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Riverview South Middle Campus
10030 Mathog Road
Riverview, FL 33578

Phone: (813) 671-1440

Grade Levels Served:
  • Doctorate II (6th Grade)
  • Doctorate III (7th Grade)
  • Doctorate IV (8th Grade)
Total Students Served: 150

2011-12 School Grade: C  Points: 493
(2011-12 State of Florida Grading Scale: A=525 or Above; B=495-524; C=435-494; D=395-434; F=Less than 395)
School Accountability Report: http://schoolgrades.fldoe.org/default.asp

Director of Charter Operations: Karen Seder - kseder@kidscc.org
Assistant Director - Lower School: Martha Caballero - mcaballero@kidscc.org
Assistant Director - Upper School: Molly Deskins - mdeskins@kidscc.org
Data Processor/Administrative Assistant: Keli Pellicer - kpellicer@kidscc.org
Registrar/Administrative Assistant: Nitika Kilpatrick - nkilpatrick@kidscc.org
Finance/Administrative Assistant: Kim Aguilar - kaguilar@kidscc.org
Parent Liasion: Melanie Parker - mparker@kidscc.org or call (813) 758-3771

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About KCC Riverview Middle Campus

Kid's Community CollegeĀ® Riverview Middle School, a tuition-free non-profit organization, is an extension of our Riverview Charter Elementary School. The middle school offering grew out of parental requests to continue the KCC model beyond 5th grade. Middle school service for 6th grade began in 2009-2010, growing into 6th - 8th grade in 2010-2011.

Four characteristics that shape instruction and learning at KCC Riverview Middle are:

  • Instruction is concept focused and principle driven. All students have the opportunity to explore and apply the key concepts of the subject being studied. All students come to understand the key principles on which the study is based. Such instruction enables struggling learners to grasp and use powerful ideas and, at the same time, encourages advanced learners to expand their understanding and application of the key concepts and principles. Such instruction stresses understanding or sense-making rather than retention and regurgitation of fragmented bits of information. Concept-based and principle-driven instruction invites teachers to provide varied learning options. A "coverage-based" curriculum may cause a teacher to feel compelled to see that all students do the same work. In the former, all students have the opportunity to explore meaningful ideas through a variety of avenues and approaches.
  • On-going assessment of student readiness and growth are built into the curriculum. Teachers do not assume that all students need a given task or segment of study, but continuously assess student readiness and interest, providing support when students need additional instruction and guidance, and extending student exploration when indications are that a student or group of students is ready to move ahead.
  • Flexible grouping is consistently used. In a differentiated class, students work in many patterns. Sometimes they work alone, sometimes in pairs, sometimes in groups. Sometimes tasks are readiness-based, sometimes interest-based, sometimes constructed to match learning style, and sometimes a combination of readiness, interest, and learning style. In a differentiated classroom, whole-group instruction may also be used for introducing new ideas, when planning, and for sharing learning outcomes.
  • Students are active explorers. Teachers guide the exploration. Because varied activities often occur simultaneously in a differentiated classroom, the teacher works more as a guide or facilitator of learning than as a dispenser of information. As in a large family, students must learn to be responsible for their own work. Not only does such student-centeredness give students more ownership of their learning, but it also facilitates the important adolescent learning goal of growing independence in thought, planning, and evaluation. Implicit in such instruction is (1) goal-setting shared by teacher and student based on student readiness, interest, and learning profile, and (2) assessment predicated on student growth and goal attainment.

The KCC Riverview Middle team believes that each of our students is unique and has various learning styles which will define their unique abilities. The strategies placed before our students daily, will enable them to demonstrate multiple ways of understanding their academic ability and talent.

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