The NYS Essential Elements: Schools-to-Watch Program Building and Recognizing Exemplary Middle-Level Schools

The Essential Elements: Schools-to- Watch Leadership Team Marybeth Casey NYSED Associate EE: STW Co-Director Dr. David Payton NYSMSA Director EE: STW Co- Director Bruce MacBain Principal – Moravia MS NYSMSA Regional Director Joel Weis MS Principal (Retired) Dawn Scagnelli NYSED Associate – Family and Consumer Science Brian Sherman Superintendent (Retired) Nance Wilson SUNY Cortland – Literacy Department

Recent History July 2003 Regents Policy Statement on Middle-Level Education 7 Essential Elements of Standards-Focused Middle-Level Schools and Programs

The 7 Essential Elements 1.A philosophy and mission that reflect the intellectual and developmental needs and characteristics of young adolescents (youth years of age). 2.An educational program that is comprehensive, challenging, purposeful, integrated, relevant, and standards-based. 3.An organization and structure that support both academic excellence and personal development. 4.Classroom instruction appropriate to the needs and characteristics of young adolescents provided by skilled and knowledgeable teachers. 5.Strong educational leadership and a building administration that encourage, facilitate, and sustain involvement, participation, and partnerships. 6.A network of academic and personal support available for all students. 7.Professional learning and staff development for all staff that are ongoing, planned, purposeful, and collaboratively developed.

Promotion of the Implementation of the Essential Elements Professional Associations and Organizations – New York State Middle School Association (NYSMSA) Conference Presentations Printed Publications Leadership Institutes – New York State Middle-Level Liaisons (SNMLL) Statewide Communication Networks – Other Professional Associations NYSED – New York State Middle-Level Liaisons – Electronic Publications and Resources (Elements, Rubrics Protocols) – Web Presence – Public Engagement and Technical Assistance Essential Elements Schools-to-Watch Program Partnerships: NYSMSA, SNMLL, NYSED, NYSUT et al.

What is a National School-to-Watch (STW) ? A National School-to-Watch (STW) is a school with middle-level grades that shows evidence of excellence in: 4 Domains – Academic Excellence – Developmental Responsiveness – Social Equity – Organization, Structure, and Processes 37 Recognized Criteria

What is an Essential Elements: School-to-Watch (EE: STW) ? An EE: STW is a New York school with middle-level grades that shows evidence of excellence in: 7 Essential Elements 37 Criteria 4 Domains

What is the Essential Elements: Schools-to- Watch (EE: STW) program? An opportunity for self-study and targeted school improvement. A program to identify and publicize effective middle schools that are committed to continuous improvement. A chance for mentoring and sharing. A vehicle for networking about good practices. A state-wide campaign to educate professionals and the public about criteria and indicators for high-performing middle-level schools.

What Makes the Schools-to-Watch Program Unique? National Schools-to-Watch (STW) criteria align perfectly with the Essential Elements. Schools-to-Watch criteria go beyond State Assessment performance and focus on the whole child. EE: STW offers State and National recognition (incentive) to schools endeavoring to improve their programs by implementing the Essential Elements. The EE: STW program is a vehicle for continuous growth. EE: STW values and recognizes a sustained trajectory of improvement.

How do the Essential Elements align with the National Schools-to-Watch criteria? The Criteria…..

Academic Excellence All students are expected to meet high academic standards. EE: 2.2, 2.8, 4.18, 7.4 Curriculum, instruction, assessment and appropriate academic interventions are aligned with high standards. EE: 2.3, 2.5, 2.6, 2.10, 4.2, 4.13 The curriculum emphasizes deep understanding of important concepts and the development of essential skills. EE: 2.4, 4.10, 4.11 Instructional strategies include a variety of challenging and engaging activities that are clearly related to the grade level standards, concepts and skills being taught. EE: 1.6, 4.8 AND… The school is academically excellent. It challenges all students to use their minds well

