ContentsExecutive Summary ................................................................................................. 1

Introduction ............................................................................................................. 4

Middle School Vision ................................................................................................ 5

Background ............................................................................................................. 6

Recommendation 1 ................................................................................................. 7

Recommendation 2 ................................................................................................. 9

Recommendation 3 ............................................................................................... 11

Recommendation 4 ............................................................................................... 12

Recommendation 5 ............................................................................................... 14

Recommendation 6 ............................................................................................... 15

Recommendation 7 ............................................................................................... 17

Recommendation 8 ............................................................................................... 18

Recommendation 9 ............................................................................................... 19

Appendix A: Junior High School Philosophy vs. Middle School Philosophy ............ 21

References ............................................................................................................ 23

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Executive Summary

The Intermediate Working Group was tasked with making recommendations that would advance the Prince Edward Island intermediate school system to better prepare all students in acquiring the necessary knowledge, skills and attitudes to fully participate in today’s world. The goals of the Working Group were:

a. to identify gaps in curriculum delivery at the grades 7-9 level b. to explore best practices in guiding administrators and teachers in teaching and learning at the intermediate level c. to create an action plan that will guide teaching and learning in the intermediate school system d. to present a final report by September 30, 2012

The following nine recommendations are based on current learning research surrounding adolescent developmental needs, and how best to meet their needs as learners. The gaps in curriculum delivery identified by the Intermediate Working Group all fell under the junior high model. Curriculum is still mostly delivered through a subject-centered approach where traditional instruction is still dominant in a six to eight class period day. Educators of intermediate level students must understand that young adolescents have unique characteristics and are different than elementary or high school students. The middle school philosophy has the foundational belief that education must be student-centered with a direct focus on the unique needs of learners as they progress through adolescence. Students in this age group are highly independent and seek to explore and create at their own pace; therefore administrators and teachers should accommodate the needs of these students through programs, schedules, and activities that allow for individual differences, and provide flexibility in the learning environment. (Weller, 2002)

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Recommendation 1The Department, boards, and all intermediate schools will adopt a vision grounded in middle school philosophy.

Recommendation 2All students will experience a continuum of learning, meeting established benchmarks and standards in literacy and numeracy throughout the curricula.

Recommendation 3All schools will develop school-based professional learning communities.

Recommendation 4School-based administrators will serve as instructional leaders adopting middle school philosophy, while adhering to curriculum expectations, and effective instructional and assessment practices.

Recommendation 5The Department, with input from the boards and teachers, will provide challenging, relevant, exploratory, and integrative curriculum.

Recommendation 6Schools will create transition plans for students entering the intermediate grade levels.

Recommendation 7The professional learning team will align teacher professional development to support the recommendations of the Intermediate Working Group final report.

Recommendation 8The Department will research effective school configurations that maximize student learning and achievement.

Recommendation 9The Department will form a committee to implement the recommendations of the Intermediate Working Group.

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Each one of these recommendations will have a positive impact on the intermediate school system in Prince Edward Island but each on its own is not enough. Collectively, all nine will have a tremendous impact on the education of our young adolescents because they target the needs of students, teachers, and administrators. Students will be able to learn in an environment where they are known, valued, and respected for where they are in their learning, how they learn, and what they learn. Teachers, no longer working in isolation, will have a support system, and will be able to continuously improve their own skills so they are able to confidently use formative assessment, differentiated learning, and effective teaching approaches such as project based learning. Administrators will be able to dedicate more time getting to know students, visiting classrooms, and dialoguing with teachers and parents about curriculum and effective practices by becoming instructional leaders. Administrators will be able to problem solve and innovate with a support system of other administrators, as well as with their own teachers in the professional communities established at their schools.

Some schools are already moving toward the middle school philosophy due to the tireless efforts of the administrators and teachers. They recognize the need to become student-centered and are innovative in creating such a learning environment. Implementing these recommendations will require change for many administrators, teachers, students and parents. It will take courage and commitment for the Department, boards, administrators, teachers, students, and parents to see these changes through. Too many intermediate students are disengaging from their learning and taking low level courses at the senior high level closing the door on future career opportunities. The time to act is now.

