Schools to Watch: High-Performing Middle

Grades Schools for the 21st Century

Middle Grades—At the Crossroads

•Recognition that too many schools are middle schools in “name or grade configuration” only•When middle grades reform recommendations are implemented with consistency, over time we know middle grades schools can be powerful communities of learning•Comprehensive middle grades reform yields higher achievement•“Structural” changes are necessary but not sufficient to accomplish all that needs to be done•Need to focus on rigorous curriculum, effective instruction, and multiple forms of assessment•Need for targeted, ongoing professional development and preservice teacher preparation for middle level educators

What is the National Forum?

The National Forum is a group of sixty-five educators, researchers, state and regional school leaders, national education associations and foundations dedicated to improving education for middle-grades students across the country.

Some of the organizations who are members of the National Forum Include...

The Work of the Forum

• Establish a common vision and language for speaking about middle-grades school improvement among stakeholders

• Forge sustainable partnerships among state agencies and organizations seeking to improve middle-grades schools

• Train leaders at the state, district, and school levels to assess school performance using a set of rigorous criteria

• Provide exemplars and inspiration for schools seeking to improve their performance.

Schools to Watch HistorySchools to Watch History

■■1994-1995 - Program officers of Carnegie, Edna McConnell 1994-1995 - Program officers of Carnegie, Edna McConnell Clark Foundation, W.K. Kellogg Foundation, Lilly Endowment Clark Foundation, W.K. Kellogg Foundation, Lilly Endowment and others meet to discuss middle grades reform issuesand others meet to discuss middle grades reform issues

■■1997 - Joan Lipsitz, Tony Jackson, Hayes Mizell, and Leah 1997 - Joan Lipsitz, Tony Jackson, Hayes Mizell, and Leah Meyer Austin write, Meyer Austin write, Speaking With One VoiceSpeaking With One Voice, published in , published in Kappan. Kappan. National Forum convenes National Forum convenes

■■1999 - Following development of criteria, first four pilot Schools 1999 - Following development of criteria, first four pilot Schools to Watch selected and recognized to Watch selected and recognized

2002 - Schools to Watch national recognition moves to the 2002 - Schools to Watch national recognition moves to the state level—California, Georgia, and North Carolina are state level—California, Georgia, and North Carolina are selected & trained at NMSA Headquarters by the Forum’s selected & trained at NMSA Headquarters by the Forum’s STW CommitteeSTW Committee

2003 - Colorado, Illinois, Kentucky, & Virginia join Schools to 2003 - Colorado, Illinois, Kentucky, & Virginia join Schools to Watch effort & are trained in Indianapolis by STW co-chairs Watch effort & are trained in Indianapolis by STW co-chairs and new state leaders. 14 STW recognizedand new state leaders. 14 STW recognized

Schools to Watch HistorySchools to Watch History■ 2004 – National Forum incorporates and becomes an 2004 – National Forum incorporates and becomes an

independent 501(c)(3) organization. New York & Ohio join independent 501(c)(3) organization. New York & Ohio join Schools to Watch. As governance issues develop, state Schools to Watch. As governance issues develop, state leaders work with Forum leadership to create an oversight leaders work with Forum leadership to create an oversight committee to further the work. 40 Schools are recognized.committee to further the work. 40 Schools are recognized.

■ 2005 – Arkansas & Michigan become STW states and are 2005 – Arkansas & Michigan become STW states and are trained in Indianapolis by Forum & state leaders. 55 schools trained in Indianapolis by Forum & state leaders. 55 schools recognized. The first state STW go through re-certification, with recognized. The first state STW go through re-certification, with three schools retired. The first national STW conference three schools retired. The first national STW conference draws over 400 participants to Washington, DC. States identify draws over 400 participants to Washington, DC. States identify “archivists” to collect data about the impact of STW.“archivists” to collect data about the impact of STW.

■ 2006 – Pennsylvania, South Carolina & Utah join STW. 50% of 2006 – Pennsylvania, South Carolina & Utah join STW. 50% of the nation’s middle schoolers in STW states. 86 STW. the nation’s middle schoolers in STW states. 86 STW.

■ 2007 – New Jersey & Oregon become STW states. 126 STW 2007 – New Jersey & Oregon become STW states. 126 STW across the nation. across the nation.

