1. Building and Recognizing Exemplary Middle Schools The New York State Essential Elements and the Essential Elements: Schools to Watch Program Marybeth Casey Associate- Middle Level Education New York State Dept. of Education 89 Washington Ave. Room 319 EB Albany, NY 12234 mcasey2@mail.nysed.gov Middle Level Liaisons 5/08

2. Brief History of Past 5 Years July 2003 Regents Policy Statement on Middle Level Education outlines 7 Essential Elements of Standards Focused Middle Level School Programs

3. The Elements A philosophy and mission that reflect the intellectual and developmental needs and characteristics of young adolescents (youth 10-14 years of age). An educational program that is comprehensive, challenging, purposeful, integrated, relevant, and standards-based. An organization and structure that support both academic excellence and personal development. Classroom instruction appropriate to the needs and characteristics of young adolescents provided by skilled and knowledgeable teachers. Strong educational leadership and a building administration that encourage, facilitate, and sustain involvement, participation, and partnerships. A network of academic and personal support available for all students. Professional learning and staff development for all staff that are ongoing, planned, purposeful, and collaboratively developed.

4. 2003-2005 NYSED in collaboration with the field through the Statewide Network of Middle Level Liaisons develops guidance documents to aid middle schools in the implementation of the Essential Elements

5. Guidance Documents Included Protocols for using the Elements including: Awareness Protocol Needs Assessment Protocol School Improvement Protocol Essential Elements Rubric Essential Elements Rating Scale

6. Promotion of the Implementation of the Essential Elements NYSED Electronic Publications Web Presence Statewide Electronic News letters Public Engagement and Technical Assistance Professional Associations and Organizations New York State Middle School Association (NYSMSA) Conference Presentations Professional Development Academies Printed Publications Leadership Institutes New York State Middle Level Liaisons (SNMLL) Statewide Communication Networks Other Essential Elements Schools to Watch Recognition Program Partnership: NYSMSA, SNMLL, NYSED, NYSUT et.al.

7. What is a National School to Watch (STW) ? A National School to Watch (STW) is a school containing Middle Grades that shows evidence of excellence in: 4 Domains  Academic Excellence  Developmental Responsiveness  Social Equity  Organization and Structure 37 Recognized Criteria

8. Schools to Watch States 2008 CaliforniaColorado New York ArkansasPennsylvania New Jersey GeorgiaIllinoisOhioMichigan S. Carolina Oregon N. Carolina KentuckyFloridaUtah Virginia Number of STW States: 17 Nation’s Middle Level Students in STW States 53%

9. What is an Essential Elements School to Watch (EESTW) ? An EESTW is a New York school with middle grades that shows evidence of excellence in: 7 Essential Elements 37 Criteria 4 Domains

10. What is the Essential Elements: Schools-to-Watch (EE: STW) program? An opportunity for self-study and targeted school improvement. A program to identify and publicize effective middle schools that are committed to continuous improvement. An opportunity for mentoring An opportunity for networking about good practices A national campaign to educate professionals and the public about criteria and indicators for high-performing middle schools

11. Why Schools to Watch? National Schools to Watch (STW) Criteria align perfectly with the Essential Elements. Schools to Watch criteria go beyond State Assessment performance. EESTW offers State and National recognition (incentive) to schools endeavoring to improve their programs by implementing the Essential Elements The program is a vehicle for School Improvement EESTW values and recognizes a sustained trajectory of improvement

12. How does EESTW align with STW? The Criteria…..

13. Academic Excellence All students are expected to meet high academic standards. EE: 2.2, 2.8, 4.18, 7.4 Curriculum, instruction, assessment and appropriate academic interventions are aligned with high standards. EE: 2.3, 2.5, 2.6, 2.10, 4.2, 4.13 The curriculum emphasizes deep understanding of important concepts and the development of essential skills. EE: 2.4, 4.10, 4.11 Instructional strategies include a variety of challenging and engaging activities that are clearly related to the grade level standards, concepts and skills being taught. EE: 1.6, 4.8 AND… The school is academically excellent. It challenges all students to use their minds well