“The importance of middle level education can never be overestimated. The future of individuals and, indeed, that of society is largely determined by the nature of the educational experiences of young adolescents during these formative years.” (AMLE, 2010, p. 43)

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IntroductionThe recommendations presented in this report are founded on current research on adolescent developmental needs, effective instruction and assessment, and middle school philosophy with the goal of improving the intermediate school system in Prince Edward Island. This report is the result of the collaborative efforts of the Intermediate Working Group at the request of the Minister of Education and Early Childhood Development. The Working Group consisted of teachers, administrators, and school board members from the Eastern School District, Western School Board and La Commission scolarie de langue francaise de L’Ile du Prince Edouard, as well as specialists from the Department of Education and Early Childhood Development (the Department). The members of the Working Group are:

Michele Bradley Secondary Student Success Specialist English Programs, DoEECD (co-chair)

Mike Leslie Secondary Coordinator English Programs, DoEECD (co-chair)

Véronique Bouchard Curriculum Specialist French Programs, DoEECD

Laura Cudmore Board Principal Western School Board (as of Sept/12 Vice Principal at Summerside

Intermediate School)

Paul Cyr Director of Instruction Commission scolaire de langue française

Doug Doyle Principal Summerside Intermediate School

Kim Dyment-Colwill Teacher Hernewood Intermediate School (as of Sept/12 Teacher at Summerside Intermediate School)

Glenn Edison Director of Child and Student Services DoEECDJosée Ferron Principal, école François-Buote Commission scolaire de langue française

Tammy Hubley-Little Director of Curriculum Delivery Eastern School District (as of Sept/12 Leader of Curriculum Delivery English Language

District Office)

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Karen Kirkland Teacher Stonepark Intermediate School

Kevin Stonefield Principal Montague Intermediate School

The mandate for the Intermediate Working Group was to examine the present scheduling system for grades 7, 8 and 9, as well as the delivery of curriculum in Prince Edward Island intermediate schools to better prepare all students in acquiring the necessary knowledge, skills and attitudes to fully participate in today’s world.

The goals of the Group were:

a) to identify gaps in curriculum delivery at the Grades 7-9 level

b) to explore best practices in guiding administrators and teachers in teaching and learning at the intermediate level

c) to create an action plan that will guide teaching and learning in the intermediate school system d) to present a final report by September 30, 2012

Middle School Vision

That all Prince Edward Island intermediate students experience an education that respects their unique developmental needs in an environment that allows for creativity, inquiry, and problem-solving providing students with relevant opportunities to build the knowledge, skills and attitudes to be successful in their next steps.

“…these are the years when youngsters crystallize their beliefs about themselves and firm up their self-concepts, their philosophies of life, and their values-the things that are the ultimate determinants of their behavior. And having left these formative years, individuals change very, very little in significant ways in values and standards.” - John Lounsbury (2002)

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BackgroundIn 1994, a study of the Island’s junior high school system was reviewed and sixty-nine recommendations were put forward (Junior High School Review). The recommendations which were based on research on adolescent developmental needs as well as input from a variety of educational stakeholders supported the middle school philosophy. That report resulted in a system-wide name change from “junior high schools” to “intermediate schools”.

Today, our intermediate schools still operate for the most part as a “junior high” model under the “intermediate” label. A typical Island intermediate school has more junior high characteristics than middle school characteristics (see Appendix A). For example, fixed schedules and subject specific teachers are the norm. The Working Group recognized that as educators are becoming familiar with the middle school philosophy, and are gaining a deeper knowledge of young adolescent needs, more and more teachers and administrators are engaging in effective instructional practices.

Currently on Prince Edward Island, there are eight schools with grades 7-9, one school with K-7, seven schools with grades K-8, seven schools grades K-9, one school with 7-12, one school 8-12, two schools with grades 9-12 and four schools with grades K-12.

Table 1: Prince Edward Island schools housing grades 7, 8, and 9.

All intermediate schools offer language (either English or French First Language), mathematics, science, social studies, health, physical education, and an official second language. Some schools offer Continuing French Immersion, and some offer Late French Immersion. There is a great variance among schools when it comes to providing exploratory courses. The range varies from no exploratory courses offered in some schools to music, foods, sewing, and industrial arts offered in others.

