Gemini Middle School Transition Plan...Gemini Middle School. Learn ideas and strategies for leveraging time, talent, and resources in the new Gemini Middle School. Review and provide

Gemini Middle School Transition Plan

Prepared by Association for Middle-Level Education

Association (AMLE) and EPIC Impact Education Group

December 21, 2017

East Maine School District 63—Design Lab Report Prepared by AMLE and EPIC Impact Education Group Page 2

Table of Contents

Executive Summary ............................................................................................................. 3

Members of the Design Team ............................................................................................. 4

Introduction ........................................................................................................................ 5

Draft of Transition Plan ...................................................................................................... 6

Timeline ............................................................................................................................... 7

Communications Strategy for Community and Parents .................................................... 7

Communications Strategy for Staff ..................................................................................... 7

Professional Learning ......................................................................................................... 8

SWOT Analysis .................................................................................................................... 9

Core Values ........................................................................................................................ 10

Portrait of a Gemini Middle School Graduate ................................................................... 11

High Impact Strategies and Practices of High Performing Schools ................................. 12

Leveraging Time, Talent and Resources: Current Reality and Priority for the Future ... 13

Prioritizing Goals ............................................................................................................... 14

Design Thinking ................................................................................................................ 15

Appendix............................................................................................................................ 16


Executive Summary As East Maine School District 63 transitions Gemini Junior High School, grades 7 and 8, to a Middle School including 6th grade, the district leadership plans to evolve the current grade configuration and building from a Junior High model to a Middle Level Education philosophy. To lead this effort, the District identified a Design Team, that will meet regularly during the transition process to provide innovation, influence, provide feedback, and serve as ambassadors during the process. On December 15, 2017, the East Maine School District launched a draft of the Transition Plan and Timeline for Gemini Middle School to include 6th, 7th, and 8th grade students for the 2019–2020 school year. The draft plan was introduced to the Gemini Middle School Design Team during a facilitated Design Lab. The purpose of the Design Lab was to:

Understand the roles and responsibilities of the Design Team.

Explore research from high-performing middle schools.

Realize the importance of aligning core values, beliefs, behaviors, and high impact practices during the transition to a new Gemini Middle School. Only through this alignment can we accelerate student learning and meet district objectives for the new Gemini Middle School.

Learn ideas and strategies for leveraging time, talent, and resources in the new Gemini Middle School.

Review and provide feedback to for the Gemini Middle School Transition Plan. At a high level, the recommendations for going forward resulting from the Design Lab, include: 1. Transition Timeline. Revise and update the Transition Timeline to include Parent Focus

Groups, Student Focus Groups, and more time to engage with current Gemini Junior High Staff.

2. Transition Work Plan. Develop a District Gemini Middle School Transition Work Plan to include developing communication strategies, increasing Junior High engagement, increasing professional capacities and skills required to create a high performing middle school, implementing two Middle School Academies, creating a focused and aligned middle school schedule, developing a plan for recruiting and retaining staff, and providing ongoing support during the first several years after the school opens.

3. Comprehensive Communications. Develop a communications plan starting with the “Why?” Engage the community, parents, students, and staff through communications via the website, newsletters, parent meetings, and community focus groups so they can understand the reasons why a Middle School Philosophy will help serve the community’s adolescence students’ intellectual, social, and emotional needs as well as district goals. Develop an Ambassador Communications Toolkit with talking points and tools.

4. Core Values. Review the District’s core values and refine then to include the importance of collaboration (which was a theme of the Design Lab).

5. Portrait of a Graduate. Create a “Portrait of a Graduate” for Gemini 8th Grade Students. What knowledge, dispositions, and skills do we want our students to master when they graduate from East Maine School District 63? While this will also be inclusive of the entire education experience from grades K–12, focusing on key elements of the middle school


experience is important. Once a portrait is created and defined, the curriculum and middle school program can be developed.

6. Leverage the Research. Continue to build the Design Team and Junior High Staff

capacity and understanding of relevant middle school research. The additional resources and research can be found at:

a) Association for Middle Level Education (AMLE) www.AMLE.org, b) ACT:

https://www.act.org/content/dam/act/unsecured/documents/ForgottenMiddle.pdf

c) The National Forum to Accelerate Middle Grades Reform: http://www.middlegradesforum.com/

