Pilgrim+High+School+Fall+2014

MY NAME IS **JOSHUA** **MCFARLAND**

Pilgrim High School 111 Pilgrim Parkway Warwick, RI 02888 (401) 734-3250



INTRODUCTION Pilgrim High School was founded in 1962. A member of the Warwick School District, it is a fairly large high school, with more than 1000 students attending. More stuff goes here. Generic stuff

COMMUNITY PORTRAIT

Fig. 1 Income and Poverty 2008-2012 Census
 * || **Warwick Community** || **Rhode Island** || **U.S.** ||
 * **Median Household Income** || $60,980 || $56,102 || $53,046 ||
 * **Median Family Income** || $76,695 || $72,872 || $64,585 ||
 * **Per Capita Income** || $32,201 || $30,005 || $28,051 ||
 * **All Families Below Poverty Level** || 4.6% || 9.2% || 10.9% ||
 * **All People Below Poverty Level** || 7.5% || 13.2% || 14.9% ||

Founded in 1642 by Samuel Gorton, Warwick is the second largest city in the state of Rhode Island, behind Providence. One of Warwick's most notable landmarks is the T. F. Green airport. The median household income in Warwick is $60,980, which is just higher than both the state and national averages. The median family income is $76,695, which again, is just higher than the state and national averages. These above-average statistics can help explain why there are less people below the poverty line in Warwick than in the rest of the state and the country.

Fig. 2 Race/Ethnicity 2010 Census
 * |||| **Warwick Community** |||| **Rhode Island** |||| **U.S.** ||
 * || __Population__ || __Percentage__ || __Population__ || __Percentage__ || __Population__ || __Percentage__ ||
 * **White** || 76,643 || 92.7% || 856,869 || 81.4% || 223,553,265 || 72.4% ||
 * **Black/African American** || 1,387 || 1.7% || 60,189 || 5.7% || 38,929,319 || 12.6% ||
 * **Asian** || 1,864 || 2.3% || 30,457 || 2.9% || 14,674,252 || 4.8% ||
 * **Hispanic or Latino** || 2,827 || 3.4% || 130,655 || 12.4% || 50,477,594 || 16.3% ||
 * **American Indian and Alaska Native** || 235 || 0.3% || 6,058 || 0.6% || 2,932,248 || 0.9% ||

Like most of the state and nation, most of the population(92.7%) is white. More racial stuff here, maybe. Nothing much to say, really...Nothing stood out.

DISTRICT OVERVIEW

Fig. 8 NECAP Scores – Warwick District InfoWorks 2013-2014 except Science scores, which is from 2012-2013
 * **NECAP Assessment** || **State** || **Warwick District** || **Barrington** || **Central Falls** ||
 * **3rd Grade Math** || 56% || 61% || 79% || 29% ||
 * **3rd Grade Reading** || 69% || 78% || 89% || 43% ||
 * **4th Grade Math** || 63% || 66% || 78% || 42% ||
 * **4th Grade Reading** || 70% || 79% || 88% || 44% ||
 * **4th Grade Science** || 41% || 41% || 68% || 21% ||
 * **5th Grade Math** || 61% || 66% || 85% || 37% ||
 * **5th Grade Reading** || 74% || 78% || 92% || 44% ||
 * **5th Grade Writing** || 64% || 71% || 79% || 36% ||
 * **6th Grade Math** || 59% || 66% || 82% || 26% ||
 * **6th Grade Reading** || 72% || 80% || 89% || 34% ||
 * **7th Grade Math** || 59% || 60% || 87% || 19% ||
 * **7th Grade Reading** || 69% || 69% || 91% || 32% ||
 * **8th Grade Math** || 57% || 61% || 90% || 15% ||
 * **8th Grade Reading** || 74% || 75% || 94% || 39% ||
 * **8th Grade Writing** || 56% || 55% || 79% || 13% ||
 * **8th Grade Science** || 30% || 21% || 71% || 8% ||
 * **11th Grade Math** || 35% || 33% || 79% || 12% ||
 * **11th Grade Reading** || 81% || 86% || 97% || 53% ||
 * **11th Grade Writing** || 66% || 71% || 81% || 35% ||
 * **11th Grade Science** || 30% || 20% || 58% || 8% ||

As far as testing goes, the Warwick school district falls right around the state average for most testing categories.

