Peck School Community Profile

Community Profile 1

Running Head: SCHOOL COMMUNITY PROFILE

School Community Profile for

Peck Community Schools

Julia A. Cramer

American Military University

In partial fulfillment for the requirements for EDU 503

Professor Kim Jacobs

March 3, 2008

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Tucked away in the tiny thumb of Michigan is a conservative community known as Peck. Located on M-19, the village resides in one of 83 counties in Sanilac County. It has been referred to as "The Pheasant Capitol of Michigan." The town was named after the 1848 secretary of state, George Washington Peck. Nathaniel Vannest was the first to lay down roots in this hunter’s paradise. In 1852 he settled in the vicinity, and in 1859 he built the first building, the Globe Hotel. In 1859 he constructed the first store. In 1860 Chauncy Allen came to the area with his eight yoke of oxen and built a second store. The first school was conducted in 1869 in the home of Ransom Pearce and his daughter was the teacher. The following year, 1870, a “logging bee” built a school house one mile east of Peck. It was during this same year that a post office was planted on the virgin soil. In the summer of 1879, the Advent Christian Church was constructed.

At this time in Peck’s history, there were approximately 300 residents. Since 1860 Peck has not experienced much growth. In the 2000 census it had a population of 599, but current data suggests that the number has fallen to 582. The zip code population in 2000 was 1,601, but it has tumbled to a mere 1,589. The area zip code is 48466, and the area code is 810. Peck lies in the Eastern Time Zone and Elk Township. Its elevation is only 787 feet, but it boasts a high altitude for its residents and students.

The crime rate is next to nothing. In 2003 there were no reported murders, rapes, robberies, assaults, or burglaries, and only six thefts. In 2005 the thefts dropped to four and the burglaries rose to one. It is easy to see why Mullins (2003) reported “Life moves a bit slower in this southern Sanilac County village. Familiar customers stroll into the village's original hardware store and stop for a chat among the tight rows of roofing nails

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and primer paint. Usually, they're stopping by to get some handyman advice, but they often leave with more than nuts and bolts.” Peck is small, but friendly and safe.

The community is rich in farm land, but for the most part, lacks monetary wealth. The median household income in 2000 was 29,063 compared to 44,667 in the rest of the state. The only age group earning higher wages than the state average was among residents 25 to 34. Their income was 49,375 compared to the Michigan average of 44,420. Overall, this places approximately 12.5 percent of the population below the poverty line.

The racial composition is almost completely Caucasian. Over ninety-six percent of the population is white. The remaining four percent is comprised of Native Americans, Asians, Hispanics, and Latinos. Of the 239 households in Peck, 32.6 percent have children under the age of 18 living with them. Almost fifty-one percent are married couples living together. A little over twelve percent have a female householder with no husband, and thirty-two percent plus are labeled non-families. The average household size is 2.46 and the average family size is a little higher at 3.04. The divorce rate for men runs high in comparison to the state. Fourteen percent of the males who live in Peck are divorced; the state average is only 9.3. Women, on the other hand, have an exact divorce rate to that of the state: 11.2.

The unemployment rate is also higher in Peck than the rest of the state. As noted by Rosenthal (2008) eight percent of the residents are unemployed, which is one percent higher than the state and double the percent of the nation. The cost of living is lower than the state and nation at 79 percent.

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Peck does not have any major airports, colleges or universities, shopping malls or hospitals, but it has a library, bank, cemetery, restaurant, gas station, three churches, two hotels, recreation hall, beauty shop, fire department, and public school system. On March 15, 2004, Secretary Ron Paige and Michigan State Superintendent Tom Watkins visited the community and school to discuss the No Child Left Behind Act. It was a huge event for the community, and people are still talking about the school-community celebration. Paige (2003) encouraged students to become more involved in their community, and they have. The school and community are seen by most residents as one entity. When the community thrives, the school reaps the harvest, and when the school excels, in either sports or academics, the community garners its pride.

Peck Community Schools views itself as “a point of pride in the Peck community.” The school sends out a district newsletter and invites prominent persons to share their expertise with the student body. Some outside resources that have enhanced the educational setting are DARE, Hunter’s safety, boater’s safety, ATV safety, CPR, distance learning, college representatives, plays, health professionals, local actors, doctors, nurses, EMS, dentists, and firemen. Numerous volunteer organizations, such as PPTO, band boosters, and sports boosters, benefit the students and help the district achieve its goals.

Because of the importance of community, Peck Community Schools adopted a School Improvement Plan in 2007 entitled: “A Professional Learning Community.”

