, bright and well-maintained facility” (Audette et al., 2006). Prospective teachers or parents moving to this town may be interested in the following report outlining Burrillville Middle School's surroundings, facilities, staff and achievements.

=Community Background =  In 2007, the median household income for citizens of Burrillville was around $68,000 (City Data, 2009), compared to $54,000 in the rest of Rhode Island (U.S. Census Bureau, 2000). 85% of those eligible to receive food stamps participate in this program, while only 19% participate in school breakfast programs (RI KIDS COUNT, 2009). Mean house value was around $300,000 (City Data, 2009) in Burrillville, while the average home value for Rhode Island was nearly $290,000 (U.S. Census Bureau, 2008).

 Ethnically, the citizens of Burrillville are not nearly as diverse as the citizens of Rhode Island: 99.5% of people living in Burrillville are of one race: 98.6% are White, 0.8% are Hispanic and 0.2% are African American or Asian (U.S. Census Bureau, 2000). In the rest of Rhode island, the population is 82.7% White, 5.3% African American, 2.7% Asian, 10.9% Hispanic and 0.4% American Indian. Furthermore, 20% of Rhode Island citizens above the age of five speak a different language at home, compared to only 5.7% of Burillville's citizens. The vast majority of people living in Burillville speak English at home and are White, while the rest of the state is ethnically and linguistically much more diverse (U.S. Census Bureau, 2008).

 There are 4043 children living in Burrillville, 13% of which live in single-parent families (RI KIDS COUNT, 2009). The average family size is 3.15. Only 3.7% of families live below the poverty level, compared with 8.3% of Rhode Island families(U.S. Census Bureau, 2000 & 2008). However, 18% of children live in families below the federal poverty threshold, just over half as many in the rest of Rhode Island. 3% of children live in households where the grandparents are financially responsible for them. 7% of children participate in early intervention programs, while 77% of eligible children are part of the Head Start Program. In contrast, only 40% of children in Rhode Island participate in Head Start prorams. Similarly, 100% of Burrillville's children are enrolled in full-day Kindergarten, while only 58% of children throughout the state attend full-day kindergarten (RI KIDS COUNT, 2009).

=District Summary =  2515 students are in the Burrillville School District and are taught by 224 teachers. The student : teacher ratio is 1 : 10 (Information Works!, 2008). 18% of students are enrolled in Special education. 64% if 8th graders are at least proficient in reading, while 55% of 8th graders are at or above the math proficiency level. 94% of students attend High school, and 75% of these students graduate. These statistics are very similar to those throughout Rhode Island (RI KIDS COUNT, 2009).

69% of the district's students meet or exceed the standard, while 20% just meet the standards. 16% do not meet the standards. Because the district has not made adequate yearly progress, its status is “Watch” (Information Works!, 2008).

 Burrillville receives $29.1M in funding, 47% of which is obtained locally, 5% federally, and 48% of which comes from the state of Rhode Island. On average, schools in Rhode Island receive 55% of their funding from local sources, 37% from the state and 7% from the federal government (Information Works!, 2008). On average, the Burrillville School District spends $11,056 per pupil; less than the Rhode Island average of $12,700 (see Fig. 1). $6,842 are spent on Burrillville's teachers, and $1,274 are spent on instructional support. $2,186 go towards Operations, and $754 are allotted to leadership. Students in General Education are awarded $9,040 each, while students in Special Education receive $21,008. $18,346 are spent on each student in Carreer and Technical Education, and $12,454 are spent on students who are English Language Learners (Information Works!, 2008).