7. Partner Support. Identify other education and community partners that may help with the transition plan and process.

Members of the Design Team Matthew Arends—Social Studies Teacher

Erin Bauler—P.E. Teacher

Alexandra Brook—School Board President/parent

Kris Buican—Librarian

Janet Bishop—Director of Community & Public Relations

Gregory Bublitz—Director of Special Services

Rene Carranza—Gemini Principal

Andrew Cengel—Academic Achievement Coach

Scott Clay—Superintendent

Dawn Dettloff—Teaching & Learning Coordinator

Karen Foley—Gemini Assistant Principal

Caicina Jones—Psychologist

Ashley Larrabee—Special Education Teacher

Antonella Parisi—Literacy Specialist

Erica Perelgut—Gemini Assistant Principal

Aaron Roberson—Assistant Superintendent of Teaching & Learning

Shawn Schleizer—Associate Superintendent

Amy Seeley—Parent (absent)

Keith Shaffer—Director of Technology

Kathryn Sjoholm—Science Teacher (absent)

Erin Sterling—Director or ELL/Bilingual Services (absent)

John Turnbow—ELA Teacher

Bob Wirtz—Math Teacher

Alexis Wooster—ELA Teacher

Krystal Zec—School Board Member/parent

This is an exciting time and a powerful opportunity for the East Maine School District 63 in developing a middle school that accelerates student learning while meeting the social and emotional needs of its students. Maintaining a strategy that develops and communicates a focus and what staff and community will be “fiercely devoted” to will be paramount in this process.

http://www.amle.org/



http://www.middlegradesforum.com/


Introduction While transitioning to a new building configuration housing grades 6th, 7th, and 8th provides the East Maine School District 63 an opportunity to offset some of the challenges of district growth, evolution to a middle school and middle school philosophy allows the district to also create a learning environment that can be academically excellent, socially equitable, and responsive to the social and emotional needs and interests of young adolescents. For students to be lifelong learners, college- and career-ready, and productive members of our society, we cannot lose the focus and importance of our middle grades. Research from ACT indicates that “eighth-grade students’ academic achievement has a larger impact on their readiness for college by the end of high school than anything that happens academically in today’s high schools.” Students who leave eighth grade without the essential skills and knowledge needed to be on target for college and career readiness too often leave high school not ready for any kind of meaningful future. If students are to maximize the benefits of high school, a strong start is essential. It is therefore imperative for us to turn our attention to the students in the “forgotten middle” to help ensure that they are prepared to benefit from the high school experience. According to the Association for Middle Level Education, our middle level students need:

Access to the very best high impact practices and programs a school can offer.

To be engaged in learning that is relevant, challenging, and exploratory.

An environment that can help them grow, learn, and develop into a knowledgeable, caring, ethical, and reflective individuals.

Educators who are prepared and committed to work with this age group. Before the first meeting of the Middle School Transition Design Team all current Junior High and 6th grade teachers had an opportunity to participate in a survey seeking their readiness for change, current strengths and challenges of their current school schedules, and their commitment to transition to a new middle school with a Middle School Philosophy. Full survey results are available in the Appendix. An overwhelming 97.5 percent of the staff that completed the survey stated that the new Gemini Middle School should have the four core components of a Middle School Philosophy (Developmentally Responsive, Challenging, Empowering, and Equitable). During the Design Lab at East Maine School District 63, four additional reasons emerged as important to evolve the current Junior High into a Middle School.

1. Prioritize social development and aspects for our students. 2. Increase opportunities for more voice and choice for our students. 3. Create a flexible schedule that provides more time for the important skills and

knowledge as well as more time to meet their social and emotional needs. 4. Provide an opportunity for more collaboration and team to support all students,

integrate subjects, and learn together. One of the most significant statements generated during the brainstorming activity asking the question “Why we should move to a Middle School philosophy,” was that Middle School is a place where significant social, emotional and intellectual transitions are taking place in our children’s’ lives. The rationale for this transition…our students deserve it.

Middle School is a place where

significant social, emotional and

intellectual transitions are taking

place in our children’s’ lives. The

rationale for this transition…our

students deserve it.


Draft of Transition Plan The Design Team had an opportunity to provide feedback on the first draft of the Middle School Transition Plan, seen below.

The Design Team was asked to provide feedback on the timeline, important strategies for communication with parents, community, and staff, and what professional development and learning would be essential for staff during the transition. Announcing change is not the same as leading change. The most well-intentioned school improvement plans can fail not because of an ineffective strategy, but because those plans lacked a thoughtful approach to execution, particularly in the areas of communications and leading change


Timeline The Design Team had the following suggestions, ideas, and questions during the Chalk talk Protocol focusing on the timeline and communications.

Is the timeline realistic? It will take careful planning and execution.

Can we get all the professional development we need in 1.5 years?

How can we support staff who choose not to or cannot attend the summer academies?

The timeline needs to extend beyond the opening of the new school and into the 2019–2020 school year.

We need more student and parent engagement in the process.

We need to engage community and businesses in the process.

How we will focus on the 5th and 6th grade classes who will transition into the new Gemini Middle School at the same time.

We must continually update and communicate timeline and communicate process.