The Vision

Developmental

Responsiveness

AcademicAcademicExcellenceExcellence

Socia

l

Equi

ty

NORMSSTRUCTURES PROCESSES

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Academic Excellence

• Challenge through curriculum, instruction, assessment, support and time

• Recognize cognitive growth for abstract and complex thinking

• Curriculum and extra-curricular programs are challenging and engage student energy, interest and curiousity

• Students understand important concepts, develop essential skills and apply knowledge to real world problems

• Adults maintain rich academic environment through on-going professional development and community connections

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Developmental Response• Small learning communities of adults and students

support respectful relationships that support intellectual, ethical and social growth

• Schools provide comprehensive services to foster healthy physical and emotional growth

• Students have opportunities for both independent inquiry and collaborative learning

• Involvement of families as partners in education

• Schools rooted in community, and students have opportunities for active citizenship

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Social Equity

• Schools seek to keep their students’ future options open

• Structures within the school support high expectations and a commitment to high quality work from all students

• All students are in academically rigorous classes staffed by well prepared teachers

• Staff honors and acknowledges students’ histories and cultures

• Staff works to educate every child well and to overcome systematic variation in resources and outcomes related to race, class, gender and ability1111

Academic ExcellenceAcademic Excellence

Vision StatementVision Statement

““The school challenges The school challenges all students to use all students to use their minds well, their minds well, providing them with providing them with the curriculum, the curriculum, instruction, instruction, assessment, support assessment, support and time they need to and time they need to meet rigorous meet rigorous academic standards.” academic standards.”

STW CriteriaSTW Criteria

• • All students areAll students areexpected to meet expected to meet high academic high academic standards.standards.••Curriculum,Curriculum,instruction, instruction, assessment, and assessment, and appropriate appropriate interventions are interventions are aligned with aligned with standards and are standards and are rigorous. rigorous.

Developmental Developmental ResponsivenessResponsiveness

Vision StatementVision Statement

““The school creates The school creates small learning small learning communities of adults communities of adults and students in which and students in which stable, close, and stable, close, and mutually respectful mutually respectful relationships support relationships support all students’ all students’ intellectual, ethical, intellectual, ethical, and social growth.”and social growth.”

STW CriteriaSTW Criteria

•The school creates a The school creates a personalized personalized environment that environment that supports each student’s supports each student’s intellectual, ethical, intellectual, ethical, social, and physical social, and physical development. development. •The school provides The school provides access to comprehensive access to comprehensive services to foster healthy services to foster healthy physical, social, physical, social, emotional, and emotional, and intellectual development.intellectual development.

Social EquitySocial Equity

Vision StatementVision Statement

““The school has high The school has high expectations for all expectations for all their students and is their students and is committed to helping committed to helping each child produce each child produce work of high quality.” work of high quality.”

STW CriteriaSTW Criteria• To the fullest extent To the fullest extent

possible, all students, possible, all students, including English including English learners, students with learners, students with disabilities, gifted and disabilities, gifted and honors students, honors students, participate in participate in heterogeneous classes heterogeneous classes with high academic with high academic and behavioral and behavioral expectations.expectations.

Organizational Structures Organizational Structures & Processes& Processes

Vision StatementVision Statement

“These are the norms, structures, and organizational arrangements that support and sustain school’s trajectory toward excellence in all areas.”

STW CriteriaSTW Criteria• A shared vision of what a

high-performing school is and does drives every facet of school change.

• The principal has the responsibility and authority to hold the school-improvement enterprise together, including day-to-day know-how, coordination, strategic planning, and communication.

Schools to Watch States 2009Schools to Watch States 2009

CaliforniCaliforniaa

ColoradoColorado New New YorkYork

ArkansaArkansass

PennsylvPennsylvaniaania

New New JerseyJersey

GeorgiaGeorgia IllinoisIllinois OhioOhio MichiganMichigan S. S. CarolinaCarolina

OregonOregon

N. N. CarolinaCarolina

KentuckKentuckyy

VirginiaVirginia UtahUtah FloridaFlorida IndianaIndiana

Number ofNumber ofSTW STW

States:States:1818

Nationwide-- Schools to Watch79 Schools were designated or re-designated for 2009

State # of STWArkansas 1California 10Colorado 2

Florida 2 Georgia 8Illinois 5Kentucky 2Michigan 3

New Jersey 4New York 10North Carolina 8Ohio 12Pennsylvania 6South Carolina 1Texas 1

Virginia 5

Since its inception, 200 schools have received designation nationwidehttp://www.clms.net/stw/schools/Castaic.pdf

Common ThreadsCommon Threads

While each school faces different challenges related to its While each school faces different challenges related to its location, student demographics, levels of district support, and location, student demographics, levels of district support, and other factors, we have seen common themes emerge. other factors, we have seen common themes emerge.