14. Academic Excellence Teachers use a variety of methods to assess and monitor the progress of student learning. EE: 2.11, 4.14, 4.15 The faculty and master schedule provide students time to meet rigorous academic standards. EE: 3.3 Students have the supports they need to meet rigorous academic standards. EE: 2.14, 3.8 The adults in the school are provided time and frequent opportunities to enhance student achievement by working with colleagues to deepen their knowledge and to improve their standards based practice. EE: 3.1, 3.2, 4.17

15. Developmental Responsiveness The staff creates a personalized environment that supports each student's intellectual, ethical, social, and physical development. EE 1.1, 2.1, 3.6 The school provides access to comprehensive services to foster healthy physical, social, emotional, and intellectual development. EE 3.15, 6.4, 6.7 Teachers foster curiosity, creativity, and the development of social skills in a structured and supportive environment. EE 4.4, 4.6, 4.7 The curriculum is both socially significant and relevant to the personal and career interests of young adolescents. EE 2.12 Teachers use an interdisciplinary approach to reinforce important concepts, skills and address real-world problems. EE 2.7 The school is sensitive to the unique developmental challenges of early adolescence

16. Developmental Responsiveness Students are provided multiple opportunities to explore a rich variety of topics and interests in order to develop their identity, learn about their strengths, discover and demonstrate their own competence, and plan for their future. EE: 3.12, 6.3 Students have opportunities for voice—posing questions, reflecting on experiences and participating in decisions and leadership activities. EE 5.11 The school staff members develop alliances with families to enhance and support the well-being of the children. EE 3.11, 4.19, 6.5 Staff members provide all students with opportunities to develop citizenship skills, to use the community as a classroom, and to engage the community in providing resources and support. EE 3.10 The school provides age-appropriate co-curricular activities to foster social skills and character, and to develop interests beyond the classroom environment. EE 3.9

17. Social Equity To the fullest extent possible, all students, including English learners, students with disabilities, gifted and honors students, participate in heterogeneous classes with high academic and behavioral expectations. EE 3.8, 3.13, 3.14 Students are provided with the opportunity to use many and varied approaches to achieve and demonstrate competence and mastery of standards. EE 4.6, 4.9 Teachers continually adapt curriculum, instruction, assessment, and scheduling to meet their students' diverse and changing needs. EE 7.10 All students have equal access to valued knowledge in all school classes and activities. EE 3.8, 3.13, 3.14 AND… The school is socially equitable, democratic and fair. It provides every student with high-quality teachers, resources, learning opportunities and supports. It keeps positive options open for all students

18. Social Equity Students have on-going opportunities to learn about and appreciate their own and others' cultures. EE 3.7, 6.2 The school community knows every student well. EE 1.4, 1.5 The faculty welcomes and encourages the active participation of all its families and makes sure that all its families are an integral part of the school. EE 2.15 The school's reward system is designed to value diversity, civility, service, and democratic citizenship. EE 6.1 Staff members understand and support the family backgrounds and values of its students. EE 3.7 The school rules are clear, fair and consistently applied. EE Conclusion

19. Organizational Structures and Processes. A shared vision of what a high-performing school is and does drives every facet of school change. EE 7.2, 7.3 The principal has the responsibility and authority to hold the school-improvement enterprise together, including day-to-day know-how, coordination, strategic planning, and communication. EE 5.6, 5.13 The school is a community of practice in which learning, experimentation, and time and opportunity for reflection are the norm. EE 4.20, 7.9 The school and district devote resources to content-rich professional development, which is connected to reaching and sustaining the school vision and increasing student achievement. EE 5.10, 7.1, 7.5, 7.6, 7.7, 7.8 AND… The school is a learning organization that establishes norms, structures, and organizational arrangements to support and sustain their trajectory towards excellence.

