Overview Of The

 
 
Middle School Committee Report

 

Committee Overview

           

During the 2006~2007 school year the Page County School Board appointed a Middle School Committee, representing all seven existing faculties, to review the research available on the structure and practices of effective middle schools. The committee was charged with the task of crafting a recommendation to guide the programs that will be created here in Page as a result of the space made available by the construction of two new high schools. Their work took them to two middle schools which were very different in size and organization for on-site study. The team visited North Fork Middle School in Shenandoah County and Montevideo Middle School in Rockingham County.  Both visits were invaluable to their work. 

 

 The work of the committee has been both exciting and challenging. The opportunity to create middle schools in a county that has been discussing that possibility for the last quarter of a century brings with it a tremendous responsibility to get it right.  The committee decided early on that they wanted to advocate not just for middle grades housed in a separate facility. Their desire is to help our county open middle schools that are designed, organized, and staffed to meet the needs of adolescents educationally, socially, and physically.  If the new middle schools are to fulfill the role that the public envisioned, they must be more than just a separate facility.  The need for the new school programs to recognize and respect the unique characteristics of middle age students cannot be overstated. If those elements are not addressed, we cannot expect our schools to meet the needs of our students.   

 

Our organizational recommendations address eight (8) key areas or elements:

 

1)      Schedule For Success

·        Long blocks of uninterrupted instructional time for core classes;

·        Allows more time for varied instructional practices;

·        Provides flexibility to allow more time for critical basic skill areas;

·        Continues upper elementary philosophy of extended blocks for core areas;

·        Research based;

·        Creates more opportunities for differentiation;

·        Requires adolescent students to interact personally with fewer teachers;

·        Results in less movement/confusion in the halls;

·        Slows pace from seven period rush;

·        Leads to fewer homework assignments per day.

 

2)      Enrich Curriculum Opportunities

·        Encourage accelerated classes for all interested students;

·        Make opportunities for high school credit in many areas available to 8th graders;

·        Keep 8th grade year flexible to support opportunities for credit bearing classes.

3)      Support Struggling Students

·        Connect every child to an adult for personal guidance;

·        Provide after school programs of remediation;

·        Identify at-risk students and proactively provide support from the beginning of each year;

·        Provide remediation in the schedule for those in need;

·        Include Alternative Education within the school by building a period into schedules for identified students;

·        Provide activity bus transportation for after school remedial/extra curricular events.

 

 

4)      Include Meaningful Exploratory Offerings

·        Provide an overview of programs for sixth graders - each six weeks in length (to include technology, agriculture, computer skills, foreign language/culture, art, resource management);

·        Consider a Study Skills Unit for every sixth grader’s first exploratory block as part of a transition plan;

·        Provide opportunities to make selections of interest for seventh and eighth graders;

·        Supplement core exploratory programs with offerings driven by student interest/staff availability at each school.

 

5)      Commit To Team Approach/Team Planning

·        Organize core personnel by grade level with common planning built into the schedule;

·        Locate grade level core teachers in building together with as little crossover as possible;

·        Locate lockers in wing with staff and classrooms;

·        Consider creating open “common” space for activities by grade level.

 

6)      Make Parent Involvement A Priority

·        Formalize a plan of parent communication;

·        Provide opportunities for advisory input;

·        Utilize transition activities to involve parents as well as students.

 

7)      School-Wide Discipline Plan

·        Provide both school-wide and grade level specific awards;

·        Make the incorporation of school spirit activities a priority.

8)      Pro-Active Transition Planning

·        Plan jointly for transition activities with elementary feeder schools and high schools;

·        Include specific transition support as part of the sixth grade year;

·        Recommend formal transition as part of 9th grade year.

 

Each of these recommendations plays an important part in the program we envision for the new Page County Middle Schools.


Schedule for Success

 

Judith Irving in her book, What Current Research Says to the Middle Level Practitioner, emphasizes that “The instructional schedule is the organizational heart of providing a schooling experience that is developmentally responsive.”

 

Flexible scheduling is one of the main tenants of a true middle school experience.  Providing teachers with large blocks of time and the flexibility to modify the time as needed by the teaching team assists in the development of developmentally appropriate learning experiences for the young adolescents.