There is a sense of urgency among education stakeholders to improve the intermediate school system. Studies show that students begin disengaging at the intermediate level, and it is those students who are at risk for dropping out of school or not achieving to their potential, resulting in pursuing courses at the general level when they move to high school.

Number of Schools Grade Configuration

8 7 - 92 K - 77 K - 87 K - 91 7 - 121 8 - 122 9 - 124 K - 12

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Recommendation #1The Department, boards, and all intermediate schools adopt a vision grounded in middle school philosophy.

The middle school philosophy includes focus in the following areas: • Student-centeredlearning • Flexiblescheduling • Experientialapproachestoinstruction • Interdisciplinaryteacherteams • Cognitive,affective,andphysicaldevelopment • Advisor/advisee,teacher/studentopportunities

Elaboration• TheDepartment,inconsultationwitheducation

stakeholders, will create a vision grounded in middle school philosophy.

• Acommonmiddleschoolphilosophyvisionwillbe adopted at each school and would involve all education stakeholders.

• Allintermediateschoolstaffwillbeeducatedinthe middle school philosophy.

• Schoolswillprovidetheopportunityfortheschool community to be educated in the middle school philosophy.

• Boards,schools,andthePrinceEdwardIslandTeachersFederation(PEITF)willcommunicatethe middle school philosophy throughout the school year at all professional gatherings such as staff meetings, professional learning sessions, and PEITF Convention.

History has shown that leaders of successful schools started with a vision of what they wanted their schools to become. That vision is not only the glue that holds the school together, but is the driving force that leads it into the future. DuFour, DuFour, and Eaker (2008) found that a clear, shared vision creates many benefits. First, a shared vision motivates and energizes people. Teachers being able to connect their work with the larger picture will feel their work is meaningful which helps to sustain the effort and energy needed for implementing change. Second, shared vision creates a proactive culture as opposed to a reactive one. Third, shared vision provides direction for teachers. Guided by the vision, teachers understand their roles, and are empowered to act with more confidence knowing they are supporting the vision. Fourth, shared vision creates a clear agenda for action. Knowing where you want to be, allows you to assess where you are, and what needs to happen in order to achieve that vision.

A vision statement provides the essential bridge between the current reality and what the school or district hopes to become in the future.DuFour, DuFour, & Eaker (2008)

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A shared vision must be reflective of the beliefs and knowledge of all education stakeholders. An understanding of the middle school philosophy is essential to developing successful schools for adolescents. The more leaders share their knowledge of the middle school philosophy regarding current research on adolescent developmental needs, and effective instructional practices with teachers, parents and students, the more buy-in and support they will have to achieve their vision. When the Department, boards, and intermediate schools have aligned visions, a powerful partnership will be formed creating a sense of urgency that will ensure the success of adolescent students. With an aligned vision, the path will be clear for identifying and providing the necessary supports to transition from the junior high philosophy to the middle school philosophy.

The vision that the Intermediate Working Group has recommended is one that is grounded in the middle school philosophy because it has been researched and practiced for over thirty years. The philosophy is grounded in the belief that intermediate level students are different from those who are educated in either the elementary or high school levels. Intermediate schools need the freedom to operate independently from the elementary and high school models, and must develop an educational program which is student-centered and has a direct focus on the unique needs of the students as they progress from childhood to adolescence.

Student-centered learning is the essential focus of the intermediate school. Opportunities should be provided which specifically address the various developmental stages occurring in young adolescents. Because each student is in the process of becoming a more mature individual, there should be consideration for the identity, self-concept, and personal needs of each student. Students in this age group seek to explore and create at their own pace, therefore they need programs, schedules, and activities that allow for individual growth, and provide flexibility in the learning environment. Intermediate schools must provide learning experiences that promote physical and mental health, a positive self-concept, along with an instructional program which ensures academic achievement and personal success. (Weller, 2002; The Association for Middle Level Education, 2010)

Middle level education serves a distinct developmental period, one in which youth undergo major changes in every aspect of their being. Because young adolescents move through the many maturation and development stages as individuals at such widely varying times and rates, and because the values, attitudes, interests, and habits of mind they formulate have lifelong implications, providing an appropriate education program for this age group is an especially challenging, yet critically important task.

