Download ppt - Schools to Watch: High-Performing Middle Grades Schools for the 21 st Century

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 History1994-1995 - 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, recognized. The first state STW go through re-certification, with three schools retired. The first national STW conference with 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

Social

Equity

NORMSSTRUCTURES PROCESSES

Academic Excellence

High-performing schools with middle grades are academically excellent. They challenge all students to use their minds well, providing them with the curriculum, instruction, assessment, support and time they need to meet rigorous academic standards. They recognize that early adolescence is characterized by dramatic cognitive growth, which enables students to think in more abstract and complex ways. The curriculum and extra-curricular programs in such schools are challenging and engaging, tapping young adolescents' boundless energy, interests, and curiosity. Students learn to understand important concepts, develop essential skills, and apply what they learn to real-world problems. Adults in these schools maintain a rich academic environment by working with colleagues in their schools and communities to deepen their own knowledge and improve their practice.

Developmental Responsiveness High-performing schools with middle grades are developmentally responsive. Such schools create small learning communities of adults and students in which stable, close, and mutually respectful relationships support all students' intellectual, ethical, and social growth. They provide comprehensive services to foster healthy physical and emotional development. Students have opportunities for both independent inquiry and learning in cooperation with others. They have time to be reflective and numerous opportunities to make decisions about their learning. Developmentally responsive schools involve families as partners in the education of their children. They welcome families, keep them well informed, help them develop their expectations and skills to support learning, and assure their participation in decision making. These schools are deeply rooted in their communities. Students have opportunities for active citizenship. They use the community as a classroom, and community members provide resources, connections, & active support.

Social Equity

High-performing schools with middle grades are socially equitable. They seek to keep their students' future options open. They have high expectations for all their students and are committed to helping each child produce work of high quality. These schools make sure that all students are in academically rigorous classes staffed by experienced and expertly prepared teachers. These teachers acknowledge and honor their students' histories and cultures. They work to educate every child well and to overcome systematic variation in resources and outcomes related to race, class, gender and ability. They engage their communities in supporting all students' learning and growth.

Academic ExcellenceAcademic Excellence

Vision StatementVision Statement

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

STW CriteriaSTW Criteria

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

Developmental Developmental ResponsivenessResponsiveness


““The school creates The school creates small learning small learning communities of communities of adults and students adults and students in which stable, in which stable, close, and mutually close, and mutually respectful 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 access to comprehensive services comprehensive services to foster healthy to foster healthy physical, social, physical, social, emotional, and emotional, and intellectual intellectual development.development.

Social EquitySocial Equity


““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 work of high quality.” quality.”

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

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

Organizational Structures Organizational Structures & Processes& Processes


“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 2002Schools to Watch States 2002

CaliforniaCalifornia

GeorgiaGeorgia

North North CarolinaCarolina

Number ofNumber ofSTW STW

States:States:33

Nation’s Nation’s Middle Middle LevelLevel

Students Students in STW in STW StatesStates19%19%


CaliforniaCalifornia ColoradoColorado

GeorgiaGeorgia IllinoisIllinois


KentuckyKentucky

VirginiaVirginia


States:States:77




CaliforniaCalifornia ColoradoColorado New YorkNew York

GeorgiaGeorgia IllinoisIllinois OhioOhio


KentuckyKentucky

VirginiaVirginia


States:States:99




CaliforniaCalifornia ColoradoColorado New YorkNew York ArkansasArkansas

GeorgiaGeorgia IllinoisIllinois OhioOhio MichiganMichigan


KentuckyKentucky

VirginiaVirginia


States:States:1111




CaliforniaCalifornia ColoradoColorado New YorkNew York ArkansasArkansas PennsylvaniaPennsylvania

GeorgiaGeorgia IllinoisIllinois OhioOhio MichiganMichigan South South CarolinaCarolina


KentuckyKentucky UtahUtah

VirginiaVirginia


States:States:1414




CaliforniaCalifornia ColoradoColorado New YorkNew York ArkansasArkansas PennsylvanPennsylvaniaia

New JerseyNew Jersey

GeorgiaGeorgia IllinoisIllinois OhioOhio MichiganMichigan S. CarolinaS. Carolina OregonOregon

N. CarolinaN. Carolina KentuckyKentucky UtahUtah

VirginiaVirginia


States:States:1616



Nationwide-- Schools to WatchThere are currently 126 Schools to Watch

State # of STWArkansas 1California 18Colorado 5Georgia 11Illinois 12Kentucky 10Michigan 4New Jersey 1New York 7North Carolina 26Ohio 14Oregon 1Pennsylvania 3South Carolina 1Texas 1Utah 3Virginia 9

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, outcomes by making strategic changes in curriculum, teaching, and school services. teaching, 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, Have set benchmarks for implementing their strategies, and hold themselves accountable for specific results. We and hold themselves accountable for specific results. We cannot stress too much the importance of data in the lives cannot stress too much the importance of data in the lives of these schools. of these 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 areas. As a result, the changes in each school are burrowing deeply into its culture. burrowing 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!

