Curtis+Corner+Middle+School+Fall+2014

Mariah Porta

** Curtis Corner Middle School **

INTRODUCTION
Rhode Island town which is home to a little over 30,000 people. The town contains ten villages. The village of Kingston, West Kingston, Wakefield, Peace Dale, Snug Harbor, Tuckertown, East Matunuck, Matunuck, Green Hill, and Perryville. The South Kingston School district serves 9 total schools: one preschool, four elementary schools, two middle schools, and two high sc South Kingston is mostly average hools. Curtis Corner Middle School is a public middle school and is located in Wakefield. The school consists of approximately 53 teachers and 600 seventh and eighth grade students who are separated into 6 different teams.

COMMUNITY BACKGROUND

 * || South Kingstown || Rhode Island || United States ||
 * Median Household Income || $44,623 || $56,102 || $53,046 ||
 * Median Family Income || $55,058 || $72,872 || $64,585 ||
 * Per Capita Income || $23,906 || $30,005 || $28,051 ||
 * All Families Below the Poverty Level || 13.2% || 9.2% || 10.9% ||
 * All People Below the Poverty Level || 17.6% || 13.2% || 14.9% ||
 * Families with Children Under 18 and Below the PL || 21.1% || 15.3% || 17.2% ||

__ Income/Poverty: __

This table demonstrates how relatively average South Kingstown is according to these income demographics. You can see the income numbers for South Kingston are only slightly smaller in comparison to the state and country. Significantly, the median family income in South Kingston is much lower at $55,058 than Rhode Island’s $72,875. Unfortunately South Kingston has higher percentages when it comes to people below the poverty line. The most significant difference is seen in families with children under 18 which stands at 21.1% in South Kingston while Rhode Islands is almost 6% lower at 15.3%

__ Census-based Indicators: __

 * || South Kingstown || Rhode Island ||
 * Child Population || 5,416 || 223,956 ||
 * Children in Single-Parent Families || 20% || 31% ||
 * Children Living in Families Below the Federal Poverty Threshold || 6.0% || 18.4% ||
 * Children Living in Grandparent Headed Households || 5% || 6% ||

In this chart you can see that South Kingston’s child population of 5,416 is almost 20% of South Kingston’s entire population. It is also evident that in the matter of “non-traditional” homes, South Kingston is very similar to the rest of Rhode Island with 20% of children living in single parent homes, as compared to 31% and 5% of children living in grandparent headed homes in comparison to 6%

Race/Ethnicity:

 * || South Kingstown || Rhode Island || US ||
 * White || 66.2% || 81.4% || 72.4% ||
 * Black/African Americans || 27.9% || 5.7% || 12.6% ||
 * Asian || 1.3% || 2.9% || 12.6% ||
 * Hispanic or Latino || 5.1% || 12.4% || 16.3% ||
 * American Indian and Alaska Native || 0.4% || 0.6% || 0.9% ||

This table shows the diversity of South Kingstown and is further demonstrated in the pie graph. It appears that South Kingston is more diverse that Rhode Island and the United States in that almost 30% of South Kingstown’s population consist of Black/African Americans while in Rhode Island only 5.7% of the population is made up of African Americans and it is even less in the United States; Black/African Americans on make up 12.6% of the country’s population.



= DISTRICT SUMMERY =

Here it is clear that the South Kingston School District contains many intellectually bright children. Both the math and reading NECAP assessments show seemingly above average results for students in South Kingston in that their percentages excessively exceed those of the state’s and Central Falls and are almost the same as Barrington’s. 431 incidents of suspension, much higher than Barrington and Central Falls which at 103 and 117 are really close. This makes the table below seem a little odd. For some reason people naturally link bad behavior with bad school performance. So it’s strange that in the case of suspension incidents, South Kingston has much more than Barrington and the same number of incidents in Elementary schools as Central falls. Even stranger in high schools South Kingston had Incidents of Suspension:
 * || State || South Kingstown || Barrington || Central Falls ||
 * Number of Incidents (Elementary Schools) || 2815 || 3 || 0 || 3 ||
 * Number of Incidents (Middle Schools) || 11537 || 91 || 32 || 368 ||
 * Number of Incidents (High Schools) || 17944 || 431 || 103 || 117 ||

[[image:=COUG.jpg]][[image:squid.jpg width="388" height="512" align="left"]]SCHOOL ANALYSIS