Association for Middle Level Education (AMLE, 2010)

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Recommendation #2All students experience a continuum of learning, meeting established benchmarks and standards in literacy and numeracy throughout the curricula.

Elaboration• TheDepartment,withinputfromtheboardsandteachers,willdevelopbenchmarksand

standards for literacy and numeracy• TheDepartmentandboardswillprovideprofessionaldevelopmentforallintermediate

teachers using the established benchmarks and standards• Theboards,inconsultationwithschools,willdevelopmonitoringandreportingmechanismsto

provide ongoing communication of student achievement

Adopting the middle school philosophy means changing from a subject-centered model to a student-centered one. This means knowing where a student is in his/her learning and designing instruction to further his/her progress. This is an ongoing process that requires teachers to develop an extensive knowledge of their students, deep knowledge of curriculum, assessment, and differentiated instruction. Knowing each student begins with understanding young adolescents and their developmental stages.

Students from the ages of ten to fifteen need varying degrees of the following:

• approvalandsuccess• fairness• opportunitiesforvoice• experimentation• opportunitiestomakeconnectionswithpeers• autonomy• belonging• opportunitiestocreatepersonalmeaning• meaningfulwork(AMLE)

Teachers also need to understand individual student learning preferences, interests, and readiness to learn a particular concept. Before teachers can determine where students are in their learning, they need to know their curriculum and what concepts and skills are required for students to know and be able to do in order to be successful in a particular unit. Once they know what information they are looking for, they can construct pre-assessments that will provide relevant results that will inform their instruction. Hume (2008) defines differentiated instruction as “effective instruction that is responsive to the diverse learning needs and preferences of individual learners.” (p. 1) Results from the pre-assessments will help determine the following:

“The artistry of teaching finds its source in the ability to start with where the learner is, in using that starting point to build bridges to new knowledge and outlooks…” -Seymour

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• content,• skills,• strategiesthatneedtobetaught,• misconceptionsstudentsmayhaveofcontent,• howtogroupstudentsforinstruction,and• kindsofactivitiesthatwillbestsupportstudents.

Hume explains that assessment and differentiated instruction are intertwined. Formative assessments are necessary throughout the learning to check for understanding and to determine how to alter instruction so that it is more responsive to student needs. Summative assessments are important as they provide information in regards to the degree to which each student has mastered the learning objectives.

The French Island schools embedded a transition process for communicating from teacher to teacher, and grade to grade, the learning progress of each student. Teachers meet towards the end of the school year to learn about the students they will have the following year. The current reporting system in English Island intermediate schools, although effective in communicating from school to school, is not as effective in communicating from one teacher to the next from grade to grade where students are on their continuum of learning. Report cards offer numeric grades in specific subjects without any breakdown of where students are in their learning. Teachers usually receive student files a day before students arrive in September, and then spend the next month learning background knowledge as they try to get to know them. It is common for intermediate teachers to work with a hundred to a hundred and fifty students. With this recommendation, each student will follow a continuum of learning showing progress toward meeting established benchmarks and standards in literacy and numeracy throughout the curricula. This will allow for the creation of a more effective transition of student information from teacher to teacher, and from grade to grade.

Literacy and numeracy are foundational skills all students need in order to be successful in all subject areas. Irvin, Meltzer and Dukes (2007) state that there are two essential actions educators must take to have a significant impact on adolescent literacy. The first is recognizing and reinforcing the integration of literacy throughout the content areas. By providing literacy-rich content in all areas, students will have more opportunities to reinforce their learning and build their critical literacy skills. The second, by placing each student on a continuum of learning to meet established benchmarks and standards in literacy and numeracy throughout the curricula, all teachers will be responsible for advancing their students’ literacy and numeracy skills.

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Recommendation #3All schools develop school-based professional learning communities.

ElaborationThe ultimate goal of a professional learning community (PLC) can be summed up in three words: improved student achievement. Although the term has grown to encompass a wide variety of concepts and practices, a professional learning community is always a group of people who are motivated by a vision of learning and who support one another toward that end.