 Fig. 1: Per-pupil expenditures for the Burrillville School District 

(Information Works!, 2008)

=School Analysis =  Students at Burrillville Middle School “write, and problem solve with varying degrees of proficiency”, but “most are filled with energy and excitement for learning” (Audette et al., 2006). Lois Short, the principal, has made a serious effort to provide the resources, training and environment her staff needs to meet students' needs. The administration is responsible for much of the excitement, positive culture and progress at the school. The faculty is described as “caring and dedicated and respects both their students and one another” (Audette et al., 2006). The positive attitude exhibited by the adults in this builiding is enhanced by their admittance of ongoing challenges and willingness to improve their teaching methods in order to help students to be as successful as possible. Teachers like and care about their students, and most are dedicated to supporting their students' learning and progress. Many teachers participate in extensive professional development in order to improve their teaching. Unfortunately, it seems that many teachers rely primarily on the traditional teacher-directed lessons, rather than incorporating more student-directed learning tactics. Teachers also do not consistently require or inspire students to produce high quality work (Audette et al., 2006).

<span style="font-family: Georgia,serif;"> The faculty and staff of this school and their work is appreciated by students of Burrillville Middle School. Behavior towards adults and peers is good, and students feel comfortable turning to faculty or staff with concerns or issues. There is a consensus among students that this school is a safe place to be. <span style="font-family: Georgia,serif;"> The majority of students come to school “willing and eager to learn” (Audette et al., 2006). Students are attentive and engage in classroom activities such as group work and hands-on learning. Creative projects that enable use and build-up of individual strengths are popular and successful. Unfortunately, it would seem that “ overall student success is limited by [] confusion about what constitutes quality work” (Audette et al., 2006).

<span style="font-family: Georgia,serif;"> Two reading specialists are part of a restructured literacy program, which has improved student performance over the past year (Audette et al., 2006). Most teachers also effectively teach students to read well by using multiple strategies. Tools like graphic organizers, highlighting and reminders are provided by many teachers. Teachers “require students to read often, which builds their reading skills, content knowledge, and enthusiasm for learning” (Audette et al., 2006). As a result, many students read well in all content areas, and are able to apply concepts from the reading. Many of these students read a variety of texts, often for pleasure. Other students do not read as well; they struggle to decode words and their meanings and have difficulty understanding what they have read. Reading strategies are not implemented consistently by these students, who become easily frustrated with their lack of success and often avoid reading (Audette et al., 2006). NECAP scores (see Fig. 2) show that 63 % of 6th are at least proficient, compared with 62 % of 6th graders in Rhode Island (see Fig. 2). 7th grader proficiency at the school score is 4% lower than among other 7th graders in Rhode Island. However, 3% more 8th graders are at least proficient in reading, relative to the rest of Rhode Island's 8th graders. It is truly disheartening that nearly 40% of students across the state do not read at grade level (Information Works!, 2008).

<span style="font-family: Georgia,serif;"> Problem-solving is taught by teachers in all subject areas with varying degrees of success. Many teachers effectively teach skills and strategies necessary for solving problems, though some teaching does not produce independent or effective problem-solvers consistently. “Rather than allow students to take risks and struggle with problems, [teachers] too readily provide or lead students to the solutions. Furthermore, their problem solving activities too often lack challenge and relevance” (Audette et al., 2006). Perhaps as a result, some students lack focus or motivation, while others lack basic analytical skills to apply to problem-solving activities. However, many other students use multiple strategies including chart and table creation, elimination of unnecessary information, and revision of plans to effectively problem-solve. While some students have difficulty performing these actions without the support of a teacher, they understand the principles and strategies used to solve problems. Students seem to enjoy selecting tasks that make use of their own strengths (Audett et al., 2006). NECAP scores in Fig. 2 show 45% of 6th graders, 54% of 7th graders and 55% of 8th graders at this school are at least proficient in math, compared to 54%, 49% and 48% of Rhode Island students, respectively. Clearly 6th grade math instruction needs serious improvement, though the fact that at least 45% of Rhode Island's students cannot perform math skills proficiently is affronting (Information Works!, 2008).

<span style="font-family: Georgia,serif;"> Various levels of competency in writing are displayed among students at the middle school. Some write well with clearly organized ideas, and use the writing process to improve their writing. Many other students understand the principles of good writing but do not apply them, resulting writing that exhibits minimal effort, planning or thought, and does not flow well. Scores from the NECAP (see Fig. 2) show 49% of students (compared to 59% state-wide) (Information Works!, 2008) are below the proficiency level, though there is reason to believe that this number may be higher (Audette et al., 2006). This may have roots in some teachers' lack of common and high expectations for quality written work from their students in all subject areas.