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

•Visit Visit www.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

http://www.schoolstowatch.org/

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 the OMLA Annual Conference (March 2009)

Open school doors for site visits from other Oregon schools

3 year authorization and commitment

Attend National STW Conference in Washington D.C. (June 2009)

Is our school ready?Is our school ready?

Consider the following statements. Is your school there or are you still progressing?

1. Our school meets the minimum requirements.

2. Our school’s programs are replicable by schools with challenging and diverse populations.

3. Our school has an operational, school wide progressive discipline plan. All students receive consistently fair and equitable treatment. The suspension data reflects that no subgroup is being unreasonably suspended.

4. Our school actively supports the mental, physical, emotional, and social health, welfare and safety of our students with counseling, health services, adult advocacy, developmentally responsive activities, and positive incentives. Cognitive and non-cognitive programs are designed and implemented to encourage, motivate, resolve conflict, and build character, resiliency, attendance, and achievement for all students.



5. The district (superintendent and school board) provides strong support for its middle schools to meet the needs of young adolescents with financial resources, highly qualified teachers, administrators, and counselors, curriculum and instructional materials, and professional development for its teachers

6. The school has an operational and formalized structure of distributed leadership that embraces a clear and current vision and mission for the school. Groups meet independently and regularly with a clearly articulated system of norms, collaborative purpose, communication, and ability to make meaningful decisions.

7. The school is an integral part of the community. It seeks support from the community (universities, colleges, businesses, non-profits) and provides support to the community in terms of student volunteer services, facilities, and joint projects.



8. The master schedule of the school is a reflection of students’ needs and school mission. It is flexible and innovative in providing time and opportunity for coherent, rigorous, standards-based instruction for all students within the school day. It provides students with curricular opportunities in core subjects, targeted intervention opportunities, electives, and physical education. It provides common planning time for teacher teams in the school to work collaboratively on the behalf of their students. It creates smaller, closer learning communities for students.



9. Students are heterogeneously placed on teams and in classrooms to the fullest possible extent. Instruction is differentiated for interventions and enrichment opportunities. Resource specialists collaborate or co-teach. Additional intervention or content specific classes are provided for students with specialized needs that cannot be met in the regular classroom (i.e. math intervention, beginning and early English language development, remedial reading). Enrichment and leadership opportunities are accessible by all and not determined on the basis of IQ and test scores. Advanced content classes (algebra, geometry) may have prerequisite standards and support classes for student success. All classes have high expectations and high levels of student engagement.



10. Curriculum, instruction, school-wide strategies, pacing, assignments, homework, assessment, grading and reporting, enrichment projects and activities (i.e. History Day, Science Fair, field trips) in each subject area is consistent and coherent across the school.

11. By the time application is submitted, the entire administration and faculty will have participated in an extensive and ongoing discussion of the Schools To Watch-Self-Rating and the development of the application. If selected, we will be prepared to honorably fulfill the obligation of sharing with others statewide and nationally what it takes to be a high performing, high impact middle school that is on its own continuous journey of improvement.

TimelineTimeline

August 2008 Applications Available

Nov. 8, 2008 Applications Due

Dec. 2008 Reading of Applications

Jan. 2009 Site Visits

Feb. 2009 Announcement of Oregon STW

Mar. 2009 STW Presentations at OMLA Annual Conference in Bend

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, 1997

Purpose: 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.

For Questions or More Information, For Questions or More Information, Please Contact the Oregon STW Core Team:Please Contact the Oregon STW Core Team:

Colin Cameron Colin Cameron [email protected]@cosa.k12.or.us

Joni Gilles Joni Gilles [email protected]@state.or.us

Jill O’NeillJill O’Neill jill_o’[email protected]_o’[email protected]

Bill RhoadesBill [email protected]@bend.k12.or.us

Joel SebastianJoel Sebastian [email protected]@canby.k12.or.us

Visit Schools to Watch at Visit Schools to Watch at www.schoolstowatch.orgwww.schoolstowatch.org