1 District 833 Middle School Transition Committee Spring 2008

2 Quote “How small is small enough?” “Small enough so that people can know one another… Small enough so that individuals are missed when they are absent. Small enough so that the participation of all students is needed. Small enough so that faculty can sit around a table together to discuss serious questions.” -Raywid/Oshiyama

3 Purpose Our purpose was to collect, read, review and share research-based best practices in middle schools in an effort to develop a framework for the transition to middle schools the Fall of 2009.

4 Middle School Top Ten List This we believe: 1) Environment 2) Educators who value this age group 3) Leadership 4) Vision 5) High expectations 6) Active learning 7) Adult advocates 8) Diversity 9) Partnerships 10) Rigorous Curriculum

5 Subgroup: Interdisciplinary “What does an effective middle school team look like and how do we make it work?” Must Haves:  Teachers who are willing to work professionally and collaboratively.  Parents as a valued resource and a member of the team.  Relative close proximity of team member’s classrooms.  Resources- Staff Development  Administrative support and investment in the middle school philosophy.  Individual & Team Planning time for teachers.

6 Subgroup: Scheduling “What’s the best schedule to meet the needs of middle school students?” Must Haves:  Houses  Teams  Team Planning Time  Individual Planning Time  Flexible Scheduling

7 Subgroup: Gifted and Talented “How are gifted students served in a middle school?” Must Haves:  Accelerated courses in math, reading and language arts for all grade levels  Honors & Advanced Placement classes, cluster classrooms & School within a School  Programming to address the needs of all the Gifted & Talented students  Cluster Classes  Gateway  Out of School Time

8 Subgroups: Involvement “How do we engage students beyond the school day?” In-School Time Must Haves:  Transition  Active Learning  Home/School Partnership  Leadership Opportunities Out-of-School Time Must Haves:  Community Ed After School Supervision/8th Hour, Release Day Activities, Leadership and Volunteer Activities  Parent / Teacher / Student Organizations  Summer Transition Preparation  Athletic and Academic Activities/Service Clubs

9 Subgroup: Core/Encore “How do houses work?” Must Haves:  Small  Advisory  Differentiation  Community Involvement  Transition Program  Safe Environment  Rigor

10 Transition Team Determinations  Determinations are based on current and research-based best practices  These determinations are recommended guidelines for South Washington County’s implementation of Middle School  Team members used research, visits and discussion to agree on the following determinations

11 The House Model  Research suggests that a “smaller learning community” offers the best opportunity for building relationships and encouraging student growth  A house allows for a core group of teachers to share the same 150 – 180 students and discuss frequently in order to meet the needs of each student in that house.

12 Transition Team Determinations Core Areas in the House:  Language Arts (double block)  Math  Science  Social Studies  Encore teacher rotates into the house for advisory and team planning time

13 Choice and Exploration  The Middle School model shifts from elective choice to exploration  Current Middle level advocates suggest that allowing students to participate in a variety of options best meets the needs of adolescents  Families will likely choose music and language option – all other courses will likely be required

14 Transition Team Determinations Encore:  Art  Band  Business  Family and Consumer Science (FACS)  Health  Music  Orchestra  Physical Education  Technical Education  World Language Next step: Grade level and frequency of instruction to be determined

15 Challenging our students  It is necessary to provide challenging coursework in a variety of areas for our students.  We must also provide identified students the opportunity to work with staff who have been trained with strategies to challenge them.

16 Transition Team Determinations Gifted and Talented:  Cohorts of identified gifted students placed in a house with teachers trained in gifted education.  Advisory grouping of gifted and talented students based on abilities, interests and learning styles.  Accelerated courses in math, reading and language arts; horizontal curriculum expansion.  Flexible grouping within teams  Differentiation as an organizing framework and strategy  Staffing adjustments of G/T case manager required to meet this model.  Provide training to all teachers who have identified students.

17 Involvement  Current research suggest that an important avenue to high student achievement is helping students belong to their team, school and district  Involvement opportunities must include not only students but also staff, parents and community members

18 Transition Team Determinations Involvement :  Develop and enhance belonging  An adult advocate for every student  Varied relevant and active teaching and learning approaches  Transitions from elementary to middle and from middle to high school.  Home/School Partnership  Leadership Opportunities  Cocurricular activities beyond the school day  Purposeful collaboration between schools and community education  Parent / Teacher / Student Organizations  Summer Transition Preparation  Athletic and Academic Activities/Service Clubs  Expectation for students and staff to be involved

19 Transition Team Determinations Schedule:  Teachers teach 6.5 of 8  Six sections of students and an advisory every other day  Team planning time every other day  Houses  Flexible Scheduling – learning determines schedule  Team Planning Time – core group with encore teachers rotating into team planning time  Individual Planning Time  All teachers (core and encore) have an advisory  No encore class meets for fewer than 9 weeks

20 Sample Student Schedule Grade 6 – Team A Group 1Group 2Group 3Group 4Group 5Group 6 Hour 1Language Arts ArtSocial StudiesMathPE/ WL Hour 2Language Arts PE/ WLArtScienceMath Hour 3MathPE/ WLLanguage Arts Social StudiesScience Hour 4ScienceMathLanguage Arts ArtSocial Studies Hour 5Social StudiesScienceMathPE/ WL Art Hour 6Homeroom/Music Hour 7ArtSocial StudiesScienceMathLanguage Arts Hour 8PE/ WLArtSocial StudiesScienceLanguage Arts Quarter 1 - ArtQuarter 2 - FACSQuarter 3 - TechQuarter 4 - Health

21 Suggested next steps  Recognize that full implementation of middle school model will be a 3 – 5 year process  Each junior high should create a middle school transition team  Develop a process including teachers and curriculum team members to determine which grade level and courses in encore area  Provide staff development for middle level best practices  Address need for contract language change  Recognize and intentionally plan for special education and ELL students

22 Resources  Jackson, A., Davis, G. (2006). Turning Points 2000: Educating Adolescents in the 21 st Century. Carnegie Corporation of New York.  Jackson. G. Andres, H. Holland, P. Pardini (2004), Making the Most of Middle School; A Field Guide for Parents and Others, Teachers College Press  National Association of Secondary School Principals (2006). Breaking Ranks in the Middle; Strategies for Leading Middle Level Reform. The Education Alliance, Brown University.  National Middle School Association.(2003). This We Believe: Successful Schools for Young Adolescents, Westerville, Ohio  Denney, Bill. Escaping t he Bondage of Time. Blufton, Indiana  Scearcy, Lynn. March 7, Presentation to South Washington County Schools.

23 Resources  Litchfield Middle School Team  Middle School Leaders from:  Dakota Hills Middle School - Rosemount, Apple Valley, Eagan Schools  Centennial Middle School – Centennial Schools  Wayzata Central Middle School – Wayzata Schools  Oak Grove Middle School – Bloomington Schools  Highview Middle School – Mounds View Schools  Staff members visited nearly 2 dozen metro-area sites