 * ** NECAP Assessments 2010-11 ** || ** State ** || ** Curtis Corner Middle School ** || ** Barrington Middle School ** || ** Central Falls Calcutt Middle School ** ||
 * 7th Grade Math || 59% || 79% || 87% || 19% ||
 * 7th Grade Reading || 69% || 79% || 91% || 32% ||
 * 8TH Grade Math || 57% || 80% || 90% || 15% ||
 * 8th Grade Reaading || 74% || 83% || 95% || 39% ||
 * 8th Grade Writing || 56% || 70% || 79% || 13% ||
 * 8th Grade Science || 30% || 57% || 71% || 8% ||

This table shows the performance of Curtis Corner students in comparison to the state, Barrington Middle school and Central Falls Calcutt Middle School. You can see, as is true with the district, that Curtis Corner students are above average when in comparison to the state assessment.





After School Activities:
This table shows that Curtis Corner students are generally very well rounded especially in comparison to the rest of the state. The majority of the students seem to spend their time on playing sports and doing homework. Although you can also see that there is a good percentage of students who play a musical instrument, take part in a religious group, work, volunteer, and partake in an arts program.
 * || **This School** || **State** ||
 * Play Sports || 76.1% || 68.0% ||
 * Play Musical Instrument || 34.9% || 23.3% ||
 * Babysit || 24.5% || 26.4% ||
 * Religious Group || 25.6% || 20.0% ||
 * Work for Money || 24.5% || 20.4% ||
 * Volunteer || 15.6% || 8.4% ||
 * Homework || 79.8% || 73.8% ||
 * Get Tutoring || 6.1% || 3.8% ||
 * Arts Program || 20.4% || 16.2% ||
 * Academic Enrichment || 7.6% || 7.6% ||

The table below was taken from a 2013-2014 student survey. It shows that more than half of students exper ience at least one type of bullying. In comparison to the state, this is relatively average.

This table was taken from the same survey only here the teachers and staff were surveyed. It’s very strange because it appears that while half of the staff believes the administration is good and fair, the other half disagrees. It is also very strange in that most of the teacher/staff seems to think morale among the staff is not good. However, they all seem to agree that they all take pride in the school.

=CONCLUSION =

Curtis Corner Middle School is located in a diverse but relatively average Rhode Island town. The students are very well-rounded, well performing students. The school staff seems neither to be extensively great or extremely inadequate but probably somewhere in between or perhaps a combination of both. The school seems interested in modernizing and keeping up to date with modern technology and utilizing them for their purposes. Bullying is an issue in the school, though overall it does not exceed what is average in the state, it is still obvious that a large percentage of students are bullied. This could be concerning in that although the students seem smart and well-rounded statistically, you never really know. Overall the students, parents, and staff seem to be really happy with CCMS and are proud of their school.

= REFERENCES =

Curtis Corner Middle School (2014) Retrived from http://cc.skschools.net/

 Rhode Island Kids Count (2012-2014) Retrieved from http://www.rikidscount.org/

Rhode Island Education Data Reporting (2012-2013) Retrieved from http://infoworks.ride.ri.gov/

Rhode Island Education Survey Suite School Report (2013-1014) http://infoworks.ride.ri.gov/

South Kingstown Public Schools (2014) Retrieved from http://www.skschools.net/

United States Census Bureau (2010) Retrieved from http://www.census.gov/

Peer Evaluation / Feedback for EDC 102 Context Statement
 * Author: Mariah Porta **
 * Editor: David Benford **
 * 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.

**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: a few typos and kinda confusing

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: all the sections are there but some of the transitions are a little confusing

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: i think you need more in text citations but i'm not positive

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: 4/5 **

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: 4/5 **

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: 6/10 **

Comments on data/analysis/General comments: need more stats in each section

Lanier Chapman Peer Edit - Curtis Corner 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. 2: Intro fails to name the school, district, and/or community. 0: No introduction section is apparent.

Comments on report's introduction:

Organization: _5/5 points 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.

Comments on report's organization:

Mechanics: _5/5 points 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.

Comments on report’s mechanics/conventions:

Creativity: _5/5 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.

Comments on report's creativity:

Conclusion: _5/5 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.

Comments on report's conclusion:

Data/Analysis: _5/10 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.

Comments on data/analysis/General comments: