MADISON MIDDLE SCHOOLMADISON MIDDLE SCHOOLMOTIVATING SIXTH GRADEMOTIVATING SIXTH GRADE

STUDENTS WITH SMALL STUDENTS WITH SMALL LEARNING COMMUNITIESLEARNING COMMUNITIES

Dr. Tonya S. Dillard, PrincipalDr. Tonya S. Dillard, Principal

Ms. Gina Spicer, Assistant PrincipalMs. Gina Spicer, Assistant Principal

Mr. Dexter Saunders, Teacher LeaderMr. Dexter Saunders, Teacher Leader

2007-20082007-2008

Superintendent’s Urban Principal Initiative (SUPI)

Abstract of the StudyAbstract of the Study

The study explores what happens in The study explores what happens in sixth sixth gradegrade when Small Learning Communities when Small Learning Communities are implemented in an urban middle are implemented in an urban middle school. Results showed an improvement school. Results showed an improvement in school climate among sixth grade in school climate among sixth grade students and an improvement in student students and an improvement in student achievement in math.achievement in math.

Introduction/BackgroundIntroduction/Background Madison Middle School serves approximately Madison Middle School serves approximately 600 students of which 89% are economically 600 students of which 89% are economically disadvantaged; 5% are Limited English disadvantaged; 5% are Limited English Proficient (LEP) students; and 21% are enrolled Proficient (LEP) students; and 21% are enrolled in the Special Education Program.in the Special Education Program.

Student DemograhpicsStudent Demograhpics::

• 66% African American66% African American• 33% Hispanic 33% Hispanic • 1% White 1% White

We were concerned about the difficulty We were concerned about the difficulty sixth grade students experienced adapting sixth grade students experienced adapting to the middle school. Sixth grade students to the middle school. Sixth grade students performed below the other grade levels in performed below the other grade levels in learning gains in both reading and math over learning gains in both reading and math over the last three years. the last three years.

They experienced difficulty adjusting to the They experienced difficulty adjusting to the middle school setting, with multiple teachers middle school setting, with multiple teachers and classes to navigate. This can impact and classes to navigate. This can impact student motivation to learn, their attitudes student motivation to learn, their attitudes about school and learning gains.about school and learning gains.

Introduction/BackgroundIntroduction/Background

We set out to change the organizational We set out to change the organizational structure and climate, creating two small learning structure and climate, creating two small learning communities by teaming students and teachers communities by teaming students and teachers in the sixth grade. Each team is comprised of in the sixth grade. Each team is comprised of approximately 100 students and four teachers. approximately 100 students and four teachers. The teachers plan together once weekly.The teachers plan together once weekly.

Introduction/BackgroundIntroduction/Background

Problem with Learning Gains Reading (6th Grade)

40

46

57

5150

66

35

55

54

01020304050

60708090

100

6thGrade

7thGrade

8thGrade

• We analyzed FCAT We analyzed FCAT Scores (SSS) Scores (SSS)

• We compared grades 6, We compared grades 6, 7 and 8 for the last 7 and 8 for the last three yearsthree years

• We discovered a We discovered a problem with learning problem with learning gains in 6gains in 6thth grade grade

Problem with Learning Gains Math (6th Grade)

60

44

77

58

30

72

27

7875

01020304050

60708090

100

6thGrade

7thGrade

8thGrade

• We analyzed FCAT We analyzed FCAT Scores (SSS) Scores (SSS)

• We compared grades We compared grades 6, 7 and 8 for the last 6, 7 and 8 for the last three yearsthree years

• We discovered a We discovered a problem with learning problem with learning gains in 6gains in 6thth grade grade

School Climate Problem - Students

58%

22%

20%

AgreeUndecidedDisagree

• We analyzed School We analyzed School Climate Survey Climate Survey Results (students) Results (students)

• We identified areas of We identified areas of concernconcern

School Climate Survey 2007: Adults at my school help me when I need it:

Research QuestionResearch Question

What will happen in sixth grade What will happen in sixth grade when small learning communities when small learning communities

are implemented in an urban are implemented in an urban middle school?middle school?

Additional Research QuestionsAdditional Research Questions

•How will small learning communities impact How will small learning communities impact student student learning gains in readinglearning gains in reading??

•How will small learning communities impact How will small learning communities impact student student learning gains in mathlearning gains in math??

•How will small learning communities impact How will small learning communities impact student motivation and attitudesstudent motivation and attitudes toward toward school? school?

Literature ReviewLiterature ReviewSmall Learning Communities (SLC):Small Learning Communities (SLC):

•The process of organizing schools into The process of organizing schools into small academies has been evolving over small academies has been evolving over the past four decades.the past four decades.