<span style="font-family: Georgia,serif;"> Fig. 2: NECAP scores for Burrillville Middle School: <span style="font-family: Georgia,serif;"> (Informatin Works!, 2008)
 * =  ||=   ||= <span style="font-family: Garamond,serif;">**Proficient with distinction (%)** ||= <span style="font-family: Garamond,serif;">**Proficient (%)** ||= <span style="font-family: Garamond,serif;">**Partially proficient or nearly achieved (%)** ||= <span style="font-family: Garamond,serif;">**Substantially below proficient (%)** ||
 * = <span style="font-family: Garamond,serif;">**Grade 6** ||||||||||=  ||
 * = <span style="font-family: Garamond,serif;">Math ||= <span style="font-family: Garamond,serif;">State ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**14** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**40** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**20** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**26** ||
 * ^  ||= <span style="font-family: Garamond,serif;">District ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**9** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**37** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**24** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**32** ||
 * ^  ||= <span style="font-family: Garamond,serif;">School ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**9** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**36** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**24** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**32** ||
 * = <span style="font-family: Garamond,serif;">Reading ||= <span style="font-family: Garamond,serif;">State ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**11** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**51** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**24** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**14** ||
 * ^  ||= <span style="font-family: Garamond,serif;">District ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**2** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**61** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**27** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**10** ||
 * ^  ||= <span style="font-family: Garamond,serif;">School ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**2** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**61** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**27** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**10** ||
 * = <span style="font-family: Garamond,serif;">**Grade 7** ||||||||||=  ||
 * = <span style="font-family: Garamond,serif;">Math ||= <span style="font-family: Garamond,serif;">State ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**12** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**37** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**24** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**27** ||
 * ^  ||= <span style="font-family: Garamond,serif;">District ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**10** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**44** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**23** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**22** ||
 * ^  ||= <span style="font-family: Garamond,serif;">School ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**10** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**44** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**29** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**17** ||
 * = <span style="font-family: Garamond,serif;">Reading ||= <span style="font-family: Garamond,serif;">State ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**14** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**53** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**21** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**12** ||
 * ^  ||= <span style="font-family: Garamond,serif;">District ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**16** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**47** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**28** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**9** ||
 * ^  ||= <span style="font-family: Garamond,serif;">School ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**7** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**58** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**28** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**8** ||
 * = <span style="font-family: Garamond,serif;">**Grade 8** ||||||||||=  ||
 * = <span style="font-family: Garamond,serif;">Math ||= <span style="font-family: Garamond,serif;">State ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**11** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**37** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**25** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**27** ||
 * ^  ||= <span style="font-family: Garamond,serif;">District ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**11** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**44** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**23** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**22** ||
 * ^  ||= <span style="font-family: Garamond,serif;">School ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**11** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**44** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**23** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**22** ||
 * = <span style="font-family: Garamond,serif;">Reading ||= <span style="font-family: Garamond,serif;">State ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**13** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**48** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**24** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**15** ||
 * ^  ||= <span style="font-family: Garamond,serif;">District ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**16** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**47** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**28** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**9** ||
 * ^  ||= <span style="font-family: Garamond,serif;">School ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**16** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**47** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**28** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**9** ||
 * = <span style="font-family: Garamond,serif;">Writing ||= <span style="font-family: Garamond,serif;">State ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**7** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**34** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**40** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**19** ||
 * ^  ||= <span style="font-family: Garamond,serif;">District ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**8** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**43** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**35** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**14** ||
 * ^  ||= <span style="font-family: Garamond,serif;">School ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**8** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**43** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**35** ||= <span style="display: block; font-family: Garamond,serif; text-align: center;">**14** ||

<span style="font-family: Georgia,serif;"> Students have met 16 of the 17 targets in the No Child Left Behind Act. Burrillville Middle School is characterized as “High Performing with Caution” (Information Works!, 2008).

