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Southern
Regional
Education
Board
Making Middle Grades Work
Alabama School Boards’ Association
Steven K. Broome, Ph.D.Director State Development, SREB
Southern
Regional
Education
Board
Lost in the Middle
Too few 8th graders score at or above proficiency on the NAEP in SREB states (28% in reading and 29% in math in 2011).
More than 1/4 score below basic.
Those who perform at the basic level have only partial mastery of the grade-level knowledge and skills needed for high school success.
Students who lose interest in school in the middle grades are likely to struggle in 9th grade and later drop out.
Southern
Regional
Education
Board
A New Mission for the Middle Grades: Preparing Students for A Changing
World
A Report of the SREB Middle Grades Commission
To prepare more students for success in rigorous high school courses – and, ultimately, for most students to graduate and proceed to college or technical training.
SREB Middle Grades Commission Report
Southern
Regional
Education
Board
The Commission Report: A Comprehensive Road Map For Change
1) Communicate and clarify the mission in every middle grades school.
2) Focus middle grades curricula on literacy and STEM disciplines.
3) Identify middle grades students likely to drop out of school and intervene with increased learning time and accelerated instruction.
4) Require middle grades students to complete individual academic and career plans.
5) Refocus professional development for middle grades teachers, counselors and school leaders.
6) Hold districts and schools accountable for meeting the middle grades mission.
Southern
Regional
Education
Board
Stop Doing What Doesn’t Work
Stop providing any middle grades students with a watered-down curriculum taught at a slower pace. Remediation does not work. Accelerate learning for those
who need it through extended time and richer instruction so that all students can meet standards.
Stop giving students failing grades without determining what they do not understand. Formative v. Summative: Help teachers assess what
student do not understand and support students to meet higher standards.
Stop accepting small gains in student achievement in low performing schools. Create systems to help schools use proven practices that
can make significant, steady gains for all students.
Southern
Regional
Education
Board
Priority #1:
Teach in new ways to help students perform at grade level standards on Common Core State Standards or
other rigorous standards.
Southern
Regional
Education
Board
Engaging Classroom Practices
Middle grades schools should activate students’ interests and desire to learn.
Rigorous core middle grades standards in literacy and math should be integrated into the visual, performing, physical and technical arts, where students can be inspired and engaged in using reading and math in new ways.
Southern
Regional
Education
Board
Priority #2:
Focus middle grades curricula on literacy in every class to build students’ ability to read and
understand increasingly complex texts and on STEM disciplines.
Southern
Regional
Education
Board
Why Is Providing STEM Experiences For Students So
Critical?
35-45% of jobs require STEM skills
Creativity is the basis for a nation’s wealth, and creativity of American students is declining.
Creativity is better predictor of success than SAT or ACT.
Females continue to be underrepresented in STEM careers.
Southern
Regional
Education
Board
STEM Supports Teaching More Students To Grade-Level Standards
Give middle grades students more opportunities to discover their interests and aptitudes by using math, science and technology as tools for solving problems.
Place more students on an accelerated mathematics pathway to ensure more of them acquire the mathematics skills needed for STEM careers.
Elevate science instruction to the same level of importance as reading and mathematics. Make the science classroom a place where students
use reading and math to understand complex texts, prepare written and oral reports, and analyze data from lab experiences.
Southern
Regional
Education
Board
Priority #3:
Develop a comprehensive system to accelerate student learning, identify potential dropouts and
implement targeted interventions to support all students in meeting
grade level standards.
Southern
Regional
Education
Board
High Expectations and a System Of Extra Help and Time
Hold students to grade-level standards aligned to readiness standards for high school, college and careers.
Organize time and resources to ensure that students receive the extra help needed to meet high standards and expectations.
The complete middle grades curriculum should be focused on accelerating
achievement for all students.
Southern
Regional
Education
Board
Addressing Students’ Needs: Accelerate Learning
Most-improved schools gave much more assistance to help students meet grade-level standards. Not only did these schools align their curriculum to higher standards, they gave the students the extra support they needed to meet those standards.
Double Dose in Academics – Support classes in addition to on-level classes during the school day/year
Extended Time – before-, after- and during-school hours, summer bridge programs, pre-learning, etc.
Relationships – Build school connections through assignment of mentors to form supportive relationships
The best thing a school can do to keep students on track to graduation is to develop a comprehensive set of strategies
that includes attention to climate, curriculum, and academic success.
Early Warning Indicators of Potential Dropouts (Johns Hopkins)
Student attends
school less than 80% of
the time.
Student receives a low final behavior
grade from a teacher.
Student receives a failing final
grade in English.
Robert Balfanz and his colleagues found that more than half of sixth graders that met any of
these criteria eventually dropped out of school. Balfanz & Herzog, 2005
Student receives a failing final
grade in math.
Southern
Regional
Education
Board
Priority # 4:
Provide a Range of Exploratory Experiences, Help Students and Their Parents Understand Future Career and
Education Options and Guide Students to Develop Individual
Academic and Graduation Plans.
Southern
Regional
Education
Board
Address Gaps Between Student Aspirations and Reality
Traditional System Targeted System
Counseling for college Counseling for careers
College is the end game.College is a means to a career.
College is “the thing to do” or a cool hang out.
College is purpose-designed to lead to a desired career path.
Southern
Regional
Education
Board
Priority #5:
Focus Professional Development for Teachers, Counselors and School Leaders to Continuously Improve
Teaching and Learning.
Southern
Regional
Education
Board
Actions Needed to Teach More Students to Grade-Level Standards
Schools need a long-term professional development plan (the Commission recommends three years) to improve teachers’ capacity to help students meet the new common core state standards.
Southern
Regional
Education
Board
Teachers Working Together
Provide teams of teachers with time and support to work together to integrate mathematics and
literacy concepts across the curriculum.
analyze teacher assignments and student work.
help students succeed in challenging academic and exploratory studies.
work together to complete a variety of planning activities.
Southern
Regional
Education
Board
Honeysuckle Middle SchoolDothan, AL
Superintendent Tim Wilder and Principal Dwain Scott Faulk
Non-magnet school of 620 students
Over 75% of students qualify for free or reduced lunches
25% are identified as having special needs and two-thirds live in single-parent homes.
107 of 179 6th grade students scored a Level 4 on the ARMT exam in Spring 2013.
HMS was selected to participate in the school showcase of the 2013 Alabama Mega Conference.
Southern
Regional
Education
Board
Panel Questions
1. What is working really well for you in targeting at-risk students in the middle?
2. What interventions are necessary in order to decrease the number of students failing their courses?
3. What interventions are necessary in order to decrease absenteeism?
4. What interventions are necessary in order to decrease discipline?
5. Are there implications for policies that school boards might want or need to consider?
Southern
Regional
Education
Board 28
THANK YOU
Steve BroomeDirector of State Development
HSTW and MMGW efforts in
Alabama
Florida
Georgia
Mississippi
New Mexico
Ohio