A PLC:

• representsacollectiveefforttoenhancestudentlearning• promotesandsustainsthelearningofallprofessionalsintheschool• buildsknowledgethroughinquiry• analyzesandusesdataforreflectionandimprovement

DuFour et al. (2006) explain:The very essence of a learning community is a focus on and a commitment to the learning of each student. Members of a professional learning community are guided by a clear and compelling vision of what the organization must become in order to help all students learn…members work together to clarify exactly what each student must learn, monitor each student’s learning on a timely basis, provide systematic interventions that ensure students receive additional time and support for learning when they struggle, and extend and enrich learning when students have already mastered the intended outcomes. (p. 3)

In a professional learning community the focus is on learning for all members of the community. Sterrett (2011) presents the following steps which are critical to establishing true professional learning communities:

1. Map knowledge and skills that each student must acquire as determined by the provincially authorized curriculum in collaborative teams of teachers.

2. Establish common pacing, outlining which outcomes should be taught in a given time frame.3. Gather evidence of student learning through a variety of assessments, including team-

developed formative assessments.4. Use the assessment results to inform and improve professional practice.

A critical component of professional learning communities is creating common planning time for teams. True teamwork depends on a regular schedule of formal meetings where teachers focus on their lesson plans and adjust their instructional strategies and plans on the basis of assessment results. Schmoker (2006) suggests that teams meet at least twice a month, for a minimum of 45 minutes.

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Effective learning communities are an excellent source of professional development. The collaborative effort of teachers sharing their expertise has proven results in advancing student learning.

Recommendation #4School-based administrators serve as instructional leaders adopting a middle school philosophy, while adhering to curriculum expectations, and effective instructional and assessment practices.

ElaborationAll administrators:• createandsustainprofessionallearningcommunities• communicatehighstandardsandexpectationsforstudentsuccessinachievingspecific

curriculum outcomes and teacher success in successfully delivering the authorized curriculum• maximizepresenceinclassroomsasinstructionalleaders• receiveongoingprofessionaldevelopmentandsupportin: o curriculum o effective instructional practices o flexible scheduling models o data analysis o assessment practices• createflexibleschedules• createinterdisciplinaryteachingteams

Administrators in successful middle schools share common characteristics. They not only articulate their vision, they live it. Each and every decision serves as an opportunity to highlight the vision of the school. They understand the stages of adolescent development and use that knowledge to address the unique needs of these students and advance their learning and growth. These leaders understand the importance of teacher teams, flexible scheduling, student advocacy, and possess a solid understanding of curriculum, effective instructional practices, and assessment. (AMLE, 2010; DuFour,DuFour, & Eaker, 2008; Sterrett, 2011)

Teachers know a lot about good practice. But school systems, ever-seduced by the next new thing, don’t provide them with focused collaborative opportunities that remind and reinforce the implementation of the most basic and powerful practices. - Mike Schmoker (2006)

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Administrators transforming their schools from the junior high philosophy to the middle school philosophy need to be instructional leaders. Effective instructional leaders are intensely involved in curricular and instructional issues that directly impact student achievement. These administrators are visible and in classrooms as much as possible. Parsons and Harding (2011) explain that by “being in classrooms, administrators support teachers and illustrate commitment to student learning and allows administrators to speak to effective instructional excellence with authenticity.”(p. 105)

Sterrett (2010) confirms that administrators have enormous responsibilities that range from student achievement to school maintenance. To be effective leaders, they need to use the expertise of their teachers, and cultivate a collaborative environment where the entire staff is involved in a professional learning community. The responsibility to improve student learning becomes everyone’s focus. Meeting the learning needs of intermediate level students means creating interdisciplinary teaching teams and flexible schedules that allow for optimal learning. Research shows that interdisciplinary teams of two or more teachers working with a common group of students in a block of time leads to improved student achievement, increased parental contacts, an enhanced school climate, and positive student attitudes. (AMLE).

Regular common planning time is essential for teams so they can collaborate on developing common assessments, integrated curriculum lessons, projects, and effective instructional practices. Creating a schedule that will accommodate team planning time, and large blocks of class time to enable valuable learning experiences such as project based learning and community-based learning for students is a priority for accomplishing the vision of middle school philosophy.