Links to the stuff: [|Census] [|RI Kids Count] [|Pilgrim High School - InfoWorks] [|That PDF thing]





Fig. 3 Census-Based Indicators RI KidsCount 2010, unless otherwise stated
 * |||| **Warwick Community** |||| **Rhode Island** ||
 * **Child Population** |||| 15,825  ||||  223,956  ||
 * **Children in Single-Parent Families** |||| 23%  ||||  31%  ||
 * **Children Living Beneath the Federal Poverty Threshold** || __2000__  ||  __2008-2012__  ||  __2000__  ||  __2008-2012__  ||
 * ^  ||  6.7%  ||  8.4%  ||  16.9%  ||  18.4%  ||
 * **Children Living in Grandparent Headed Households** |||| 7%  ||||  6%  ||

Fig. 4 Economic Well-Being RI KidsCount 2013
 * || **Warwick Community** || **Rhode Island** ||
 * **Children in Families Receiving Cash Assistance** || 2%  ||  4%  ||
 * **School Breakfast Program Participation** || 18%  ||  39%  ||

Fig. 5 Health RI KidsCount 2013
 * || **Warwick Community** || **Rhode Island** ||
 * **Children Under 19 Receiving Medical Assistance** || 4,749  ||  96,215  ||
 * **Births to Mothers With Less Than a High School Diploma*** || 7%  ||  15%  ||
 * Data collected from 2008-2012

Fig. 6 Safety RI KidsCount 2013
 * || **Warwick Community** || **Rhode Island** ||
 * **Child Abuse and Neglect Rate per 1,000 Children** || 7.6  ||  14.0  ||

Fig. 7 Education RI KidsCount 2013
 * || **Warwick Community** || **Rhode Island** ||
 * **Early HeadStart Participation** || 50  ||  503  ||
 * **Chronic Early Absence in Grades K-3** || 8%  ||  12%  ||
 * **Suspension Rate per 100 Students** || 19  ||  23  ||
 * **High School Graduation Rate** || 77%  ||  80%  ||



Fig. 9 Teaching Definitions InfoWorks 2012-2013
 * **Qualifications and Teacher-Student Ratio** || **State** || **Warwick District** || **Barrington** || **Central Falls** ||
 * **Teachers with Emergency Certification** || 1%  ||  <1%  ||  0%  ||  <1%  ||
 * **Teacher-Student Ratio** || 1:11  ||  1:9  ||  1:12  ||  1:15  ||

Fig. 10 Student Characteristics InfoWorks 2013-2014
 * **Student Characteristics** || **State** || **Warwick District** || **Barrington** || **Central Falls** ||
 * **Student Eligibility for Subsidized Lunch** || 47%  ||  34%  ||  6%  ||  81%  ||
 * **Students from Various Racial/Ethnic Backgrounds** ||  ||   ||   ||   ||
 * **Students Receiving ESL/Bilingual Education Services** || 6%  ||  1%  ||  1%  ||  17%  ||
 * **Students Receiving Special Education Services** || 15%  ||  18%  ||  11%  ||  20%  ||

Fig. 11 Safe and Supportive Schools: Attendance InfoWorks 2013-2014
 * || **State** || **Warwick District** || **Barrington** || **Central Falls** ||
 * **Attendance Rate (Elementary Schools)** || 95%  ||  96%  ||  96%  ||  93%  ||
 * **Attendance Rate (Middle Schools)** || 94%  ||  95%  ||  96%  ||  92%  ||
 * **Attendance Rate (High Schools)** || 92%  ||  92%  ||  95%  ||  88%  ||
 * **Attendance Rate (All Schools)** || 94%  ||  94%  ||  96%  ||  92%  ||
 * **Chronic Absenteeism (High Schools)** || 24%  ||  23%  ||  7%  ||  40%  ||

Fig. 12 Safe and Supportive Schools: Four-Year Graduation Rate (Students Entering Grade 9 in 2009-2010) InfoWorks 2012-2013
 * || **State** || **Warwick District** || **Barrington** || **Central Falls** ||
 * **Percent Graduated** || 79.7%  ||  77.1%  ||  95.3%  ||  73.7%  ||
 * **Percent Dropped Out** || 9.1%  ||  10.4%  ||  1.6%  ||  15.0%  ||
 * **Percent Received GED** || 2.9%  ||  4.6%  ||  0.4%  ||  1.9%  ||
 * **Percent Still in School** || 8.3%  ||  7.9%  ||  2.7%  ||  9.4%  ||