20. Organizational Structures and Processes The school is not an island unto itself. It is part of a larger educational system, i.e., districts, networks and community partnerships. EE 1.7, 2.9, 3.17 The school holds itself accountable for its students' success. EE 5.7 District and school staff possess and cultivate the collective will to persevere, believing it is their business to produce increased achievement and enhanced development for all students. EE 4.21, 5.12 The school and district staffs work with colleges and universities to recruit, prepare, and mentor novice and experienced teachers. EE: 5 The school includes families and community members in setting and supporting the school's trajectory toward high performance. EE 5.14

21. Schools to Watch and EESTW both agree on the need for… Academic program with high standards Personal development Classroom instructional strategies to ensure success for all Knowledgeable building leadership who foster partnerships Academic and personal support available Ongoing professional development

22. Benefits to participating schools and districts that elect to complete and submit an application include… A thorough, research-based, review of the middle-level school and its programs consistent with the Regents Policy Statement on Middle- Level Education, the State Education Department’s Essential Elements of Standards- Focused Middle-Level Schools and Programs, and Commissioner’s Regulations related to the middle grades. Engagement of the educational community in a constructive school improvement activity. Identification of school/program strengths as well as areas in need of improvement. AND…

23. Benefits to participating schools and districts that elect to complete and submit an application include… Development of a research-based continuous improvement plan for the school. …………………………………………………………………………… Site visit by team of middle-level educators with follow-up provided when requested. National and state recognition for the district, school, and staff. Membership in a select group of nationally recognized middle-level schools. Professional development opportunities and networking Coaching towards continued success.

24. The Process Applications are due in October. Applications are checked for completeness and eligibility. Applications are read by trained middle-level experts around the state and evaluated against common criteria. Site visits are arranged for schools where the written applications warrant. Site visits are evaluated against written applications and established criteria. Feedback is provided for all schools regardless of the outcome.

25. Current NYS EE: Schools to Watch Barker Road Middle School, Pittsford -2006 Calkins Road Middle School, Pittsford -2006 Oliver Winch Middle School, South Glens Falls -2006 Sayville Middle School, Sayville - 2006 Twelve Corners Middle School, Brighton - 2006 Victor Jr./Sr. High School, Victor -2006 Moravia Middle School, Moravia -2006 North Salem Middle School, North Salem - 2007 Pioneer Middle School, Yorkshire - 2008 Islip Middle School, Islip, Long Island – 2008 Rising EESTW – Glens Falls Middle School – Glens Falls, NY - 2008

26. Progress to Date 22 Applications Received 18 Site Visits took place 10 Schools Designated Information sessions offered in the following venues across the State by both NYSMSA and NYSED Western NY Principals Association New York State School Boards Association Various BOCES Ulster County Principals Group New York State Council of Educational Associations (NYSCEA) New York State School Counselors Associations NYSMSA Annual Conference Various Individual Schools NYSED/NYSMSA sponsored training to increase the NYS team - 27 practitioners slated to participate. NYSED fiscal commitment to support the program for 2008-09

27. For Further Information… Visit the following websites National Forum STW Website www.schoolstowatch.org New York State Middle School Association Webpage www.nysmsa.org NYSED Middle Level Webpage www.emsc.nysed.gov/ciai/mle/middle.html

28. What’s New?

29. Essential Elements: Schools to Watch TM A School Self-Study and Rating Rubric © New

30. I.1. All students are expected to meet high academic standards. Teachers supply students with exemplars of high quality work that meet the performance standard. Students revise their work based on feedback until they meet or exceed the performance standard. The educational program is challenging, rigorous, and purposeful; it has performance expectations that are common across all grades and subject areas. Teachers maintain performance expectations that are consistent and interrelated across and within subject areas. Everyone has high expectations for all students (Essential Element characteristics 2.2, 2.8, 4.18, 7.4) 4321 Evidence: Old Format Academic Excellence

