Barrington+Middle+School+Fall+2012

By: Shannen Cordeiro  **Introduction** = = **Barrington Middle School** **Barrington Public School System** **Grades 6-8** **Location:****261 Middle Highway** **Barrington, RI 02806** **Contact Information:** **Phone: 247-3160 Fax: 247-3164** **Office hours: 7:15 - 3:00 PM**
 * Barrington Middle School **

**Principal- Dr. Andrew Anderson Ed.D.** **Assistant Principal-Wendy S. Parente**

**Words from them****"Our faculty members are committed to working with you in order to help you meet your goals and, in the process, make good choices. Please remember, there are several adults in our community who are able to assist you in many ways including answering questions, providing you with resources, and helping you to be successful in many ways. We hope you will learn to take advantage of the opportunities that are available for you to grow, both academically and personally.**

**We want you to get involved in the way that makes sense for you and for you to get the most out of your time at Barrington Middle School. We will provide you with the opportunity to excel in academics, athletics, and enrichment experiences so that you may become positive, contributing members of our school and community. Most of all, we want you to remember that your school is more than programs - - it is many people working cooperatively together in order so that all students experience success."**


 * Community Background **


 * A seaside communityof eight square miles, Barrington offers residence the experience of living in a quaint New England town, and the convenience of close proximity to the cities of Providence, Newport, and Boston.**


 * Incorporated in 1717, Barrington is comprised of roughly seven neighborhoods: Hampden Meadows, Sowams, Rumstick, Nayatt, Alfred Drowne, Primrose Hill, and Bay Spring. These neighborhoods, however, are grouped into larger areas based on local K-3 elementary school proximity. Those areas are known as Sowams, Nayett Hill.**

** Safety ****The child abuse and neglect rate per 1,000 children in Barrington is 0.9% much lower then the 14.0% of the state average. The rate of children with incarcerated parents is 0 while in Rhode island it is about 10.9%.**

** Family and Community ****In the town of Barrington there is 4,745 children compared to the total 247,822 in Rhode Island. Of those children living in Barrington 13% of them are living in a single parent home while 31% of total children in Rhode Island are. The amount of children living with non-family members in Barrington is about the same average as the state 1-2%. The average amount of children living in a married couple family in Barrington is 24% higher then the total 60% of the state.** ** Health ** **Of the total 93,691 children under 19 receiving medical assistance 341 live in Barrington. The teen birth rate in Barrington is 4%, the entire state is 27%. The amount of infants born with low birth weight in Barrington is about half of the total Rhode Island average of 8%, at 4.6%.**

** Community Education ****Of the total 309 Licensed early learning canters 11 of them are located in the town of Barrington. Of the 639 licensed family child care homes 4 are in the town of Barrington. The average suspension rate per 100 students is much lower than the state number 31 per every 100, at 4 out of every 100 students.**


 * Economic Well-Being **
 * Of the 63,783 Rhode Islanders receiving food stamps 119 of them are Barrington residents. Barrington participates in 4% of the school breakfast program of the 36% in the state. The average cost to rent in Barrington is $1,177 not far from the state average of $1,150. The amount of children in families recieving cash assistance is less then 1% while in Rhode Island it is 5%.**

=** District Summary **=



** Teacher-Student Radio ** **The teacher student ratio for the district of Barrington 1:12 very similar to Rhode Island the state average of 1:11 and Central Falls 1:10. The percent of not highly qualified teachers is 1% for Barrington, 3% for the state and a large 6% for Central Falls.**

** Student Characteristics **

**Only 6% of Barrington students need subsidized lunch prices compared to 86% of students in Central falls and and overall average of 44% for the state. Students that receive bilingual education services is only 1% in Barrington, 23% in Central Falls schools and 6% overall in the state.Barrington has !3% of their students receiving Special Education Services. Central falls provides 21% of their students with special education services and over all the states average is 16%.**

**The district rate of attendance for Barrington is 96%, similar to 92% in central falls and the state average of 94%. Barrington's chronic absenteeism is 5% much lower then central falls at 32% and the state average of 18%.** **The Percent of students in Barrington that graduated in 2011 is 96.6%. Central Falls is much lower at 70.3% but similar to the state average of 77.2%. The percent of drop outs in Barrington is low at 0.3%, higher in Central Falls at 8.9% but very different from the state average of 12.5%.**


 * ** District ** || ** Property Value per Student ** || ** Per Pupil Expenditure ** || ** Median Family Incom ** ||
 * ** Barrington ** || ** $894,098.80 ** || ** $12,379 ** || ** $84,657 ** ||
 * ** Central Falls ** || ** $196,417.72 ** || ** $14.347 ** || ** $26,844 ** ||
 * School Analysis **

**Barrington Middle School Students perform proficient and above on math and reading NECAPS.**

**Barrington Middle School is a fairly diverse school whom all meet and surpass the state target in both Mathematics and English. The school also meet and passes the state mathematics target and ELA target as well as the state attendance target.** = =

**Barrington Middle School students fall below the Rhode Island middle school averages in all of the categories below. Although drug use is said to be present in some of the students lives it is a very low percentage. Students at this school are comfortable with themselves, eat a good diet and get a good amount of sleep every night.** Conclusion
 * Barrington Middle School is located in the very nice kid friendly town of Barrington Rhode Island. The Barrington district is known for its high proficiency on standardized testing, high graduation rates and overall success of students. The principle and teachers are very well educated and fit for their jobs. Each student has the resources they need including special education, reduced lunch prices and bilingual language help. Each student is guaranteed safe and healthy conditions at this school.Over all this school is a great learning environment with much success as well as a lot of fun and activities happening year round.**

= = Reference
 * (2009) Barrington District Infoworks 2009 Recports. Information Works. 2012. http://www.infoworks.ride.uri.edu
 * (2006-2010) Selected Economic Characteristics. //U.S. Census Bureau.// 2012. http://factfinder2.census.gov
 * (2012) Data All Indicators. //Rhode Island Kids Count.// 2012. http://www.rikidscount.org

1)Peer Evaluation / Feedback for EDC 102 Context Statement
 * Author: (Person who wrote report.) **
 * Editor: Faith Hoffman **
 * 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

Introduction = 4/ 5 pts.
Constructive comments about report's introduction: Intro looks great just add who the context statement is for. Don't worry, I have to go back and change mine too now.
 * 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 = 5/ 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 = 2/ 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: I would just go back and make your reference section in APA format.

Conclusion = 4/ 5 pts.
Strengths and constructive comments about conclusion: I think the conclusion sounds good but there aren't a lot of references back to your stats/figures.
 * 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 = 5/ 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 = 6/10 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. ||

2)Peer Evaluation / Feedback for EDC 102 Context Statement
 * Author: (Person who wrote report.) **
 * Editor: Ana Maria Duque **
 * Total Score for this Evaluation: ** 26/35 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

Introduction = REPLACEWITHSCORE 4/ 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 4/ 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 3/ 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 4/ 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 4/ 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 7/10 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. ||

3)Peer Evaluation / Feedback for EDC 102 Context Statement
 * Author: (Person who wrote report.) **
 * Editor: Jessie Valenti **
 * Total Score for this Evaluation: ** 27/35 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

Introduction = 4/ 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 = 5 / 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 = 3 / 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 = 4/ 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 = 5/ 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 = 6 /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. ||