 

      A schedule that provides large blocks of un-interrupted class time permits teaching teams to conduct valuable learning experiences such as; field trips, debates, mock trials, or science experiments that otherwise are not possible in the usual single period. (National Middle School Association; This We Believe: Success Schools for Young Adults, 2003).

 

According to Rettig & Canady (The Power of Innovative Schedules, 1995), block scheduling has the ability to;

·        Provide the additional learning time necessary for some students to master curriculum concepts;

·        Reduce the fragmented instructional time that results from a 6, 7, or 8 period day;

·        Provide the opportunity for in-depth study not available from a 6, 7, or 8 period day;

·        Increase the opportunity for closer relationships between students and teachers by reducing the number of teachers that a student must interact with on a daily basis;

·        Increase team teaching opportunities;

·        Reduce discipline problems that develop during class changes.

 

The middle schools that were visited and/or studied used a variety of variations of block scheduling including:

·        Alternating day (A/B) with 8 periods;

·        Semester long (4x4) with 8 periods;

·        Many hybrid combinations of the above.

 

      It is the belief of the committee that our middle schools should be built around a schedule that incorporates instruction with large blocks of un-interrupted time. 


Enrich Curriculum Opportunities

 

A critical part to the success of our middle school program will be the curriculum opportunities we afford to all students.  We would like students to have as much success as possible by not only offering accelerated classes, but also allowing students who are experiencing difficulties with learning or behavior a program that meets their needs within the organizational structure of the school. This would allow the students to continue in their home school and allow their needs to be met on site.  The current direction of this committee falls into line with the newly adopted Next Step Program by encouraging students to take accelerated classes and earn high school credits before leaving the middle school.  We believe the success of all students depends on the variety of courses that can be offered.  By allowing flexibility in student scheduling to meet individual needs, we feel we can keep at-risk students as well as academically advanced students interested in school.  

 

Staffing will also have to be considered as each school might not be able to offer the same on-site classes.  The video conferencing classrooms might have to be used or shared with staff from the high schools. 

 

To enrich the curriculum we believe the following classes should be considered for high school credit:

·        Algebra I

·        Algebra I Part 1

·        Foreign Language (French and or Spanish)

·        Agriculture

·        Work and Family Studies

·        Computer or Word Processing

·        World Geography or World History I

 

We also believe that special support classes should be offered for students who are experiencing difficulties. We have found a great deal of success with students using Study Island or other computer driven remediation courses with direct instruction from a certified teacher.


Support Struggling Students

 

      According to the “Making Middle Grades Work” school improvement design, one of the best ways to improve a school’s overall achievement is to provide a strong student support system between the students and adults.

 

Some suggestions to help foster these positive relationships are:

·        A Mentorship or Advisory Program: Research shows that when adults act as advocates for middle school students, their academic success and personal growth increase markedly. We believe that every student should be partnered with an adult. This can be a teacher, guidance counselor, or any personnel willing to make a connection with a small group of students to monitor their personal and academic progress. Ideally, time to meet with students should be scheduled several times each week with students understanding that their “advocate” is available whenever a need arises.

·        Remediation Classes: We believe that all students can be successful. Early identification of at-risk students is crucial to providing them with resources to strengthen targeted areas of weakness in core classes. Providing time during school hours for additional help as well as after school remediation programs will ensure the success of all students. At North Fork Middle School, we observed students who received additional help several days each week in core classes during part of their exploratory classes. These students received extra help in targeted areas while still being able to participate in exploratory rotations. Additionally, we would like to see remediation sessions offered after school. Our suggestion is to provide an activity bus that would provide transportation for students who may not be able to participate otherwise. This activity bus could also be used to transport students involved in enrichment activities, intramural sports or community service groups.

·        Alternative Ed Program:  At the beginning of each school year, teachers from the previous grade level can help identify students who need remedial help or an alternative education program. Students identified would attend all regular classes; however, they would also be provided extra resources to support their academic progress. These students may need extra time to complete assignments, finish tests, or work on projects. Working collaboratively, a resource teacher and the classroom teachers would design a plan that provided additional time and resources for these students during the regular school day. We observed a program like this at North Fork Middle School and discussed with staff members the positives of this additional resource for struggling students.