The school’s Mission Statement and Philosophy are as follows:

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Mission Statement

The educational efforts and resources of the Peck Community Schools are directed toward the development in each individual according to his/her abilities, capacities, and needs such habits, ideals, attitudes, knowledge, and skills as will enable him/her to live usefully, successfully, and happily in a democratic society as a citizen of the community and world.

Philosophy

The Board of Education believes that the purpose of education is to facilitate the development of the potential of each student. In a free society, every individual has both the right and responsibility to make educated and ethical choices and decisions for himself/herself and for society. If our society, as originally conceived, is to survive and function effectively, its young people need to be prepared to exercise their rights and their responsibilities in ways that benefit them and the society. Likewise, if individuals are able to achieve their life goals in a free society, they need to be competent and equipped with rational thought to choose among the myriad alternatives that are available to them.

We will strive to:

· Meet individual needs of all students—physically, emotionally, socially, academically and intellectually;

· Provide comprehensive education to all students;

· Support the professional growth of every district employee;

· Involve parents as active partners in their children’s education;

· Promote community pride in our schools;

· Communicate this philosophy to the staff and community to promote their understanding and support;

· Determine educationally sound practices, model those and practice their use;

· Promote respect, responsibility and accountability.

With a focus on academic and social growth for all students, the school is working diligently to improve the quality of education in all content areas through research-based instructional strategies and academic interventions. Within the past two years several programs have been initiated and upgrades to the school grounds have been completed. Some of the highlights include greater community resources and volunteers,

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rewriting the district mission statement, curriculum alignment, common assessment, lunch-buddy program, after school intervention, advanced technology curriculum, new software system, 43 new computers, updated teacher web pages assessable by parents and community members, upgraded security measures, a new heating and lighting system, replacement of aging water system, implementation of the DIBELS process of student assessment in early literacy, exit interviews for seniors, and the continuation of the collaborative process among content area teachers to improvement instruction.

Peck Community Schools realizes that education is a life-long process. The school is confident that all students can learn, but understanding individual needs is an important link in the learning process. All students have worth, value, and special abilities, so the school must work to educate the whole person. Cultural diversity is valued and global awareness a must in today’s society. Furthermore, all adults employed by the school are role models and should live accordingly.

The ultimate goal of Peck Community Schools is to prepare students to become contributing members of the community and society-at-large. In order for students to carry out adult roles, they must exhibit effective communication skills, understand logical problem solving skills, evaluate and apply new information, demonstrate responsible and respectful behavior, learn to write clearly and effectively in numerous genres, and utilize technology for communication and employability. To prepare students beyond the classroom, the school derives benefit from a variety of speakers, military personnel, college representatives, and job shadowing experiences. Juniors and seniors can register for Dual Enrollment or take courses at the local career center. Adult and alternative

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education programs are also available. Evaluation and monitoring are ongoing, in order to make necessary revisions.

Peck Community Schools understands that student achievement is a result of instruction based on aligned, written, and tested curriculum. The district goals coincide with the mission statement and No Child Left Behind. The district coordinated a curriculum development project in alignment with the Michigan Curriculum Framework, middle school and high school standards, and GLCE’s. The team identified proven instructional strategies and developed authentic assessment approaches.

Rubrics have been developed at all grade levels as a tool for evaluating student progress. All teachers have been trained in the holistic writing and assessment process. Identified students are given additional instructional time through the Title I program. Low standardized test scores received on the MEAP, ACT, MME, PSAT, PLAN, ASVAB, MLPP, DIBELS, Terra Nova, and other aptitude and achievement tests, along with poor classroom grades, help target students who need special attention and supportive services.

Looking closely at the latest standardized test scores, in 2006-2007 the Peck Elementary, grades 3 – 7, received a composite AYP (Adequate Yearly Progress) grade of A. AYP Status is a measure attached to the No Child Left Behind ACT that measures English language arts and math. Of the 185 students tested, there were four African Americans, two Hispanic students, 16 who were considered disabled, and 66 who were labeled economically disadvantaged. The school was proud to have 94.4 percent of its students meet or exceed the state standards.

