1. Middle School Organization To review the effectiveness of the CCS middle school teaching model and investigate current research on programming that will increase student achievement.

2. Rationale for the School Board Goal n “Middle School” students are carrying 8-9 classes. n The day is structured with 7 class periods, 45-50 minutes each. Twice a week language arts has a double block. However, time is taken away from direct instruction with student passing time. n Little time for true middle school instruction--little flexibility in schedule between 4 teachers. n Schedule is very busy making the lack of student organization a common complaint. n Research has shown that 45-50 minute blocks do not allow for 3 key components to instruction: presentation of content, practicing of skills and reinforcement of skills. n The receiving high school has moved to block scheduling where students take up to 4 classes a day.

3. Component Parts of Scheduling Scheduling Balanced and Comprehensive Student Oriented History Pros Research- Based Exploratory/ Remedial Courses Teaming

4. Balanced and Comprehensive Program n Remember: 20% of what we see and hear, 80% of what we explore directly and 90% of what we teach others. This is a time consuming process. n Integrated approach n Time varies with classes which may not meet every day n Variety of instructional methods

5. Student Oriented n More individual time (as longer classes allow) n Offer indepth instruction that can relate to individual students n Immerse in learning experiences n Remember physical needs

6. Research-Based n National Education Commission on Time and Learning: Prisoners of Time n Nation at Risk n Turning Points: Carneige n NMSA (Nat’l Middle School Assoc.) –Higher LA scores –55%+ of all HS in America on block scheduling –Reduction in behavior problems: ADA up, student achievement up –Most beneficial to high quality adolescent learning

7. Teaming n Depth of understanding n Integration n Creative lesson planning n Longer classes (not used as study)

8. Exploratory/Remedial Courses n Balance with UA, specials n Offer assistance and skill building n Richness to total education

9. Pros n Not so hurried n Behavior improvements n ADA up n Time for “business” skills: initiative, problem solving, collaboration, ability to anticipate

10. Important Scheduling Facets n Keep or increase the number of weekly minutes in LA n Increase the number of weekly minutes in math n Block schedule as much as possible to minimize daily class load; cut down on passing in hall n Incorporate integration where possible n Offer classes of remedial/higher nature n Increase weekly minutes in PE n Allow for break/recess n Work more like the PA model

11. So, what does it look like?

12. What does this look like for a student?

13. Some New Choices Options for Spanish for Grades 7-8 n Choice of Spanish, Understanding by Discussion (UbD), or Structured Study. –Understanding by Discussion: Class designed to bolster reading comprehension including inferencing, determining main ideas, and critical reading. Class will also include reading to learn across the content areas in preparation for the rigors of the high school program. –Structured Study: Students will learn practical strategies to improve organization of time/ space/ materials, task ownership, motivation, and follow through. Students will learn study techniques, the art of notetaking, organizational skills and foundational personal habits that will make a difference in any student’s academic life. Options for Challenge Math for Grades 7-8 n Choice of Math Skills or Structured Study. –Math Skills: The course will focus on building skills in geometry, problem solving, finding patterns, number sense, logic, deductive reasoning, and probability. Games will be used to reinforce basic math skills and improve fluency. –Structured Study: Students will learn practical strategies to improve organization of time/ space/ materials, task ownership, motivation, and follow through. Students will learn study techniques, the art of notetaking, organizational skills and foundational personal habits that will make a difference in any student’s academic life. Students would have one tech lab period per week to learn skills as they apply to the new technology portfolio required by the state. Class work would be used to show student’s application of learned skills.

14. The Challenge Math Question n General math and Challenge Math programs differ in several ways: –The general program covers: algebraic concepts relating to equations, graphing and problem solving, proportions, percents, geometry and measurement, probability –However, 35-40% of the general math program is not covered by the Algebra I program. Little time is spent on reviewing basic number operations using fractions, decimals and whole numbers except in the context of the everyday problem solving. Concepts such as proportions, percents, geometry and probability are not taught, but used within the context of problem solving. More indepth problem solving with practical applications

16. What was accomplished? n Grade 7--integration of LA and SS with 450 minutes per week n Increase from 225 to 270 minutes of math for grades 7 and 8 n Social Studies decreased from 225- 210 minutes per week for grade 8 n PE increased from 45- 60 minutes per week n Implementation of remedial/skill building/study skills courses n Fewer classes per day for the student

17. Thank you! n We are looking ahead to implement this new program design in the fall, 2006. n Questions?