East+Greenwich+High+School+2010

= East Greenwich High School  =

Katie Rodrigue



East Greenwich High School 300 Avenger Drive, East Greenwich, RI, 02818

//EAST GREENWICH PUBLIC SCHOOLS MISSION STATEMENT:// //Maximize individual potential in pursuit of personal and academic excellence.//

Introduction
The town of East Greenwich is only 16 square miles and located in the center of the state of Rhode Island. Being established in 1677, it is the eighth oldest town in the state. East Greenwich is also the birthplace of the first formal, governmentally authorized navy, contributing to its rich history (About East Greenwich). East Greenwich is a quiet and quaint town, with a small down-town area that has become a somewhat popular tourism spot. The town has a total of six public schools; four of which are elementary schools, one a middle school, and the sixth the high school. The first two elementary schools are Meadowbrook Elementary and Frenchtown Elementary which both serve kindergarten through 3rd grade. George R. Hanaford Elementary and James H. Eldridge Elementary serve fourth through sixth grades. Archie R. Cole Middle school serves seventh and eighth grade. Finally, East Greenwich High School includes grades nine through twelve (East Greenwich, Rhode Island). EGHS was first established in 1942, but moved to its current location at 300 Avenger Drive in 1967. In recent times, the school has been undergoing much renovation, including a recently completed football field named after RI Govorner Donald Carceiri's father (a long-time football coach), as well as a newly constructed front entrance. EGHS is consistently known as being one of the top performing high schools in the state.

The total population of the town of East Greenwich is a fairly small 12,948 people: only about 1.2% of the total population of Rhode Island. Ethnically speaking, East Greenwich is not considered highly diverse. Of the total population, 95.6% are Caucasian (12,383 people) compared to RI’s 82.8%. The next most prominent race is that of Asian descent, but amounting to only 2.5% of the population. Only 0.7% of the population is African American and 0.9% Hispanic or Latin American. American Indians and Alaskans compile only 8 people, and 0.1% (Census Bureau). Compared to the state as a whole, East Greenwich is considered much less diverse and much more white. Not only is the town less reflected of different ethnicities, but it is among some of the wealthiest towns in Rhode Island. The median household income for East Greenwich is $70,062 compared to the state’s $327. The median family income is quite high at $90,221 compared to $71,081 for the whole state. Per capita income is also about $10,000 higher than the state average, at $38,593. Only 2.5% of families are below the poverty level.
 * Community Background **



Of the 2,913 children living in East Greenwich, 2,452 are living in a home with two parents (not including grandparents). Also, only 3% are born to a mother with less than a high school diploma. 74% of mothers have a bachelor’s degree or higher level of education, compared to only 36% of mothers in the whole state of Rhode Island (Indicators of Well Being, Profile of East Greenwich).

The East Greenwich School District has a total enrollment of 2,391 students and 231 teachers (giving about a 1:10 ratio of teachers to students). The district receives 91% of its revenue and funding locally, amounting to $31 million. $2.0 million (6%) is received from the state and the final 3% ($1.1 million) is received federally. Per pupil spending for all programs excluding students served outside of the district total $12,995 with about half of that going towards instruction (Equity and Adequacy of Resources: Program Expenditures).
 * District Summary **



Because of the low minority population in the town, the participation in the ESL or bilingual programs is small. As of 2009, only 1% of the community were English learners (Indicators of Well Being, Profile of East Greenwich). The district is one of outstanding academic performance. As of 2009, 94% of eighth graders were above reading level proficiency, compared to the state’s 70%. Even at the elementary school level, students were high performing in their math and reading proficiency. In 2009, 82% of fourth graders were proficient in math and 85% proficient in reading. EGHS also tends to show above-average academic proficiency, however in the area of math, there is a clear difference and near-struggle in performance. In grade 11, reading proficiency was high at 90% (with 36% proficient with distinction) and writing fairly high at 77% proficient. In math however, only 64% were proficient in 2009 (although an increase from 54% in 2008). 36% of eleventh graders were considered below proficiency (Information Works! 2009). This has become somewhat of an increasing concern for the school district. Despite this, all schools in the district are considered high performing (Using Information: School Performance).



East Greenwich High School has an enrollment total of 758 students with a total number of 75 teachers, maintaining the district’s overall ratio of 1 teacher per 10 students. The High School is categorized under the Regents’ Commended schools for its high performance above the average standard. As stated before, in 2009, 90% of eleventh grade students were proficient in reading, 77% proficient in writing, and a somewhat lower 64% proficient in math. SAT scores for East Greenwich High School students however are consistently higher than the state and national averages, as well as the percent of seniors actually taking the tests. In 2008, the average SAT mathematics score for EGHS was 565, 562 in the verbal sections, and 560 in writing. The state averages were 489, 483, and 478 respectively. 88 percent of seniors at EGHS took the SATs, compared to only 59% statewide (Learning and Achievement: Assessments). EGHS has a high school attendance rate as well at 95%. The graduation rate at East Greenwich is also very high at 94% versus 75% graduation statewide (RI KIDS COUNT, 2009). According to the SALT survey, the school climate at EGHS is above average, parental involvement somewhat below average as of 2008, and instruction above average as of 2008. This shows an improvement in instruction from previous years. School climate has stayed constant, and is above the state average. Parental involvement has also stayed somewhat constant with the state average.
 * School Analysis **

AP exam results also illustrate its strong academic performance. In the 2006-07 school year, of all seniors at EGHS, 66% took at least one advanced placement exam. 71% of those exams were scored at the college-level mastery level (Curriculum and Instruction: Advanced Placement Exams). East Greenwich High School has been making recent changes in an effort to better its students, including an aesthetic change to the exterior of the school in the form of a remodeled entrance (Hanyok). The school has also recently finished the construction of a new turf football stadium as well as a brand-new science wing complete with greenhouses and new science equipment (Hanyok). However the prominent recent change is in the administration at the school. In 2008, Jeannine Nota-Masse took the place of 30-year educator and long-time principal of EGHS Michael Levine. Entering with high prestige and an experienced teaching background in all areas of Providence, as well as being former assistant principal of Cranston East High School, Nota-Masse was hired and offered a whopping $104,000 annual salary (Vernon-Sparks). However, after only two years at EGHS, Nota-Masse resigned her position to return to work for the Cranston school district. Leaving insufficient time to find a long-term replacement, Joseph Militello (previously principal of East Greenwich's Archie R. Cole Middle School) stepped in as interim principal for the school (Polichetti).

Along with East Greenwich High School's strong academic performance, EGHS staffs Bob Houghtaling as an Abuse Coordinator. His job is to work in tandem with the police department's juvenile department in order to keeps kids informed about the dangers of drug and alcohol abuse as well as to provide a source of helping teens in the high school who may be battling some of these issues. Houteling's counseling has proved beneficial for the high school in the past for teens who have gone as far as to get into legal troubles. He has helped students find more productive ways to deal with these issues, especially through community service. He also helps bridge the gap between the school and parents. On top of this, in 2007 after an incident involving two Barrington High School students under the influence of alcohol getting into a fatal boat accident, Houteling sat down with East Greenwich police as well as EGHS vice principal Michael Podrazza to discuss how these issues affected East Greenwich and how existing alcohol problems within the school could be resolved (Polichetti).

EGHS Vice Principal Michael Podraza along with EG police offcer Chris Raftery and EGHS Abuse Coordinator Bob Houghtaling discuss the root causes of alcohol use among teens.

Overall, the education to be had at East Greenwich High School is well above average. Among high performing Rhode Island schools, East Greenwich is one of the top. Although a place of little diversity compared to other areas in the state, most students, as well as parents and faculty members believe it to have a safe and overall above average school climate. Especially with so much attention being paid to keeping underage alcohol abuse and drug abuse under control and through offering counseling when needed, harboring a safe learning environment seems to be one of East Greenwich High School's top priorities. Spending per student is well above where most schools lie, most of which goes to instruction. Although East Greenwich has some fairly high paid teachers, the quality of education is among the best of what a student could hope to achieve in a RI public high school. EGHS consistently has top scores and proficiency levels in NECAPS, SATs, and even Advanced Placement exams, showing high college-preparedness. Hopefully even through the recent administrative changes, EGHS can stay ahead in terms of their level of academics.
 * Conclusion: **

About East Greenwich. (n.d.). East Greenwich Rhode Island. Retrieved October 24, 2010, from http://www.eastgreenwichri.com/matriarch/MultiPiecePage.asp_Q_PageID_E_42_A_PageName_E_ResidentsAboutEG
 * References **

Curriculum and Instruction: Advanced Placement Exams. (n.d.). Information Works! 2008. Retrieved October 24, 2010, from infoworks.ride.uri.edu/2008/state/ap.pdf

East Greenwich, Rhode Island. (n.d.). City Data. Retrieved October 24, 2010, from http://www.city-data.com/city/East-Greenwich-Rhode-Island.html

Equity and Adequacy of Resources: Program Expenditures. (n.d.). Information Works! 2008. Retrieved October 24, 2010, from infoworks.ride.uri.edu/2008/pdf/ds-insite-pie/09d-expp.pdf