The research has found that administrators are the key to effective learning. Administrators should not be afraid to lead. Teachers are ready to follow a principal’s vision, plan, and ideas – if the principal helps them teach children. They help by being in classrooms, being responsive, sharing and creating opportunities for teachers to lead, being strong leaders but from the background, value people and establish a culture of belonging, focus on the positive, and build vision and goals. - Parsons & Harding (2010)

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Reorganizing the school from subject specific teachers to interdisciplinary teaching teams and from a fixed schedule to a flexible schedule is a core value essential to middle school philosophy. Change is never easy, and it takes strong commitment to stay the path of the vision. Developing a professional learning community among administrators will strengthen the transformation of implementing the middle school philosophy by providing support to one another, and collaboratively problem solving.

Recommendation #5The Department, with input from the boards and teachers, will provide challenging, relevant, exploratory, and integrative curriculum.

Elaboration• Allnewlydevelopedcurriculumwillclarify

expectations, outcomes, standards and benchmarks for students

• Modelsforintegratedcurriculumatgrades 7, 8, and 9 will be provided

Curriculum clearly articulates what students are expected to know and be able to do. It describes the intended outcomes of instruction in performance terms without restricting the means of achieving them.

Curriculum that fits the needs of young adolescents is developmental in nature. It respects the learner who is continuously developing knowledge and skills at different rates and times than other learners. Middle school curriculum promotes learning as a creative and interactive process that is best achieved when content areas interact with other learning activities. Knowledge is acquired through experiences which provide personal meaning.

Challenging CurriculumThe middle school curriculum geared towards students’ levels of understanding, empowers them to assume control of their own learning. Students must perceive the learning outcomes as achievable, even if difficult, and reflecting the high expectations held for all students. The learning outcomes will focus on cognitive processes to build knowledge, understanding, creativity, and problem-solving skills.

ExploratoryExploratory activities and student creativity are interconnected. Curriculum that is exploratory

An effective middle grades curriculum is distinguished by learning experiences that address societal expectations while appealing to young adolescents and offering them opportunities to pose and answer questions that are important to them. In other words, an effective curriculum must be challenging, exploratory, integrative, and relevant from both the student’s and teacher’s perspective. - Association for Middle Level Education (AMLE, 2010)

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has potential career value, and also leads to healthy recreational and leisure time pursuits which support the development of well-rounded, self-sufficient adults. Exploratory curriculum allows students the opportunities to pursue areas of interest where they are exposed to new and different learning experiences and knowledge. Adolescents are generally curious and adventurous by nature; therefore, the more opportunities that are available to them to discover new interests and strengths, the better they will be able to make decisions that will affect their futures. (AMLE)

IntegrativeFor optimal learning, effective middle schools provide experiences that are specifically designed to be integrative. Beane (2012) describes curriculum integration as promoting personal and social integration through the organization of curriculum around significant problems and issues, collaboratively identified by educators and young people, without regard for subject area lines. (http://www.amle.org/Publications/WebExclusive/Organizing/tabid/651/Default.aspx)

Learning is maximized when students are engaged in their learning (Alberta Education, 2012). Adolescents are engaged when they are able to make connections between what they are learning in the classroom and the world around them. Students will be able to go deeper into their learning through effective instructional learning approaches such as project based learning that lend themselves to interdisciplinary, student-centered curriculum grounded in real-world issues. The Buck Institute for Education (2003) defines project based learning as “a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks.” p. 4 Another such approach is service learning. Cathryn Berger Kaye (2010) explains that “through service learning, students benefit academically, socially, and emotionally; develop skills; explore numerous career options; and may come to appreciate the value of civic responsibility and actively participating in their community.”(p. 2)

Recommendation #6Schools create transition plans for students at the intermediate grade levels.