Communications Strategy for Community and Parents The Design Team had the following suggestions, ideas, and questions during the Chalk Talk Protocol focusing on communications with community and parents.

Communicate the benefits of transitioning to a Middle School. Do not use teacher or education jargon.

Communicate via school and district newsletters, the district website, and focus groups with parents and community.

Be mindful of language needs.

We need our communication plan with students to generate excitement.

We must keep parents and community engaged in the process.

We must communicate regularly with the high schools.

We need to identify partners to help us communicate.

Communications Strategy for Staff The Design Team had the following suggestions, ideas, and questions during the Chalk Talk Protocol focusing on communications with staff.

Make sure staff feel valued, informed, and engaged.

Engage the Union.

Identify Union barriers.

Ensure all staff have opportunity for input (2-way communications).

Address fears and concerns.

Address how this will impact current job, timelines, and new expectations.

How can the Design Team be positive Ambassadors (e.g., talking points and strategies)?

How can we leverage Teacher Leaders?

We must communicate the process for selecting and retaining teachers.


Professional Learning Evolving to a high performing middle school requires communicating and developing the necessary skills, disposition, and practices of educators serving adolescent students. The Design Team discussed the following suggestions, ideas, and questions during the Chalk Talk Protocol focusing on professional learning.

RTI-MTSS

Using data and analyses

Differentiation

Addressing social and emotional needs of students

Formative instructional practices

How to best collaborate and use team meetings more effectively

How to use extended time in classes

Middle level literacy

How to design and implement interdisciplinary lessons

How to leverage class time more effectively

How to use flexible schedules for effectively

How to ensure collaboration

Team building and developing trust

Creating a collaborative culture

Opportunities to visit other high-performing middle schools


SWOT Analysis The Design Team participated in a SWOT Analysis for the purpose of identifying:

1. How to leverage the Strengths of the District during the transition phase. 2. What District Weaknesses or challenges may get in the way? 3. The greatest Opportunities for this transition and change. 4. The biggest Threats to our plan.

Strengths

Central Office and District Staff

Teachers who are flexible, committed, dedicated, and experienced

Staff openness to change

District commitment to make this a model school

Junior High staff eagerness for collaboration

School pride

Our diversity

Our students

Supportive school board

Community and Parents

Excellent leadership

Weaknesses

Lack of alignment to high school

MTSS system is still in early stages

Use of data

Clear sense of direction

Moving beyond the past and focusing on the future

Lack of common time for staff meetings

Fear of change

Anxiety

Time for collaboration during transition timeline

Opportunities

More collaboration in the schedule

A collaborative culture

More challenging curriculum and learning for 6th grade students

More opportunities and support for our students

Strategic alignment

Chance to reinvent Gemini

Change our philosophy

Change our teaching assignments

Increase engagement with teachers

Grow our staff

Opportunity to develop high performing teams to support our students

Connect staff across buildings

Re-engage our teams, families, administration, and board

Threats

Resistance from staff, parents, and community

Fear of the unknown

Lack of alignment with high school

Change, in itself

Old habits and beliefs

Teacher fear regarding to their job, position, and status

Schedule changes: What happens to my job?

Large size of school: How do we keep a personalized feeling?

Financial: After school programs or electives?

Rumors and misinformation


Core Values Many schools move beyond their traditional mission statement and develop core values which help shape and communicate the district’s priorities. Core values encompass a district’s or school’s beliefs, priorities, and focus. It’s a guiding document. For this purpose, we asked the Design Team to develop core values for Gemini Middle School even though the district currently had a mission statement and core values. The Design Team shared these ideas and phrases they thought should be part of core values:

We will never lose sight of the fact that we need to understand the challenges our students face outside of the school.

We will never lose sight that family plays a critical role in student success and will nurture those relationships.

We understand the importance of having a culture that values risk-taking in the learning process for students and staff.

We will never lose sight of the fact that all Gemini students can learn, grow, and succeed and have success without boundaries.

Gemini is part of a larger community and changing world connecting students beyond the building is key.

All staff are key factors in student growth.

Gemini staff is dedicated to the social and emotional development of all students.