Hanyok, D. (2010, May 11). Rhode Islandâ€™s Top High School: East Greenwich High School. GoLocalProv. Retrieved October 24, 2010, from http://www.golocalprov.com/news/rhode-islands-best-high-school-east-greenwich-high-school/

Indicators of Well Being, Profile of East Greenwich. (2010, April 7). RI KIDS COUNT. Retrieved October 24, 2010, from rikidscount.org/matriarch/documents/East_Greenwich_2010.pdf

Learning and Achievement: Assessments. (n.d.). Information Works! 2008. Retrieved October 24, 2010, from infoworks.ride.uri.edu/2008/pdf/achievement/09106H-achi.pdf

Polichetti, B. (2010, July 29). East Greenwich principal heads for Cranston schools. The Providence Journal. Retrieved October 24, 2010, from http://newsblog.projo.com/2010/07/east-greenwich-principal-heads.html

Polichetti, B. (2007, November 16). Confronting the root causes of teen alcohol abuse. The Providence Journal. Retrieved October 25, 2010, from http://www.projo.com/ri/eastgreenwich/content/WB_juvy_11-16-07_CP7STAI_v13.28bcae3.html

Census Bureau. (n.d.). Rhode Island QuickFacts from the US Census Bureau. State and County QuickFacts. Retrieved October 24, 2010, from http://quickfacts.census.gov/qfd/states/44000.html

Using Information: School Performance. (n.d.). Information Works! 2008. Retrieved October 24, 2010, from infoworks.ride.uri.edu/2008/pdf/ds-performance/09d-perf.pdf

Vernon-Sparks, L. (2008, April 25). Cranston educator to head East Greenwich High. The Providence Journal. Retrieved October 24, 2010, from http://www.projo.com/ri/cranston/content/WB_principal_04-25-08_T69TB6T_v10.192a16a.html

= Peer Evaluation / Feedback for EDC 102 Context Statement =


 * Author: (Katie Rodrigue.)**
 * Editor: (Casey Whitehead/Britney Lebelle.)**
 * Total Score for this Evaluation:** 25 /35 pts

The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.

As a peer editor, your tasks are:
 * Read author's report.
 * Carefully **evaluate** report by assigning a score for each criterion
 * provide **constructive comments** that will help the strengthen the author's report for each category.
 * Create a link to your evaluation at the end of the report.

Introduction = REPLACEWITHSCORE/ 5 pts.
Constructive comments about report's introduction:
 * 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 - 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:

Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion:
 * 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: Try using more colorful vocabulary or imagery to display your information. It is very factual but boring.
 * 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. || Clearly label the subcategories underneath Introduction, District Summary, etc. It is hard to distinguish which is a new section. Also, don't forget your conclusion!

= Peer Evaluation / Feedback for EDC 102 Context Statement =


 * Author: (Person who wrote report.)**
 * Editor: (Person evaluating report.)**
 * Total Score for this Evaluation:** _/35 pts

The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.

As a peer editor, your tasks are:
 * Read author's report.
 * Carefully **evaluate** report by assigning a score for each criterion
 * provide **constructive comments** that will help the strengthen the author's report for each category.
 * Create a link to your evaluation at the end of the report.

Introduction = REPLACEWITHSCORE/ 5 pts.
Constructive comments about report's introduction:
 * 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 - 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:

Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion:
 * 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:
 * 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. ||

= Peer Evaluation / Feedback for EDC 102 Context Statement =


 * Author: (Person who wrote report.)**
 * Editor: (Person evaluating report.)**
 * Total Score for this Evaluation:** _/35 pts

The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.

As a peer editor, your tasks are:
 * Read author's report.
 * Carefully **evaluate** report by assigning a score for each criterion
 * provide **constructive comments** that will help the strengthen the author's report for each category.
 * Create a link to your evaluation at the end of the report.

Introduction = REPLACEWITHSCORE/ 5 pts.
Constructive comments about report's introduction:
 * 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 - 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:

Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion:
 * 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:
 * 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. ||

= Peer Evaluation / Feedback for EDC 102 Context Statement =


 * Author: (Person who wrote report.)**
 * Editor: (Person evaluating report.)**
 * Total Score for this Evaluation:** _/35 pts

The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.

As a peer editor, your tasks are:
 * Read author's report.
 * Carefully **evaluate** report by assigning a score for each criterion
 * provide **constructive comments** that will help the strengthen the author's report for each category.
 * Create a link to your evaluation at the end of the report.

Introduction = REPLACEWITHSCORE/ 5 pts.
Constructive comments about report's introduction:
 * 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 - 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:

Conclusion = REPLACEWITHSCORE / 5 pts.
Strengths and constructive comments about conclusion:
 * 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:
 * 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. ||