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In the high school, the class of 2006 had 46 students tested in all subject areas except math, which had 45 students tested. In order to meet or exceed Michigan standards, students must receive a 1 or 2. Of the 45 students tested, 2 passed with a level 1 (exceeded MI standards), 24 with a level 2 (Met MI standards), 10 with a level 3 (At Basic Level), and 9 (Apprentice). A total of 57.7 percent passed in math. In reading, there were no level one scores, 37 level two, 9 level 3, and no level 4. That means that 37 of the 46 tested, or 80.4 percent, met state standards. In science there were no level 1, 29 level 2, 6 level 3, and 11 level 4. Twenty-nine students met state standards in science, for a total of 63 percent passing. In social studies there were no level 1, 15 level 2, 18 level 3, and 16 level 4. Only 15 students out of 46 passed the state standards in social studies, which is only 32.6 percent. That percent needs to be remember because it is significant in terms of measurement when compared to the class of 2007. In writing there were no level 1 scores, 32 level 2, 14 level 3, and no level 4. Thirty-two students passed the state standards in writing, for a percent of 69.5.

When compared to the class of 2007, the scores rose slightly in all areas except social studies, where there was a huge increase in students passing, and reading, in which there was a slight decline. Sixty students, rather than 46, took the state test in 2007. In math, 3 students received a level 1, 33 a level 2, 10 a level 3, and 14 a level 4. Thirty-six students, 60 percent, met or exceeded state standards. That is an increase of 2.3 percent over the previous year. In reading there were no students with a level 1, 46 with a level 2, 10 with a level 3, and 4 with a level 4. The students passing the state test in reading dropped from 80.4 percent to 76.7 percent; a decline of 3.8 percent. In science there was

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an increase of 3.7 percent. No students passed with a level 1, 40 with a level 2, 11 with a level 3, and 9 with a level 4. That means that 66.7 percent passed science in 2007. In social studies there were 15 students who received a level 1 rating, 37 a level 2, 11 a level 3, and no level 4 ratings. That means that 86.6 percent of the students passed the social studies; an increase of 54 percent over the previous year. Was this huge increase because of teaching tactics? Probably not. Further study will show that the cut scores were changed because the social studies were so low across the entire state. The students passing the social studies test went from one extreme to another. Once again, the state will need to look at the cut scores and make adjustments. In writing, there was an increase of 12.1 percent. No students passed with a level 1, 49 with a level 2, 11 with a level 3, and no students received a level 4. In 2007, therefore, 81.6 percent of the students met state standards. Peck administrators and staff realize the number of students meeting or exceeding state standards is a little too low, and together they have set a goal of receiving a composite score of A in 2008.

Peck Community Schools is committed to providing an ongoing professional development program for all teachers in order to offer a well-rounded education to the students and raise the state standardized test scores. The program is consistently evaluated and revised and teachers are provided with numerous and comprehensive professional development opportunities throughout the year. Teachers have been trained in everything from CPR and nutrition to grant writing and technology, and every department has developed specific content goals, which includes strategies, evaluation, and a timeline. The purpose of evaluation is to measure success in relation to

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achievement. The criteria for evaluation include analyzing data to determine the effectiveness of current strategies. A systematic collection and analyzation is aimed at providing information in regards to goal effectiveness. The district views this major phase or cycle as a long-range planning model to assist in decision-making plans for the future. The over-all purpose of evaluation is to provide continuous improvement in all areas of education.

School Report Card - Grades Tested 7 – 11

Status Score 2006-2007

Adjusted Score 2006-2007

Ed Yes! Grade 2006-2007

Student Achievement

English Language Arts

80.7

78.2

C

Mathematics

85.2

74.5

C

Science

85.1

72.9

C

Social Studies

87.2

94.3

A

Achievement Subtotal

84.6

80

B

Indicators of School Performance

92

A

Preliminary Grade

84

B

AYP Status (Adequate Yearly Progress)

Met AYP

Composite Grade

B

https://oeaa.state.mi.us/ayp/school_one_only_1_2004.asp?ECDid=4062&Grade=11

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References

ePodunk. (2008). Median Household Income by Age. Retrieved on January 31, 2008, from http://www.epodunk.com/cgi-bin/incomeOverview.php?locIndex=261815

InfoMI. (2004). Retrieved on January 27, 2008, from http://www.infomi.com/city/peck

“Michigan School Report Cards: Peck Jr./Sr. High School.” Department of Education.

Retrieved on February 1, 2008, from https://oeaa.state.mi.us/ayp

Mullins, Angela. (2003). Peck Celebrates its First Century. http://nl.newsbank.com/nl-search/we/Archives?p_action=list&p_theme=gannett&s_site=thetimesherald&p_product=PTHB&p_topdoc=51

Rosenthal, Lisa. (2008). greatschools. Retrieved on January 28, 2008, from http://www.greatschools.net/city/Peck/MI

Secretary Paige Visits Schools in Peck, Michigan. (2004). Retrieved on January 31, 2008, from http://www.ed.gov/news/photos/2004/0318/edlite-0318_1.html