•The basic notion of SLC’s is that an The basic notion of SLC’s is that an interdisciplinary team of teachers shares a interdisciplinary team of teachers shares a few hundred students or less and are few hundred students or less and are given flexibility to address the students’ given flexibility to address the students’ needs. (Oxley, 2005)needs. (Oxley, 2005)

Literature Review – Literature Review – Small Learning Communities:Small Learning Communities:

Cotton (2001) identifies five key elements Cotton (2001) identifies five key elements of successful SLC’sof successful SLC’s

1.1. Promote self determination of teachers and Promote self determination of teachers and students students to be proactive.to be proactive.2.2. Develop identity as a group.Develop identity as a group.3.3. Personalize the relationships among teachers and Personalize the relationships among teachers and

student.student.4.4. Support teachers to assume responsibility for Support teachers to assume responsibility for educating all students.educating all students.5.5. Require functional accountability for learning and Require functional accountability for learning and

student achievement.student achievement.

InterventionIntervention Students in the sixth grade were scheduled in teams with Students in the sixth grade were scheduled in teams with

the same teachers in Language Arts, Math, Science, the same teachers in Language Arts, Math, Science, Social Studies and Physical Education. Social Studies and Physical Education.

Two teams of approximately 100 students were formed, Two teams of approximately 100 students were formed, each with a heterogeneous mix of remedial, regular and each with a heterogeneous mix of remedial, regular and advanced classes. advanced classes.

Teachers met once weekly to plan activities, Teachers met once weekly to plan activities, interdisciplinary lessons and review student performance interdisciplinary lessons and review student performance data.data.

Intervention – Cont’dIntervention – Cont’d Each team occupied a series of classrooms in close Each team occupied a series of classrooms in close

physical proximity, but apart from the rest of the school physical proximity, but apart from the rest of the school building. building.

Parents and students attended an orientation prior to the Parents and students attended an orientation prior to the opening of school where they met each other, their opening of school where they met each other, their teachers and counselors. Parents and students achieved teachers and counselors. Parents and students achieved 100% completion of Sixth Grade Family Student School 100% completion of Sixth Grade Family Student School Agreements Agreements

Two veteran teachers served as team leaders.Two veteran teachers served as team leaders. Team leaders provided a point of access for parents to Team leaders provided a point of access for parents to

set up team conferences to track student progress.set up team conferences to track student progress.

Intervention – Cont’dIntervention – Cont’d

• Teachers on the teams participated in professional Teachers on the teams participated in professional development each Wednesday. development each Wednesday.

• Professional development topics included team building, Professional development topics included team building, interdisciplinary planning, data analysis, curriculum interdisciplinary planning, data analysis, curriculum development, group process skills, improving school development, group process skills, improving school culture and building capacity for advanced academics. culture and building capacity for advanced academics.

• Team teachers studied the results of progress tests and Team teachers studied the results of progress tests and conducted data chats with their students.conducted data chats with their students.

Intervention – Cont’dIntervention – Cont’d• The teams planned activities, award programs, student The teams planned activities, award programs, student

recognition, field trips and other motivational events for recognition, field trips and other motivational events for their students. their students.

• Teams met with parents on back to school night and by Teams met with parents on back to school night and by parent and/or teacher request. parent and/or teacher request.

• Students in the SPED program were included in a co-Students in the SPED program were included in a co-teaching model to increase time with non-disabled peers teaching model to increase time with non-disabled peers and access to higher level instruction.and access to higher level instruction.

Intervention – Cont’dIntervention – Cont’d• Sixth grade students participated in after school tutoring, Sixth grade students participated in after school tutoring,

and after school All-Stars. and after school All-Stars. • Students used portable lap top computer labs to access Students used portable lap top computer labs to access

technology-based instruction.technology-based instruction.• An Academic Improvement Period was combined with An Academic Improvement Period was combined with

homeroom to allow more personalization.homeroom to allow more personalization.• Students met in small groups to receive intensive Students met in small groups to receive intensive

instruction through pull-out coaching sessions in reading instruction through pull-out coaching sessions in reading and math.and math.

Data Collection and AnalysisData Collection and AnalysisWE USED A VARIETY OF TOOLS TO WE USED A VARIETY OF TOOLS TO

COLLECT AND ASSESS DATACOLLECT AND ASSESS DATA SnapShot DataSnapShot Data Edusoft – Interim AssessmentsEdusoft – Interim Assessments Longitudinal FCAT data on learning Longitudinal FCAT data on learning

gainsgains School Climate Survey 2007School Climate Survey 2007 Sixth Grade Student Climate Survey Sixth Grade Student Climate Survey

2008 (School Developed Survey)2008 (School Developed Survey) Sixth Grade Family Student AgreementsSixth Grade Family Student Agreements

Findings/Results – Reading and MathFindings/Results – Reading and Math Interim AssessmentInterim Assessment

Average score of sixth Average score of sixth grade students on the grade students on the January Interim January Interim Assessment Test Assessment Test

Reading – Increase of Reading – Increase of four percentage points in four percentage points in the average scorethe average score

Math – Decline of four Math – Decline of four percentage points in percentage points in average scoreaverage score

4852

4036

0

10

20

30

40

50

60

Reading Math

2007

2008

Findings/Results – Reading and MathFindings/Results – Reading and Math FCAT Norm Referenced Test (NRT)FCAT Norm Referenced Test (NRT)

National Percentile Rank National Percentile Rank (NPR) of sixth grade (NPR) of sixth grade studentsstudents

Reading – Decline of five Reading – Decline of five percentage points when percentage points when comparing 2007 to 2008.comparing 2007 to 2008.