Fig. 13 Safe and Supportive Schools: Five-Year Graduation Rate (Students Entering Grade 9 in 2008-2009) InfoWorks 2012-2013
 * || **State** || **Warwick District** || **Barrington** || **Central Falls** ||
 * **Percent Graduated Within 4 Years** || 77.3%  ||  78.8%  ||  93.7%  ||  68.1%  ||
 * **Percent Graduated in 5 Years** || 3.6%  ||  1.5%  ||  2.3%  ||  5.7%  ||
 * **Percent Graduated Within 5 Years** || 80.9%  ||  80.3%  ||  96.0%  ||  73.8%  ||

Fig. 14 Safe and Supportive Schools: Incidents of Suspension InfoWorks 2012-2013
 * || **State** || **Warwick District** || **Barrington** || **Central Falls** ||
 * **Number of Incidents (Elementary Schools)** || 2815  ||  166  ||  0  ||  3  ||
 * **Number of Incidents (Middle School)** || 11537  ||  440  ||  32  ||  358  ||
 * **Number of Incidents (High School)** || 17944  ||  1129  ||  103  ||  117  ||

Fig. 15 Safe and Supportive Schools: Student Indicators InfoWorks 2013-2014
 * || **State** || **Warwick District** || **Barrington** || **Central Falls** ||
 * **Stability Index (Elementary Schools)** || 87%  ||  90%  ||  97%  ||  77%  ||
 * **Mobility Index (Elementary Schools)** || 14%  ||  10%  ||  3%  ||  25%  ||
 * **Stability Index (Middle Schools)** || 90%  ||  92%  ||  97%  ||  78%  ||
 * **Mobility Index (Middle Schools)** || 11%  ||  8%  ||  3%  ||  25%  ||
 * **Stability Index (High Schools)** || 86%  ||  88%  ||  97%  ||  75%  ||
 * **Mobility Index (High Schools)** || 15%  ||  13%  ||  3%  ||  27%  ||

Fig. 16 Funding and Resources: Per Pupil Spending by Function Summary InfoWorks 2011-2012
 * || **Total Per Pupil District** || **Total Per Pupil Statew ide ** ||
 * **Warwick District** || $17,153  ||  $15,370  ||
 * **Barrington District** || $13,586  ||  $15,370  ||
 * **Central Falls District** || $18,910  ||  $15,370  ||


 * Author: (Shaun.) **
 * Editor: (Briana.) **
 * 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.

**RUBRIC**


 * Name: ** **Score:**

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/or community. 0: No introduction section is apparent.
 * Introduction:3/5 points **

Comments on report's introduction:

5: Report includes the following sections: Introduction, Community, District, School, Conclusion, References. 4: Report includes all sections but does not break information into paragraphs, has few transitions, or is otherwise lacking in coherence. 3: Report is missing one section. 2: Report is not divided into sections but contains some information on each. 1: Report is missing two or more sections.
 * Organization: 4/5 points **

Comments on report's organization:

5. All information is cited using APA in-text citations. A properly formatted References section appears at the end of the report. There are few typos or errors in spelling, grammar, or syntax. 4: Most information is cited and referenced using APA format. There are some errors in spelling, grammar, or syntax but they do not interfere with meaning. 3: Some information is not cited or referenced. APA format not followed or followed incorrectly. There are some errors in spelling, grammar, or syntax that interfere with meaning. 2: Most of the information is not cited. APA formatting is negligible or nonexistent. Multiple errors in spelling, grammar, or syntax interfere with meaning. 0: No citations. No references. Myriad errors in spelling, grammar, or syntax make the report a chore to read.
 * Mechanics:4/5 points **

Comments on report’s mechanics/conventions:

5. Report is engaging and colorful. Charts, graphs, and images add professionalism and interest and are well integrated into the report. 4: Report contains some interesting sections. Charts, graphs and images are relevant and add interest to the report. 3: Report appears dull. Information is reported in a disengaged manner. Charts, graphs, and images add little to the report.
 * Creativity:3/5 **

Comments on report's creativity:

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 report back to report's findings. 1: Conclusion simply praises or condemns the school. 0: No conclusion.
 * Conclusion:0/5 **

Comments on report's conclusion:

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). 4: Report includes at least eight different facts in each section and compares most figures with relevant figures. 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.
 * Data/Analysis:3/10 **

Comments on data/analysis/General comments:

Peer Evaluation / Feedback for EDC 102 Context Statement

Author: Joshua McFarland

Editor: Kiah Marcotte

Total Score for this Evaluation: 28/35 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: 3/5 points

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.

<span style="font-family: Arial,Helvetica,sans-serif;">2: Intro fails to name the school, district, and/or community.

<span style="font-family: Arial,Helvetica,sans-serif;">0: No introduction section is apparent.