31. Academic Excellence High-performing schools with middle grades are academically excellent. They challenge all students to use their minds well. General Criteria Detailed Evidence of CriteriaSelf-Rating 1. All students are expected to meet high academic standards The educational program is challenging, rigorous, and purposeful; it has performance expectations that are common across all grades and subject areas. Teachers maintain performance expectations that are consistent and interrelated across and within subject areas. Everyone has high expectations for all students (Essential Element characteristics 2.2, 2.8, 4.18, 7.4) 4321 Average ____  Expectations are clear for students and parents. 4321  Prior to students beginning an assignment, teachers supply students with exemplars of high quality work that meet the performance standard or level. 4321  Students know what high quality work should be like. 4321  Students revise their work based on meaningful feedback until they meet or exceed the performance standard or level. 4321  Other 4321 Please describe the specific school policies, programs activities etc. rated above. 4 = High quality, complete, mature, and coherent implementation – NEARLY PERFECT, LITTLE ROOM FOR IMPROVEMENT 3 = Good quality, incomplete, maturing, or not fully implemented by all – STILL ROOM FOR REFINEMENT and IMPROVEMENT 2 = Fair quality, mixed implementation, immature practice, sporadic by some – SIGNIFICANT IMPROVEMENT NEEDED 1 = Poor quality, low level of implementation, new program, by a few –CONSIDERABLE STRATEGIC PLANNING, CONSENSUS BUILDING AND IMPROVEMENT NEEDED 0 = No score, isolated or not in practice – INITIATE DISCUSSION New Format

32. Developmental Responsiveness General Criteria Detailed Evidence of CriteriaSelf-Rating 6. Students are provided multiple opportunities to explore a rich variety of topics and interests in order to develop their identity, learn about their strengths, discover and demonstrate their own competence, and plan for their future. The school has ties with the school community that strengthen connections between school/education and career opportunities. Students have opportunities to examine, explore, discuss, and understand the changes associated with early adolescence. (Essential Element characteristics 3.12, 6.3) 4321 Average ____  Teachers and counselors push students to challenge themselves and set high academic and career goals for their future. 4321  All students are offered a rich and comprehensive academic program including all intermediate course requirements outlined in Commissioner’s Regulations 100.4 4321  The school forms partnerships with the community in order to expose students to career opportunities and topics they may not otherwise have available to them. 4321  Other Please describe the specific school policies, programs, activities etc. rated above. 4 = High quality, complete, mature, and coherent implementation – NEARLY PERFECT, LITTLE ROOM FOR IMPROVEMENT 3 = Good quality, incomplete, maturing, or not fully implemented by all – STILL ROOM FOR REFINEMENT and IMPROVEMENT 2 = Fair quality, mixed implementation, immature practice, sporadic by some – SIGNIFICANT IMPROVEMENT NEEDED 1 = Poor quality, low level of implementation, new program, by a few –CONSIDERABLE STRATEGIC PLANNING, CONSENSUS BUILDING AND IMPROVEMENT NEEDED 0 = No score, isolated or not in practice – INITIATE DISCUSSION

33. Questions?

34. Each table needs one electronic recorder who will record the evidence produced from the described activity. Each table is assigned a Domain indicated on the table card. Each member of the group should write their name on the card before beginning. Open the Self Study and find the criteria #1 under the assigned Domain for your table Assume a score point of 4 for each of the criteria and sub criteria listed under the domain. In your group fill in the bottom section for each criteria. This is the section marked, “Please describe the specific school policies, programs, activities etc. rated above.” You may use evidence from your own school experience or observed evidence from other schools. Please reference specific resources associated with the program or activity if applicable. Please save your file as example Social Equity–Table 5 Activity Objective: Create a listing of programs, policies, services, etc that a school could use to improve their ML Program in specific areas.