Thompson+Middle+School+Fall+2011

__Alexa Faiella__ **FRANK E. THOMPSON MIDDLE SCHOOL** //**Providing Quality Education That Makes a Difference in Each Student's Life**// //__**INTRODUCTION**__// Frank E. Thompson Middle School is located on 55 Broadway in Newport, Rhode Island. It is one of the eight public schools in the city of Newport. The city of Newport is located in Newport County, Rhode Island, at the southern tip of Aquidneck Island. Thompson Middle School holds approximately five hundred students and serves grades fifth through eighth. The Newport School District moved fifth grade classes from the elementary schools to Thompson in 2009. Frank E. Thompson Middle School is located in the heart of downtown right next to city hall. The principal of Thompson is Eric Thomas. There are roughly about seventy faculty members. The purpose of this context statement is to provide the necessary and most helpful information regarding Thompson Middle School along with the Newport School District. Choosing a safe area with a quality education for their children are both very important factors to consider before settling in a location to raise a family. Hopefully this context statement that I put hard work into will help parents decide if Frank E. Thompson Middle School and the city of Newport is right for themselves and their children. =__//**Community Background**//__ = Newport, Rhode Island is a very historic place and often referred to as the sailing capital of the world. Surrounded by bodies of water the population of Newport, RI is 24,672 compared to the state of Rhode Island which is estimated to be around 1,067,610 (U.S Census Bureau). Rhode Island has a $42,090 average household income while Newport has a $40,669 average household income. I also found that Rhode Island has an average family income of $52.781, Newport's is $54,116. Rhode Island has a per capita income of $21,688 whereas Newport's is $25,441.There are 23,608 families below poverty level in Rhode Island and only 745 in Newport. Newport seems to have significantly higher incomes than Rhode Island in each of these categories. People in Newport are in a financially well state. In Newport there are about 20,343 white people and in Rhode Island there is a total of 56,869. Newport consists of 1,170 African Americans while Rhode Island consists of 60,189. Rhode Island is 2.9% Asian, where Newport is 1.4%. 12.4% hispanic people live in Rhode Island while 8.4% live in Newport. Many people say Newport is in the middle when it comes down to diversity. The child population in Newport is 5,199 out of the 247,822 children living in Rhode Island. The amount of children living in single-parent families is surprisingly high. Rhode Island has a 30% of children in a single-parent family while Newport has 44% in single-parent families. Similarly, there are 24.4% of children living in families below the federal poverty threshold in Newport while there are 16.9% in Rhode Island. In Newport, 13% of children have mothers that don't have an education higher than high school while in Rhode Island its 16%.



=__**//District Summary//**__ = Newport County District Schools consist of the following five elementary schools (grades k-5): Carey School, Coggeshall School, Calvert Elementary, Sullivan School, and Underwood School and then make the transfer to only one Middle School : Frank E. Thompson School, and eventually attend the one high school: Rogers High. The New England Common Assessment Program (NECAP) is a test administered annually to children in Rhode Island schools that receive public education funding. This tests consists of science, math, reading, and writing. Third graders are tests in math and reading, fourth graders are tested in math, reading, and science and fifth graders are tested in writing. Third graders in Newport scored on average 50% on the math section of the NECAP while the state scored 62%. Fourth grade reading in Newport scored an average of 68%, and the state scored an average 66%. My data shows that 5th grade math in Newport scored an average of 44% where the state of Rhode Island scored an average of 63%. Sixth grade reading in Newport scored an average 64% while Rhode Island scored a 71%. Eighth grade math in Newport scored a 46% while Rhode Island scored a 74%. The student teacher ratio in Newport is 1:8 and Rhode Island's is 1:11. Also the state has 3% of not highly qualified teachers and Newport as 1%. Good teachers and good student ratio is extremely important in education. In Newport, 18% of students receive special education services while Rhode Island is 16%. The attendance rate in Newport schools is 87% while Rhode Island is 91%. Students who receive subsidized lunch come from families whose income falls below federal guidelines and are therefore eligible for free or reduced price school lunches. 59% of children in Newport receive this and 43% in the whole state receive this.