Our Schools to Watch: Our Schools to Watch:

•Know and articulate the academic outcomes they seek. In Know and articulate the academic outcomes they seek. In some cases, the outcomes are prescribed by the state or some cases, the outcomes are prescribed by the state or district; in others the faculty have adopted the outcomes district; in others the faculty have adopted the outcomes recommended by their various disciplines. recommended by their various disciplines.

•Are taking deliberate steps to help students achieve those Are taking deliberate steps to help students achieve those outcomes by making strategic changes in curriculum, teaching, outcomes by making strategic changes in curriculum, teaching, and school services. and school services.

•Enjoy a high degree of family & community involvement (but Enjoy a high degree of family & community involvement (but are never satisfied with their current levels).are never satisfied with their current levels).

•Demonstrate a high level of faculty commitment.Demonstrate a high level of faculty commitment.

Common ThreadsCommon Threads•Have set benchmarks for implementing their strategies, and Have set benchmarks for implementing their strategies, and hold themselves accountable for specific results. We cannot hold themselves accountable for specific results. We cannot stress too much the importance of data in the lives of these stress too much the importance of data in the lives of these schools. schools.

•Strategically concentrate their energies on important focus Strategically concentrate their energies on important focus areas. As a result, the changes in each school are burrowing areas. As a result, the changes in each school are burrowing deeply into its culture. deeply into its culture.

•Have strong, visionary leaders who can articulate Have strong, visionary leaders who can articulate challenging goals, and motivate faculty and staff to reach challenging goals, and motivate faculty and staff to reach those goals.those goals.

•The schools are filled with happy, positive, and involved The schools are filled with happy, positive, and involved students and adults who are all actively learning!students and adults who are all actively learning!

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A Closer LookThurgood Marshall Middle School

Mission Statement:Thurgood Marshall Middle School is committed to implementing the seven recommendations in the revised Carnegie Corporation’s report, Turning Points 2000 - Education Adolescents in the 21st Century, in order to ensure success to every student.

Vision Statement:Thurgood Marshall Middle School is a diverse community of life-long learners who are nurtured and empowered through an integrated educational program with an emphasis on literacy and a broad range of services for all students.

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Academics

• 89 % Hispanic• 90 % Free/Reduced Lunch• 23 % Special Education• 670 Students Grades 7 and 8

• Students Meeting or Exceeding State Standards for High Grade Enrolled - 74%

• Meeting or Exceeding in Reading - 69%

• Meeting or Exceeding in Math - 79%

• Meeting or Exceeding in Science - 76%2121

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Student Connection

• Students involved in extracurricular activities - 58%

• Students reporting adequate or excellent levels of school safety - 87%

• Students reporting adequate or excellent levels of academic rigor - 74%

• Students reporting adequate or excellent levels of support from teachers and staff at school - 81%

• Students reporting adequate or excellent levels of social emotional learning among peers - 81%

• Parents reporting satisfaction with the school: Adequate + Excellent - 78% 2222

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How Do They Do It?

•Teachers take responsibility for creating, adapting and revising the curriculum to enhance student learning

•Autonomous teacher teams lead the school and the administration facilitates their leadership

•Focus on a student-centered learning environment

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In the Classroom...

• Integration of subjects

•Active hands-on instruction

•The arts surround and support the academic curriculum

•Attention to the social and emotional needs of the students, so they are free to learn

•Resolve issues by asking “What’s best for the kids?” 2424

Oregon STW CriteriaOregon STW Criteria

Must have at least 2 grade levels, including 7th grade

Must have 3 years of State Report Card data for current configuration

Can not be in School Improvement w/sanctions

Must be designated as Strong or Exceptional on State Report Card for the most recent school year ORMust have above the state average in math, reading/language arts, science, and writing in all grades tested within the school's middle level program for the most recent school year

Oregon STW CommitmentOregon STW Commitment

Present at a COSA sponsored conference

Open school doors for site visits from other Oregon schools

3 year authorization and commitment

Attend National STW

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Is Our School Ready?

•Gather the Data– Demographics, Academic Achievement,

Absenteeism, Suspension Information

•Principal’s Checklist– Twelve questions: Students, Staff,

School, District

•Self-Rating Guide– An honest look at the data and practice

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How can I get involved in How can I get involved in STW?STW?