=<span style="font-family: Georgia,serif;">Conclusion = <span style="font-family: Georgia,serif;"> Burrillville Middle school is a comfortable, positive and safe environment for students and teachers. Teachers and staff are caring, dedicated and respectful, are willing to take risks and are open to change. Teachers effectively teach reading, which is embedded in the school culture. Students and teachers work hard to achieve goals and standards. Learning experiences are rich and varied, and students with special needs are effectively supported.

<span style="font-family: Georgia,serif;"> Prospective teachers can expect supportive teachers and staff and a pleasant work environment. Parents may rest assured that students in this school feel safe and generally enjoy coming to school. School performance is fairly good as well.

<span style="font-family: Georgia,serif;"> This school would perhaps be higher performing if teachers had common expectations and goals for their students in all subject areas. Perhaps some of the material and problems should be interspersed with more challenging assignments and activities to foster critical thinking and better problem solving among students. More effective strategies for teaching writing could be implemented in every subject area, as well as better support of the writing process. Clear and higher expectations overall would likely be beneficial to students in this school.

=<span style="font-family: Georgia,serif;">References = <span style="font-family: Georgia,serif;"> Audette, A., et al. (2006). Burrillville Middle School : The SALT Visit Team Report. Retrieved October 19, 2009 from RI Department of Elementary and Secondary Education Web site: []

<span style="font-family: Georgia,serif;"> City Data, (2009). Burrillville, Rhode Island. Retrieved October 26, 2009 from City Data Web site: []

<span style="font-family: Georgia,serif;"> Information Works!, (2008). District Report Cards: Burrillville District. Retrieved October 13, 2009 from Information Works! Web site: []

<span style="font-family: Georgia,serif;"> Information Works!, (2008). School Reports: Burrillville Middle School. Retrieved October 13, 2009 from Information Works! Web site: []

<span style="font-family: Georgia,serif;"> Information Works!, (2008). State Report Card. Retrieved October 13, 2009 from Information Works! Web site: []

<span style="font-family: Georgia,serif;"> U.S. Census Bureau, (2008). American FactFinder. Retrieved October 13, 2009, from U.S. Census Bureau Web site: [|http://www.factfinder.census.gov]

<span style="font-family: Georgia,serif;"> U.S. Census Bureau, (2000). American FactFinder. Retrieved October 13, 2009, from U.S. Census Bureau Web site: [|http://www.factfinder.census.gov]

<span style="font-family: Georgia,serif;"> Rhode Island KIDS COUNT, (2009). Indicators of Child Well-Being, 2009. Retrieved October 13, 2009, from RI KIDS COUNT Web site: []

Introduction = 5/5 pts.
Constructive comments about report's introduction: use of quotes good - gives a good preview of the school you are writing about
 * 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. ||

Organization = 4.5/5 pts.
Strengths and constructive comments about report's organization: The facts and numbers are good - a little jumbled and random - maybe put them into tables
 * 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. ||

Mechanics = 5/5 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 = 5/5 pts.
Strengths and constructive comments about conclusion: putting ideas about how to fix problems is good
 * 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. ||

Creativity = 3/5 pts.
Strengths and constructive comments about presentation: Maybe put some more tables and a few pictures
 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Thoroughness = 9/10 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. ||

A lot of good information but there always could be more.

Introduction = REPLACEWITHSCORE/ 5 pts.
Constructive comments about report's introduction: 5- I know what you are going to be analyzing.
 * 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. ||

Organization = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about report's organization: 5- very well organized, all topics are included.
 * 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. ||

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: You only have to site once in reference section. Grammar is good. (Check on citing in paragraphs, if you only need to have it once per par. or after every citation).

Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion: 5- I understand what your report was about and I think the reader would be interested in this area.
 * 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. ||

Creativity = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about presentation: I would add some pictures or another table. 5- compares every Burrillville stat to the RI stats, at least 10 facts in each section, talks about NCLB.
 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

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. ||