Students First

Continuous Growth

Social and Emotional Learning

Whatever it Takes

Community Learning Atmosphere

Reflective and Resilient

Empower: talent, citizenship, emotional, engage, growth, culture, voice, thoughtful, learn

Guiding students to be good citizens

Opportunities to explore and develop student talent


Portrait of a Gemini Middle School Graduate The Design Team participated in a brainstorming activity and discussion around what were the skills, knowledge, and dispositions that we wanted our Gemini Middle School graduates to master before moving on to high school. It’s important for the district to determine this before aligning resources, practices, and schedules for the new Middle School. Once this is determined, the Design Team and District leadership can develop and align the curriculum and practices to be purposeful in developing such graduates. The Design Team came up with these ideas:

Problem solvers

Resilient

Well rounded

Academically prepared for success

Strong communication skills

STEM

Self-regulate

Creativity

Collaborative

Diverse in cultural, athletic and social opportunities

Able to discover

Know their strengths and talents

Excited about learning; lifelong learners

Passionate

Can synthesize information

Can discern sources of information from fact or fiction

Responsible

Empathetic/emotionally intelligent

Productive citizens

Self-aware


High Impact Strategies and Practices of High Performing Schools The Design Team participated in a Text Protocol with the Battelle for Kids White Paper Five Strategies for Creating a High Growth School (https://www.battelleforkids.org/learning-hub/learning-hub-item/five-strategies-for-creating-a-high-growth-school) and identified and shared major themes from the paper that most resonated with them. The members of the Junior High then rated how well they currently were implementing the high impact practices in their building by participating in a Heat Map Activity.

A green sticker indicated a staff member thought the Junior High was implementing this strategy well.

A yellow sticker indicated that the strategy was being implemented, but needs improvement.

A red sticker meant the staff member did not think this strategy was being implemented very well or not at all. Strategy #1 Limit Goals and/or Initiatives to Focus on Student Learning

Strategy #2 Establish Important Structures and Routines

Strategy #3 Develop a Balanced Assessment Approach

Strategy #4 Include Multiple Measures, Including Growth Measures to Inform Improvement and Accountability

Strategy #5 Empower Teachers and Develop Leaders System Wide

https://www.battelleforkids.org/learning-hub/learning-hub-item/five-strategies-for-creating-a-high-growth-school

https://www.battelleforkids.org/learning-hub/learning-hub-item/five-strategies-for-creating-a-high-growth-school


Leveraging Time, Talent and Resources: Current Reality and Priority for the Future Using this same text protocol, Junior High Staff team members of the Design Team then identified the current goals or focus of the Junior High Schedule by creating a Heat Map relate to current reality and priority for the future.

A green sticker indicated that the current schedule was built with this goal in mind.

A yellow sticker indicated that the schedule was somewhat built for this objective.

A red sticker meant the current schedule was not built to focus on this goal. 1. Increasing instructional time in core classes (reading and/or math)

2. Offering students course work that prepares them for success in high-growth

industries

3. Making time to address social/emotional growth through an advocacy or

advisory program, or even health and wellness activities

4. Providing more opportunities for extra-curricular activities or internship or

apprenticeship programs

5. Structuring interventions critical for students who need additional support

6. Encouraging more students to enroll in rigorous courses/programs

7. Providing daily collaboration and planning time for teachers

8. Providing job-embedded professional learning time for staff

9. Implementing an inclusion model for students with disabilities

10. Accommodating blended and online learning opportunities


Prioritizing Goals Next, the entire Design Team was asked to prioritize goals for a schedule for the new Gemini Middle School. Each team member was to assign 5 points to their priority, 3 points to their second priority, and 1 point to their third priority. The top five priorities that were identified for the future Gemini Middle School Schedule are: 1. Increasing instructional time in core classes (reading and/or math) 70 points 2. Making time to address social/emotional growth through an

advocacy or advisory program, or even health and wellness activities. 38 points 3. Implementing an inclusion model for students with disabilities 20 points 4. Structuring interventions critical for students who need additional support 15 points 5. Providing daily collaboration and planning time for teachers 14 points


Design Thinking

The Design Team went through a crash course on Design Thinking. The Design Team went through several steps of the 5-Step process to generate more Ideas for the Middle School Transition Plan. 1. What are some pain points in the current or past schedules for students?

Not enough time for math

Are we starting day too early?

Not enough time for students above or below grade level

Do they need more time for lunch?

Lunch is too early

More advisory time

Periods are too short in time

No intervention times

Schedule for few students drives entire schedule 2. What will we most like see different in teacher behaviors and student results?

Improved scores in literacy and math

More purposeful collaboration with special education staff and other staff

Improved relationships

Better understanding of student results and using data to drive instruction

More conversations around student learning and targeted instruction

More student practice time

Students will be more focused and engaged

Curriculum design

3. What assumptions might we or others have that get in the way of a new schedule?

Classes do not need to be 5 days per week

All subjects are created equal

4. Who might be most nervous about a new schedule?

Staff

Veteran staff

Elective teachers

Social Studies Teachers

5. What other barriers might we experience in revising our schedule?

Contracts

Buses

Too many initiatives, needs, wants

Fear of job loss

Significant change


Appendix




Documents

Gemini Middle School Transition Plan...Gemini Middle School. Learn ideas and strategies for leveraging time, talent, and resources in the new Gemini Middle School. Review and provide