__5th Grade Math NECAP Scores__:



**__//School Analysis//__**
Frank E. Thompson Middle School re-opened in 2002 after an extensive-two year, 19 million dollar renovation. The School now houses the school offices, a library, and a computer lab. The other buildings were demolished to allow construction of new classroom space, cafeteria/performing arts space, and a gymnasium. When comparing Thompson Middle School to Barrington School I found that Thompson's NECAP scores were very low compared to Barrington's scores. On both math and reading sections, Thompson Middle School scored lower then Barrington and the state of Rhode Island in general. Barrington school scored 90% on the sixth grade math section, Rhode Island scored 60%, and Thompson scored 48%. On the reading assessment for sixth graders, Barrington scored 92%, Rhode Island scored 71%, and Thompson 64%. Barrington school scored 90% for the seventh grade math test, Rhode Island scored 54% and Thompson 45%. On the reading part of the NECAP for seventh graders, Barrington scored 90%, Rhode Island 65% and Thompson 53%. Barrington scored 88% on the eighth grade math assessment where as Rhode Island scored 54% and Thompson 46%. On the science section for eighth graders, Barrington scored 65%, Rhode Island 22%, and Thompson 16%. As you can tell, compared to Barrington, a very wealthy school in Rhode Island, Thompson Middle School scores are very low compared to them and the state as a whole. On the other hand however, Thompson Middle School scored much higher than Central Falls School, an inner-city school. On the sixth grade reading assessment, Thompson scored 64% while Central Falls scored 43%. Thompson scored a 59% on the eighth grade writing test while Central Falls scored a 40%. In Thompson Middle School, 2% of teachers are not highly qualified while Barrington is 4%, Central Falls in 6%, and the state of Rhode Island is 3%. In Rhode Island, 43% of children get subsidized lunches where as Thompson is 64%, Barrington 5%, and Central Falls 85%. In Thompson Middle School, the attendance rate is 92% while Central Falls is 94%, Barrington 96%, and Rhode Island 94%.

__Attendance Rate and NECAP Scores:__

__//**Conclusion**//__
Thompson Middle School needs to increase their standards for test scores. Their mission is to create a community that provides all students with opportunity for social, emotional, and academic growth, thereby promoting productive citizenship and lifelong learning. Frank E. Thompson Middle School is lacking in a few areas to accommodate this. Middle School is a very hard, difficult transition for most kids. More focus and discipline needs to be instilled in these students to prepare them for the future, and for the rest of their life. Based on the information in this Context Statement, Thompson Middle School is a mediocre Middle School. Its not bad, but its clearly not the best. When I send my children to school, along with any other parent, they want their children to receive the best education there is out there in the world today. Education is the key to success in life! Thompson Middle School scores of the NECAP Assessments were very low compared to Barrington School, and the state of Rhode Island. When this project was first assigned, I had the slightest idea on what community to pick, let alone the school. Professor Noonan assigned me a school and I am happy with the school she gave me because I learned a lot of information. Newport is a gorgeous city, but Thompson Middle School can use help.

=__//**References**//__ = //__**Rubric**__//
 * //U.S. Census Bureau Fact Sheet//. (2001-2010). Retrieved from [|http://factfinder.census.gov]
 * Thompson Middle School Home Page. (2011) Retrieved from __http://www.newportrischools.org/Domain/__
 * //RI Kids Count: Indicators of Child Well-Being, Profile of Newport, RI.// (2010). Retrieved from __http://www.rikidscount.org/matriarch/documents/Newport_2011.pdf__
 * Statewide Student Achievement Data. (2011). Retrieved from []

Introduction = 5/ 5 pts.
Constructive comments about report's introduction: Covers all points except aspects being analyzed.
 * 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 pts.
Strengths and constructive comments about report's organization: Everything is logically organized. Though confusing as to relevance in Community Background section. Obviously numbers will be lower in terms of population and specific parts of population than the entire state. Should compare percentages instead of actual numbers.
 * 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 = 4 / 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: Citations are at the end but not within the statement itself.

Conclusion = 5 / 5 pts.
Strengths and constructive comments about conclusion: Good. Restates important information that the audience should consider.
 * 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: Lots of facts. A little too much to process at once, especially in school analysis section. Also, you should talk about more than just the NECAP scores in that section.
 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Thoroughness = 8 /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. || Comments: Most info is relevant to each other. Should consider comparing percentages in community background and not list ever single statistic for NECAPs in school analysis. Use a chart or table instead? Would make it much easier to see and process all of that information.

-Sarah Bard

Providing Quality Education That Makes
__//**Rubric**//__

=== Introduction = REPLACEWITHSCORE/ 5 pts. ===


 * 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. ||

Constructive comments about report's introduction:

=== Organization = REPLACEWITHSCORE / 5 pts. ===


 * 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. ||

Strengths and constructive comments about report's organization:

=== 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. ===


 * 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. ||

Strengths and constructive comments about conclusion:

=== Creativity = REPLACEWITHSCORE / 5 pts. ===


 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Strengths and constructive comments about presentation:

=== 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. ||

in Each Student's
__//**Rubric**//__

=== Introduction = REPLACEWITHSCORE/ 5 pts. ===


 * 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. ||

Constructive comments about report's introduction:

=== Organization = REPLACEWITHSCORE / 5 pts. ===


 * 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. ||

Strengths and constructive comments about report's organization:

=== 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. ===


 * 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. ||

Strengths and constructive comments about conclusion:

=== Creativity = REPLACEWITHSCORE / 5 pts. ===


 * 5 - Report is written in an engaging style. || 4 - Report has some interesting sections. || 3 - Report generally reports information without seemingly without purpose. ||

Strengths and constructive comments about presentation:

=== 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. ||