Presentation on theme: "Oh, Those Young Adolescent Years! The Essential Elements How Do They Fit?"— Presentation transcript:
Oh, Those Young Adolescent Years! The Essential Elements How Do They Fit?
Introduction & Overview of Workshop This workshop is about 10-15 year olds… –Those wonderful adolescent years where social life is essential, how we look is crucially important, what others think of us matters more than most things, … –Ah…, and then there are school, parent expectations, teachers, homework, etc. –And the Research that we should all know about…and The Essential Elements of Standards-Focused Middle Schools…and the Assessments
A Look Back in Time…. When did it all begin?………. 1900-1950 - movement toward a Junior High System - a 6-6 model 1950-1960’s - Characterized by frustration with “junior” high school.
A Look Back in Time (cont.) Emergence of need to change characterized by: –social changes –maturational changes (food, nutrition) Middle Level Schools Emerged –grew throughout the 70’s National Middle School Association –“This We Believe” in 1982
A Look Back in Time (cont.) Other Significant Publications –1989 NYSED - Regents Policy Statement –1989 Carnegie - “Turning Points” –1995 Carnegie - “Great Transitions” –1997 Phi Delta Kappan - Felner Study –1999 NYSED - “Essential Elements” –2000 Carnegie – “Turning Points 2000”
Essential Elements of Standards Focused Middle- Level Schools
Essential Element #1 Philosophy & Mission that reflects the intellectual and developmental needs and characteristics of young adolescents –Must reflect shared beliefs of multiple stakeholders –Must commit to whole child development-intellectually, academically, personally, socially, physically, emotionally –Must include responsibility for the educational and personal development of ALL children –Must provide a variety of learning experiences and opportunities to enable them to make informed life decisions –Must establish partnerships with home & community
Essential Element #2 An Educational Program that is comprehensive, challenging, purposeful, integrated, and standards-based. –Emphasizes social development as well as intellectual –Is challenging, rigorous, and purposeful –Is comprehensive, inclusive, encompassing the learning standards –Has up-to-date written curricula that is articulated vertically and horizontally, within and across curricular areas, learning standards, and grade levels –Has performance expectations and skills that are common across all grade levels and subject areas (i.e. note-taking, writing in complete sentences, etc.) –Includes diagnostic assessments that routinely monitor student learning (similar design to State assessments) –Involves family, local community, and the outside world in the educational and personal development of students
Essential Element #3 An Organization and Structure that support both academic excellence and personal development –Teacher teams with common planning time –Schedules with flexible time assignments within blocks of time to encourage interdisciplinary programs – Be structured to create close, sustained relationships between students and teachers…With large populations have “houses” within schools to promote a sense of family –Provide extra help for those needing it, including support services –Provide opportunities for participation in extracurricular activities, youth service and/or Be structured to create close, sustained relationships between students and teachers…With large populations have “houses” within schools to promote a sense of family
Essential Element #3 (cont.) Organization and Structure (cont.) –Provide extra help for those needing it, including support services –Provide opportunities for participation in extracurricular activities, youth service and/or service learning for all students, including disabled –Encourage parent involvement and ties with the school community that strengthen school/education and career opportunities –Integrate technology into the educational program in a meaningful way –Disabled students, their programs and services should be integrated throughout the school building –Gradual transitions from more self-contained elementary classrooms to more departmentalized high school structures should be provided Teaming Video : Merton Williams Middle School
Essential Element #4 Classroom Instruction appropriate to the needs and characteristics of young adolescents provided by skilled and knowledgeable teachers –Challenging instruction that is delivered in diverse instructional ways to meet student needs –Understanding of the adolescent and encouraging students to become involved in their learning –Deep understanding of their subject matter and the 28 learning standards, reinforced during classroom instruction –Use of interdisciplinary approaches, flexible grouping, cooperative learning and peer-tutoring to foster student learning –Use classroom assessments that are aligned to the standards and are indicators of student growth and progress –Communicate, work collaboratively and cooperatively to ensure that all students achieve at high levels and are successful in meeting the standards The Living Museum: video from Palmyra-Macedon Middle School
Students involved in a cooperative learning experience
Essential Element #5 Strong Educational Leadership and a building administration that encourages, facilitates, and sustains involvement, participation, and partnerships. –Know and understand the needs and characteristics of young adolescents –Know and understand the essential elements of a standards- focused, high performing middle-level school including the 28 learning standards and the State assessment system –Understand the subject matter in the middle grades and its interconnections, of different approaches to student learning, and diverse teaching styles (based on research and developmentally appropriate practice) –Involve staff in the operation of the school by encouraging involvement, input, risk-taking, and exploration –Involve and inform parents by fostering an understanding of the developmental needs of adolescents, the learning standards that children must meet, how to assist their children, etc.
Essential Element #6 A Network of Academic and Personal Support available for students –Adults and older youths to provide positive role models –Respect and caring to engender a feeling of self-worth, self- confidence –Opportunities to discuss and understand the changes associated with early adolescence –Counseling and guidance services to assist students in decision- making –A network of trained professionals, community resources available to assist those who have special needs or require special services –An adult mentor, formal (Advisory Program) or informal who assumes responsibility for individual students
Essential Element #7 Professional Training and Staff Development that are ongoing, planned, purposeful and collaborating. –Know the needs and characteristics of students in the middle grades and appropriate instructional strategies –Understand the philosophy and mission of the standards driven middle school –Be familiar with each of the State’s 28 learning standards and incorporate educational experiences that will help students achieve all standards –Know and understand their subject matter and course curriculum –Know and understand the State’s assessment system and routinely monitor and evaluate student learning –Collaborate and cooperate in planning and providing professional training and staff development opportunities
Latest Research WHAT DO WE KNOW ABOUT SCHOOLS THAT HAVE IMPLEMENTED THE ESSENTIAL ELEMENTS? Dr. David Payton…..
Ideas for Implementing the Essential Elements in your School FIRST: Learn them yourself!
Ideas for Implementing the Essential Elements in your School SECOND: Teach them!
Ideas for Implementing the Essential Elements in your School THIRD: Assess them!
Ideas for Implementing the Essential Elements in your School FOURTH: Plan for them!
Ideas for Implementing the Essential Elements in your School FIFTH: Do them… All!
..and then there was this Starfish Making A Difference As the old man walked the beach at dawn, he noticed a young man ahead of him picking up starfish and flinging them into the sea. Finally, catching up to the youth, he asked him why he was doing this. The answer was that the stranded starfish would die if left in the morning sun. “But the beach goes on for miles and there are millions of Starfish,” countered the other. “How can your effort make any difference?” The young man looked at the starfish in his hand and then threw him safely in the waves. “It makes a difference to this one,” he said.