 

      The National Middle School Association’s This We Believe states that “Vision is an acute sense of the possible.” We believe that by providing students with a strong support system both academically and personally, it is possible for all students to have a successful middle school experience.

 

 

Include Meaningful Exploratory Offerings

 

The main role of an exploratory program is to give students the opportunity to discover and investigate new interests.  At the sixth grade level students should be provided with an overview of programs.  Sixth grade exploratory classes should be six weeks in length and include technology, agriculture, computer skills, foreign language and culture, art, and resource management.

 

Including a Study Skills Unit during the first exploratory rotation would help to ensure a successful transition to middle school for sixth grade students.  At the 7th and 8th grade level, students should be given the opportunity to select electives for their course of studies based on their interests. At this level related arts or exploratory might include but not be limited to art, choir, band, or foreign language. In addition, at the 8th grade level, electives that enable students to earn high school credits should be considered.

 

Exploratory programs are a vital part of the middle school and must be included in the curriculum for many reasons.  Exploratory programs provide continuity in the curriculum between middle school and high school and acts as a compass that direct students to their true interests in high school.  Also, exploratory programs provide a last chance opportunity for students to try new things before deciding on their long term goals.  Students are exposed to new skills and try out new ways of thinking when they participate in exploratory programs.

 

Exploratory programs are crucial to developing the whole child and creating well rounded students.  Exploratory classes need to be included in the middle school curriculum to provide enrichment for all students.  Middle school students by nature are adventurous and curious.  According to the National Middle School Association, “Exploration, in fact, is the aspect of a successful middle school’s curriculum that most directly and fully reflects the nature and needs of young adolescents” (This We Believe, pg. 23, 2003).      

 

 

 

 

Commit to Team Approach/Team Planning

 

      The team approach can be defined as teachers collaborating across subject areas in order to foster student learning.  Through our readings, including the National Middle School Association’s This We Believe, as well as through our own experiences, we have found that the team approach provides middle school students with adults who share support for their academic and personal development.  Teams are better able to track behavioral changes which may affect student success, to determine who needs remedial work, and to decide who needs more challenging work.  Teams are also better able to share instructional strategies which are working with particular groups of students. Furthermore, middle school students need challenging, integrated cross-curricular units which focus on ideas that cross subject areas and help them to make sense of the world and their place in it.  Teaming allows for the creation and implementation of such units.  Teams also provide students with positive role models for working cooperatively, as well as building a sense of family.  This is important because, at this stage in their lives, these students are striving to separate from their parents and become more independent.  However, they still need and even hunger for, strong, positive adults in their lives, which a “school” family can provide.  Teams also provide support for the teachers themselves. 

           

A common planning time is essential for teams.  It provides time for teachers to plan units that integrate the curriculum, to analyze test data and determine student needs based on this data, to review student progress, and to share information on current research including research-based instructional strategies. 

           

We have also found that separating the grade levels, with as little cross-over as feasible is important.  This separation helps to achieve a sense of smallness, which allows for closer relationships between students and teachers.  A close relationship encourages intellectual risk-taking.  Also, with fewer distractions from other grade levels and their activities, students are able to focus more on their own learning.   Lockers and an open common space in the same grade-level area support this separation.  An open common space would provide an internal area for large group, whole class, or whole grade activities.

           

           


 

Make Parent Involvement A Priority

 

      “Schools do not presume to educate children alone.”  This statement from This We Believe speaks volumes in its simplicity.  Because we know our efforts with students are most successful when we are endorsed by our parents, reinforced by our parents, and supported by our parents, we propose the following…

 

Communication between parents and school should be more than just a progress report or report card.  Good communication should include…

 

·        Parent meetings - held to disseminate information, for special events, or during transitions;

·        Multiple teacher conferences - held throughout the year “No matter what” to make contact and promote relationships between faculty and parents;

·        A newsletter (classroom or school-wide) - issued regularly to keep parents informed on themes, events, or newsworthy performances (possibly posted on the internet);

·        Class web pages - maintained to provide e-mail contact with parents and foster regular communication about weekly or daily classroom happenings.

 

Additionally, parents should feel as if they have input into school activities and functions.  Rather than being notified of changes after the fact, parents should be invited to planning meetings where decision-making takes place.  Involving parents in the early stages may create a longer process.  This will ultimately lead to a well-supported school and faculty as parents cannot help but buy into a school, or an activity, or theme they have helped to develop.