Elaboration

• The Department, in collaboration with the boards and schools, will develop a transition planning tool to be used by all schools

• The transition planning tool will be used for transmitting student information from year to year and school to school

• Student data will be transferred in an efficient and timely manner• Student transition teams analyze data (grades 3 and 6 provincial assessments, academic

records, running records, CUM files, anecdotal data, attendance, behavior records, resource records, student interests and strengths) to determine appropriate supports and programming necessary for all student success

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• The Department, in collaboration with the boards, will develop a framework for a mentor/advisor program

• Student progress will be tracked and monitored

Effective transition programs are necessary for students to be successful as they move from school to school, and grade level to grade level. (Tilleczek, 2007) For the most part, students in elementary schools are taught in one classroom with one or two teachers, and students they have known for a long time. This often changes as students transition to the intermediate level. Typically they are faced with many more students, more teachers, and increasingly challenging courses. All of this comes at a time when they are experiencing “more rapid and profound personal changes than at any other time in their lives” (AMLE, p.5). They are maturing physically, and beginning to strive for independence. Building strong relationships with peers is very important while trying to figure out their place in the new environment. Tilleczek (2007) explains that the transition period for adolescent students entering intermediate school has been identified as a stumbling point, especially for those who are already struggling. Consequences of a poor transition commonly result in low academic achievement, low self-esteem and social anxiety.

A well-defined transition plan ensures all incoming student information is collected in the spring so that all necessary supports can be coordinated and ready for each student arriving in September. Each student’s progress will be monitored and

tracked so that no child is able to become “invisible” in the system. Through the tracking and monitoring of student progress, any set-backs can be quickly identified, and the necessary interventions put in place.

Although adolescents strive to become independent, they need to feel included among their peers as well as supported by the adults in their lives. Helping students experience success and develop strong and healthy self-concepts is a key characteristic of the middle school philosophy. The Intermediate Working Group recommends that students entering the middle school years have a mentor/advisor who understands adolescent developmental needs and is able to provide regular, compassionate, and supportive guidance about academic progress, adjustment to school, and personal

concerns. Studies have found that students who reported having at least one positive, caring, on-going relationship with an adult mentor in the school were able to establish a sense of belonging, self-efficacy, and were more likely to be academically successful. (Costa, 2010; Poadiuk and Oliver, 2011).

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Recommendation #7The professional learning team will align teacher professional development to support the recommendations of the Intermediate Working Group final report.

ElaborationTeachers are provided with ongoing professional learning in areas such as:

• formativeassessment• differentiatedinstruction• cross-curricularliteracy• criticalliteracies• highyieldinstructionalstrategies• projectbasedlearning(PBL)• collaboration• integratingcurriculum• dataanalysis

School-based coaches will provide job embedded professional learning to support classroom instruction.

The recommendations in this report demand a shift in how we view intermediate school education and how we teach young adolescents. Implementing these recommendations means change to our system. Transitioning from a subject-centered approach that mimics high school to a student-centered approach where students follow a literacy and numeracy continuum, experience high yield instructional strategies, and are taught by an interdisciplinary teaching team through a flexible schedule will require on-going embedded professional learning for teachers and administrators.

The above mentioned areas for focusing professional learning were identified by the Intermediate Working Group. As teachers and administrators assess their needs for working toward the middle school vision, they may or may not need support in each of those areas, or they may identify other areas of need. It is important that each school implement, with the support of the Department and boards, high-impact professional learning. This level of professional learning is intensive and sustained and is directly relevant to the needs of teachers and students. It provides opportunities for application, practice, reflection, and reinforcement.

Douglas Reeves (2010) describes high-impact professional learning as having three essential characteristics:

1. focus on student learning,2. rigorous measurement of adult decisions, and 3. focus on people and practices, not programs.

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Recommendation #8The Department will research effective school configurations that maximize student learning and achievement.

Elaboration• TheDepartmentdevelopsapositionpaperidentifyingeffectiveschoolconfigurationsatthe

intermediate level to maximize student learning and achievement.• TheDepartmentandboardsgiveconsiderationtoconsistency,gradeconfigurations,andkey

stages in future planning of s chool construction and the alignment of families of schools.

As mentioned earlier, as of September, 2012, in Prince Edward Island there are eight schools with grades 7-9, two schools with K-7, seven schools with grades K-8, seven schools grades K-9, one school 7-12, one school 8-12, two schools with grades 9-12 and four schools with grades K-12. The Intermediate Working Group recommend that an in-depth study of effective school configurations be undertaken in order to inform future planning of school construction and the alignment of families of schools.