•Visit Visit www.schoolstowatch.orgwww.schoolstowatch.org

•Take a virtual tour of a current School to WatchTake a virtual tour of a current School to Watch

•Join the visitation teamJoin the visitation team

•Discuss STW criteria with your school communityDiscuss STW criteria with your school community

•Complete an application this fallComplete an application this fall

TimelineTimeline

Aug.2009 Applications Available

Nov. 20, 2009 Applications Due

Dec. 2009 Schools informed of application status

Jan. 2010 Site Visits

Mar. 2010 Announcement of Oregon STW

TBD Schools featured at COSA Conference

Lee & Smith, 1993

Purpose: To evaluate impact of school restructuring on student achievement and related outcomes

Sample: Data from over 8,800 8th grade students in 377 schools

Results: Elements of restructuring were positively associated with academic achievement & engagement.►Modest increases in academic achievement (e.g., reading & mathematics)►Increase in student engagement (e.g., homework, feeling bored, prepared for class)►Greater equity of student outcomes

Research supporting the National Forum’s Vision

Felner et. al, 1997Purpose: Assess & evaluate impact of Turning Points’ recommendations on middle grades reform (achievement, social-emotional, and behavioral)Sample: Survey and achievement data from 31 Illinois schools.Results: Students in more highly implemented schools had higher achievement and better adjustment ►Higher achievement in more highly implemented schools (language arts, reading, and math)►Lower levels of behavior problems in more highly implemented schools.►Students in highly implemented schools had higher levels of self-esteem and lower levels of worry and fear.

Pattern of Impact of Levels of Turning Points Implementation for Economically and

Socially Disadvantaged Students

Chicago Consortium Studies, 1990’s

Purpose: To study the relationships of student social support & academic press to gains in student achievement.

Sample: Survey and achievement data from 6th & 8th grade students and teachers in 304 Chicago schools in 1997.Results: Levels of both social support and academic press are positively related to gains in achievement. ►Social support & academic press impact student achievement (reading & math); combined effect produces greatest achievement gains►Students attending the least racially integrated, lowest-achieving, economically poorest, and largest schools are least likely to experience the combined impact of support and press known to impact student achievement

CPRD –University of Illinois

Purpose: Assess & evaluate impact of comprehensive school reform elements on middle grade schools

Samples: Survey and achievement data from hundreds of middle grade schools in several states (AR, IL, LA, MA, MI, MS)

Results: Implementation of middle school reform elements impacts student learning & achievement ►Achievement scores are higher for students in schools that are teaming with high common planning time ►Team size and length of time teaming also affect student achievement scores ►Teachers with middle-grades certification engage more frequently in “best practices,” which impacts achievement

Other Studies

►Backes, Ralston, & Ingwalson (1999) examined impact of middle school practices on student achievement in 6 BRIDGES schools in North Dakota•Found that most achievement scores were higher in BRIDGES school implementing Turning Points recommendations

►Lee & Smith (2000) examined impact of school size on student achievement•Found that students in small schools (<400 students) perform better and teachers have a more positive attitude about responsibility for student learning

Other Studies

►Sweetland & Hoy (2000) studied relationship between school characteristics and educational outcomes •Found that teacher empowerment (decision making) was linked to student achievement (reading & math)

Citations•Backes, Ralston, & Ingwalson (1999). Middle level reform:

The impact on student achievement. Research in Middle Level Education Quarterly, 22 (3), 43-57.

•CPRD publications available at www.cprd.uiuc.edu

•Felner, Jackson, Kasak, Mulhall, Brand, & Flowers (1997). The impact of school reform for the middle years: Longitudinal study of a network engaged in Turning Points-based comprehensive school transformation. Phi Delta Kappan, 78(7), 528-532, 541-550.

•Lee & Smith (1993). Effects of school restructuring on achievement and engagement of middle-grade

students. Sociology of Education, 66, 164-187.

Citations

•Lee, Smith, & Smylie (1999). Social support, academic press, and student achievement: A view from the middle grades in Chicago. Chicago: Consortium on Chicago School Research, University of Chicago.

•Lee & Smith (2000). School size in Chicago elementary schools: Effects on teachers’ attitudes and students’ achievement. American Educational Research Journal, 37(1), 3-31.

•Sweetland & Hoy (2000). School characteristics and educational outcomes: Toward an organization model of student achievement in middle schools. Educational Administration Quarterly, 36(5), 703-729.