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District 833 Middle School Transition Committee

Spring 2008

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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

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PurposeOur 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.

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Middle School Top Ten ListThis we believe:

1) Environment2) Educators who value this age group 3) Leadership4) Vision 5) High expectations 6) Active learning7) Adult advocates8) Diversity9) Partnerships10) Rigorous Curriculum

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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.

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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

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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

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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

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Subgroup: Core/Encore “How do houses work?”

Must Haves: Small Advisory Differentiation Community Involvement Transition Program Safe Environment Rigor

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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

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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.

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Transition Team DeterminationsCore Areas in the House: Language Arts (double block) Math Science Social Studies Encore teacher rotates into the house for

advisory and team planning time

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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

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Transition Team DeterminationsEncore: Art Band Business Family and Consumer Science (FACS) Health Music Orchestra Physical Education Technical Education World LanguageNext step: Grade level and frequency of instruction to be determined

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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.

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Transition Team DeterminationsGifted 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.

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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

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Transition Team DeterminationsInvolvement : 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

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Transition Team DeterminationsSchedule: 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

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Sample Student ScheduleGrade 6 – Team

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Group 1 Group 2 Group 3 Group 4 Group 5 Group 6

Hour 1 Language Arts Language Arts Art Social Studies Math PE/ WL

Hour 2 Language Arts Language Arts PE/ WL Art Science Math

Hour 3 Math PE/ WL Language Arts Language Arts Social Studies Science

Hour 4 Science Math Language Arts Language Arts Art Social Studies

Hour 5 Social Studies Science Math PE/ WL PE/ WL Art

Hour 6 Homeroom/Music Homeroom/Music Homeroom/Music Homeroom/Music Homeroom/Music Homeroom/Music

Hour 7 Art Social Studies Science Math Language Arts Language Arts

Hour 8 PE/ WL Art Social Studies Science Language Arts Language Arts

Quarter 1 - Art Quarter 2 - FACS Quarter 3 - Tech Quarter 4 - Health

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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

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Resources Jackson, A., Davis, G. (2006). Turning Points 2000: Educating Adolescents in

the 21st 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 43081

Denney, Bill. Escaping t he Bondage of Time. Blufton, Indiana

Scearcy, Lynn. March 7, 2008. Presentation to South Washington County Schools.

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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