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Recommendation #9The Department will form a committee to implement the recommendations of the Intermediate Working Group.

Elaboration• ThecommitteewillhaverepresentationfromtheDepartment,boards,schools,PEIHomeand

School Federation, and La Federation des parents. The committee will develop an action plan and corresponding timelines.

• Thecommitteewillprovideupdatesonaregularbasistoalleducationstakeholders.

This recommendation comes from the sense of urgency felt by education stakeholders on Prince Edward Island to improve the intermediate school system. With disappointing results on the 2009 Programme for International Student Assessment (PISA) in literacy coupled with the growing number of students who are disengaging from their learning, there is no better time to begin the important work of implementing much needed change in Island intermediate schools or those schools housing intermediate grades. The intermediate school system is still operating on a junior high model which has proven to be ineffective for a large number of Island young adolescents. Research (AMLE) is abundant on the developmental stages of adolescents between the ages of ten and fifteen and their needs for optimal learning. The middle school philosophy is grounded in that research, and schools that are practicing that philosophy are succeeding in engaging their students and preparing them for the next stages of their lives.

This report has identified the changes that need to take place in our schools to move from the antiquated junior high philosophy to the effective middle school philosophy. Identifying those changes is the first step. The next step is acting on the recommendations. Forming a committee to move these recommendations from theory to practice is crucial to ensuring that the work will be carried out in an efficient and timely manner.

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Appendix A

Junior High School Philosophy vs. Middle School Philosophy

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Junior High vs Middle School

Junior High Middle School

• Subject–centered • Student-oriented

• Emphasis on cognitive development • Emphasis on cognitive and affective development

• Teachers organized in subject-based departments

• Organizes teachers and students in interdisciplinary teams

• Traditional instruction dominates • Experiential approaches to instruction

• Six to eight class periods per day • Allows for block and flexible scheduling

• Provides academic classes • Provides exploratory, and academic classes

• Offers study hall and/or homeroom • Offers advisor/advisee, teacher/student opportunities

• Classrooms arranged randomly or by subject or grade level

• Team classrooms in close proximity

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Association for Middle Level Education. (2010). This We Believe: Keys to Educating Young Adolescents.Boykin, A.W. , & Noguera, P. (2011). Creating the Opportunity To Learn. Alexandria.VA: ASCD.

Bean, J.A. (2011). Organizing the Middle School Curriculum. AMLE. Retrieved July 20, 2012 from http://www.amle.org/Publications/WebExclusive/Organizing/tabid/651/Default.aspx

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Costa, E. (2007). The effects of advisory groups on student engagement: a mixed method study (Doctoral dissertation proposal, University of New Brunswick, 2007).

DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities At Work. Bloomington, IN: Solution Tree

Fisher, D. & Frey, N. (2007). Checking For Understanding. Alexandria. VA: ASCD Goodwin, B. (2011). Simply Better. Alexandria. VA: ASCD

Hume, K. (2008). Start Where They Are: Differentiating for Success with the Young Adolescent. Toronto: Pearson

Jacobs, H.H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria, VA: ASCD

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Parsons, J. & Harding, K. (2011). Research Relfections Abuot When Schools Work Well: Twenty-one Specific Activities for Improving Schools. E-Journal of Organizational Learning and Leadership. 9(1), 97 - 108

Popadiuk, N. and Oliver, R. (2011). Navigating High School. Educational Leadership. Vol 68 No. 7

Reeves, A.R. (2011). Where Great Teaching Begins. Alexandria, VA: ASCD.

Reeves, D.(2010). Transforming Professional Development into Student Results. Alexandria, VA: ASCDSchmoker, M. (2006). Results Now: How We Can Achieve Unprecedented Improvements In Teaching and Learning. Alexandria. VA: ASCD

Sterrett, W. (2011). Insights Into Action: Successful School Leaders Share What Works. Alexandria, VA: ASCD.

Tilleczek, K. (2007). Fresh Starts/False Starts: a Review of Literature on the Transition from Elementary to Secondary School. Toronto: Ontario Ministry of Education.

Weller, L.D. (2002). Quality Middle School Leadership: Eleven Central Skills Areas. Maryland: Scarecrow Press.

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