 

Likewise, the transition process for students cannot be considered complete unless it involves parents as well as students. As expectations and needs change, parents will also need to adjust. Any transition plan should not fail to include parent input and parent needs.

 

With good parent support, our students can successfully thrive in a school where good communication will create a working bond between school and home.  


School-Wide Discipline Plan

 

      A School-Wide Discipline Plan with positives and consequences is crucial to the academic success and social development of the well-rounded middle school student.  A plan of discipline at the middle school level should provide an opportunity to celebrate and recognize student accomplishments through a school-wide positive behavior plan, which is based on building good character among students, as well as, academic excellence.  The following character traits are emphasized: Respect, Fairness, Citizenship, Responsibility, Trustworthiness, and Caring.  It promotes a positive school climate, academic excellence, and teacher professionalism.  Students are consistently rewarded for their good work and behavior daily, weekly, and by the six-weeks.

 

      Positive activities might include:

·        Good Citizen’s Club to award individual students on the spot in recognition of any positive behavior using cards that can be traded in on Fridays during lunch for tangible or edible treats.

·        Academic Pep Rallies conducted every six weeks to recognize students who excel in the classroom and promote their accomplishments in front of their peers.  The pep rallies can be centered around a theme to add more excitement and school wide spirit/participation.  Staff encourages students to cheer for each other.  Students can be awarded with a special T-shirt that can be later worn on Fridays to promote on-going school spirit and a school culture, which communicates that it is cool to be a good student.

·        Positive behavior/spirit activities which can be implemented once every six weeks to encourage good work, behavior, and citizenship throughout the school.  Grade level teams, office staff, and/or other departments of the school try to plan special activities to provide positive rewards for students. Examples of fun and rewarding activities are an Arts and Crafts Day, Field Day, Games/Movies/Basketball Day, and a Talent Show Day. Qualifying students can sign up for different activities offered on the particular day.

 

      Consequences for misbehavior are implemented and are student centered.  A low tolerance for classroom disruption is enforced.  A student’s behavior should not impede his/her learning or the learning of others.  Consequences for offenses might include, but are not limited to the following:

·        ISS (Restricted Room): Teachers may send a disruptive student out of class to the restricted room using a simple form. The attendant handles all the required paper work regarding the referral to be signed by the teacher and tracks the frequency in which these behaviors occur. The principal will enforce other consequences if the student obtains more than the acceptable amount of referrals to the restricted room. OSS will be enforced for more serious offenses.

·        Alternative Education Programs for high-risk students are housed within the school utilizing a resource room to support their individual behavioral/educational needs.   

·        Student behavior packets that focus on specific weak skills in the area of behavior/social skills for each individual student within the restricted room and the alternative education resource room.

·        Discipline meetings which could take place during the team planning meetings.  The principal stays involved and makes parent contacts regarding the meetings.

·        Inability to participate in the Spirit activity planned for that six weeks.

Pro-Active Transition Planning

 

      “Making Middle Grades Work” gives us a stern warning, “Students experience an achievement lag for at least a year unless transitions are planned well and carried out successfully” (pg. 7).  Our high schools presently house 8th grade students who have had difficulties in their transition to high school.  Most of them work through the difficulties (some with much support, some with minimal support) and become well-adjusted 9th graders.  However, there is much more we can do to ease their struggles.

 

·        Joint planning:  Principals must recognize the need for teachers from different schools to plan transitions together. Traditional transition activities are usually geared towards familiarizing students with the building or school discipline, but transition planning is needed in other areas as well.  For example, science teachers could meet to discuss policies and expectations.  Teaching styles or classroom requirements could be aligned so students would have a smooth transition inside the classroom as well as outside the classroom.

·        Include transition activities in the formal curriculum:  We envision that formal instruction in study skills as part of exploratory activities could support better transitions. This unit would include the following:

-       Organization skills

-       Planning and goal-setting

-       Self-advocacy skills (the ability to ask questions or find resources to get information)

-       Social/relationship skills (getting along & problem-solving)

-       Character pillars

 

We believe that addressing these issues as soon as students begin at their new school will effectively decrease things that tend to get in the way of education and therefore reduce the “lag” often experienced by students in transition.