<span style="font-family: Arial,Helvetica,sans-serif;">Comments on report's introduction: Just include the aspects that are going to be analyzed within the context statement and include who the report is intended to inform

<span style="font-family: Arial,Helvetica,sans-serif;">Organization: 3/5 points

<span style="font-family: Arial,Helvetica,sans-serif;">5: Report includes the following sections: Introduction, Community, District, School, Conclusion, References.

<span style="font-family: Arial,Helvetica,sans-serif;">4: Report includes all sections but does not break information into paragraphs, has few transitions, or is otherwise lacking in coherence.

<span style="font-family: Arial,Helvetica,sans-serif;">3: Report is missing one section.

<span style="font-family: Arial,Helvetica,sans-serif;">2: Report is not divided into sections but contains some information on each.

<span style="font-family: Arial,Helvetica,sans-serif;">1: Report is missing two or more sections.

<span style="font-family: Arial,Helvetica,sans-serif;">Comments on report's organization: Don’t forget to add school data, other than that it’s all there!

<span style="font-family: Arial,Helvetica,sans-serif;">Mechanics: 5/5 points

<span style="font-family: Arial,Helvetica,sans-serif;">5. All information is cited using APA in-text citations. A properly formatted References section appears at the end of the report. There are few typos or errors in spelling, grammar, or syntax.

<span style="font-family: Arial,Helvetica,sans-serif;">4: Most information is cited and referenced using APA format. There are some errors in spelling, grammar, or syntax but they do not interfere with meaning.

<span style="font-family: Arial,Helvetica,sans-serif;">3: Some information is not cited or referenced. APA format not followed or followed incorrectly. There are some errors in spelling, grammar, or syntax that interfere with meaning.

<span style="font-family: Arial,Helvetica,sans-serif;">2: Most of the information is not cited. APA formatting is negligible or nonexistent. Multiple errors in spelling, grammar, or syntax interfere with meaning.

<span style="font-family: Arial,Helvetica,sans-serif;">0: No citations. No references. Myriad errors in spelling, grammar, or syntax make the report a chore to read.

<span style="font-family: Arial,Helvetica,sans-serif;">Comments on report’s mechanics/conventions: Good job!

<span style="font-family: Arial,Helvetica,sans-serif;">Creativity: 3/5

<span style="font-family: Arial,Helvetica,sans-serif;">5. Report is engaging and colorful. Charts, graphs, and images add professionalism and interest and are well integrated into the report.

<span style="font-family: Arial,Helvetica,sans-serif;">4: Report contains some interesting sections. Charts, graphs and images are relevant and add interest to the report.

<span style="font-family: Arial,Helvetica,sans-serif;">3: Report appears dull. Information is reported in a disengaged manner. Charts, graphs, and images add little to the report.

<span style="font-family: Arial,Helvetica,sans-serif;">Comments on report's creativity: Add some colors!

<span style="font-family: Arial,Helvetica,sans-serif;">Conclusion: 4/5

<span style="font-family: Arial,Helvetica,sans-serif;">5: Conclusion reviews analysis of school, district and community and describes why findings should be im0ortant to reader.

<span style="font-family: Arial,Helvetica,sans-serif;">4: Conclusion reviews analysis of school, district and community

<span style="font-family: Arial,Helvetica,sans-serif;">3: Conclusion does not report back to report's findings

<span style="font-family: Arial,Helvetica,sans-serif;">1: Conclusion simply praises or condemns the school.

<span style="font-family: Arial,Helvetica,sans-serif;">0: No conclusion.

<span style="font-family: Arial,Helvetica,sans-serif;">Comments on report's conclusion: Don’t forget your conclusion!

<span style="font-family: Arial,Helvetica,sans-serif;">Data/Analysis: 10/10

<span style="font-family: Arial,Helvetica,sans-serif;">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).

<span style="font-family: Arial,Helvetica,sans-serif;">4: Report includes at least eight different facts in each section and compares most figures with relevant figures.

<span style="font-family: Arial,Helvetica,sans-serif;">3: Report includes at least six different facts in each section and compares some of the figures to other relevant figures.

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

<span style="font-family: Arial,Helvetica,sans-serif;">0: Report includes less than four different facts for any section or fails to compare any figures with other relevant figures.

<span style="font-family: Arial,Helvetica,sans-serif;">Comments on data/analysis/General comments: Good job! But maybe add some analysis at the bottom of the charts? <span style="font-family: Arial,sans-serif; font-size: 13pt;">