Math – Increase of seven Math – Increase of seven percentage points during percentage points during last two years. last two years.

4140

3537

38

44

0

10

20

30

40

50

60

Reading Math

2006

2007

2008

Findings/Results – Findings/Results – School Climate - ParentsSchool Climate - Parents

Parents and students achieved 97.4% completion of Parents and students achieved 97.4% completion of Sixth Grade Family Student School Agreements Sixth Grade Family Student School Agreements

Findings/ResultsSchool Climate Survey

“Adults at my school help me when I need it”

58%

22%

20%

AgreeUndecidedDisagree

School Climate Survey 2007 (All Students)

64%

36%AgreeDisagree

School Climate Survey 2008 (6th Grade):

Improvement of 44 percentage points!

Findings/Results – Findings/Results – School ClimateSchool Climate

Percent of students in agreement with the Percent of students in agreement with the following statementsfollowing statements

1.1. Adults at my school care about me Adults at my school care about me 2.2. Adults at my school help me when I need it Adults at my school help me when I need it

3.3. I feel safe at my schoolI feel safe at my school4.4. I like coming to my schoolI like coming to my school5.5. I am getting a good education at my I am getting a good education at my

schoolschool6.6. The overall climate at my school is positive The overall climate at my school is positive

and helps me learnand helps me learn

1.1. 33% 51% 33% 51%

2.2. 22% 64% 22% 64% 3.3. 28%28%

43%43%4.4. 32% 48%32% 48%5.5. 40% 51%40% 51%6.6. 25% 49% 25% 49%

2007 2008

ConclusionsConclusionsOverall, the implementation of small learning communities has positively impacted the sixth grade students at Madison Middle School. The most significant positive changes were seen in the results of the school climate survey completed by sixth grade students. Reading and Math performance showed improvement. The average score in Reading on the January interim assessment improved by four percentage points compared to last year. In math, sixth grade students improved their National Percentile Rank (NPR) on the FCAT Norm Referenced Test (NRT) by six percentage points when comparing 2007 and 2008.

RecommendationsRecommendations•Continue the implementation of small learning communities

•Expand to include all grade levels

•Administer a pre and post survey to parents, teachers, and staff

•Solicit more feedback and follow up from teachers and staff to improve the implementation of SLC’s

•Develop and implement Comprehensive Family Involvement Plan including goals, objectives, strategies and evaluation

•Conduct further research to address declining and inconsistent performance in the area of sixth grade reading

SourcesSources

• Cotton, K. (2001) Cotton, K. (2001) New Small New Small Learning Communities:: Findings Learning Communities:: Findings from recent literaturefrom recent literature. Northwest . Northwest Regional Educational Lab, Regional Educational Lab, Portland, ORPortland, OR

..

• Miami-Dade County Public Miami-Dade County Public Schools (2006). Schools (2006). Secondary Secondary School Reform PlanSchool Reform Plan, Miami, FL., Miami, FL.

• National High School Association National High School Association (2005) (2005) A Call to ActionA Call to Action, , Washington D.C. Institute of Washington D.C. Institute of Educational LeadershipEducational Leadership

• Oxley, D. (2005). Oxley, D. (2005). Small Learning Small Learning Communities: Implementing and Communities: Implementing and Deepening PracticeDeepening Practice, Northwest , Northwest Regional Educational Lab, Regional Educational Lab,

Portland, ORPortland, OR..

AcknowledgementsAcknowledgements

• Cynthia Clarke, Assistant Superintendent, Leadership DevelopmentCynthia Clarke, Assistant Superintendent, Leadership Development

• Michael Sell, District Director Leadership Development Michael Sell, District Director Leadership Development

• Dr. Rosann Sidener, Principal Miami Beach SeniorDr. Rosann Sidener, Principal Miami Beach Senior

• Debbie Stevens, Professional Partner Retired M-DCPS PrincipalDebbie Stevens, Professional Partner Retired M-DCPS Principal

• Jill Farrell, Ed.D., Professor Barry UniversityJill Farrell, Ed.D., Professor Barry University

• Professor GreenbergProfessor Greenberg