Academic Excellence Teachers use a variety of methods to assess and monitor the progress of student learning. EE: 2.11, 4.14, 4.15 The faculty and master schedule provide students time to meet rigorous academic standards. EE: 3.3 Students have the supports they need to meet rigorous academic standards. EE: 2.14, 3.8 The adults in the school are provided time and frequent opportunities to enhance student achievement by working with colleagues to deepen their knowledge and to improve their standards based practice. EE: 3.1, 3.2, 4.17

Developmental Responsiveness The staff creates a personalized environment that supports each student's intellectual, ethical, social, and physical development. EE 1.1, 2.1, 3.6 The school provides access to comprehensive services to foster healthy physical, social, emotional, and intellectual development. EE 3.15, 6.4, 6.7 Teachers foster curiosity, creativity, and the development of social skills in a structured and supportive environment. EE 4.4, 4.6, 4.7 The curriculum is both socially significant and relevant to the personal and career interests of young adolescents. EE 2.12 Teachers use an interdisciplinary approach to reinforce important concepts, skills and address real-world problems. EE 2.7 The school is sensitive to the unique developmental challenges of early adolescence

Developmental Responsiveness Students are provided multiple opportunities to explore a rich variety of topics and interests in order to develop their identity, learn about their strengths, discover and demonstrate their own competence, and plan for their future. EE: 3.12, 6.3 Students have opportunities for voice—posing questions, reflecting on experiences and participating in decisions and leadership activities. EE 5.11 The school staff members develop alliances with families to enhance and support the well-being of the children. EE 3.11, 4.19, 6.5 Staff members provide all students with opportunities to develop citizenship skills, to use the community as a classroom, and to engage the community in providing resources and support. EE 3.10 The school provides age-appropriate co-curricular activities to foster social skills and character, and to develop interests beyond the classroom environment. EE 3.9

Social Equity To the fullest extent possible, all students, including English learners, students with disabilities, gifted and honors students, participate in heterogeneous classes with high academic and behavioral expectations. EE 3.8, 3.13, 3.14 Students are provided with the opportunity to use many and varied approaches to achieve and demonstrate competence and mastery of standards. EE 4.6, 4.9 Teachers continually adapt curriculum, instruction, assessment, and scheduling to meet their students' diverse and changing needs. EE 7.10 All students have equal access to valued knowledge in all school classes and activities. EE 3.8, 3.13, 3.14 AND… The school is socially equitable, democratic and fair. It provides every student with high-quality teachers, resources, learning opportunities and supports. It keeps positive options open for all students

Social Equity Students have on-going opportunities to learn about and appreciate their own and others' cultures. EE 3.7, 6.2 The school community knows every student well. EE 1.4, 1.5 The faculty welcomes and encourages the active participation of all its families and makes sure that all its families are an integral part of the school. EE 2.15 The school's reward system is designed to value diversity, civility, service, and democratic citizenship. EE 6.1 Staff members understand and support the family backgrounds and values of its students. EE 3.7 The school rules are clear, fair and consistently applied. EE Conclusion

Organizational Structures and Processes. A shared vision of what a high-performing school is and does drives every facet of school change. EE 7.2, 7.3 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. EE 5.6, 5.13 The school is a community of practice in which learning, experimentation, and time and opportunity for reflection are the norm. EE 4.20, 7.9 The school and district devote resources to content-rich professional development, which is connected to reaching and sustaining the school vision and increasing student achievement. EE 5.10, 7.1, 7.5, 7.6, 7.7, 7.8 AND … The school is a learning organization that establishes norms, structures, and organizational arrangements to support and sustain their trajectory towards excellence.

Organizational Structures and Processes The school is not an island unto itself. It is part of a larger educational system, i.e., districts, networks and community partnerships. EE 1.7, 2.9, 3.17 The school holds itself accountable for its students' success. EE 5.7 District and school staff possess and cultivate the collective will to persevere, believing it is their business to produce increased achievement and enhanced development for all students. EE 4.21, 5.12 The school and district staffs work with colleges and universities to recruit, prepare, and mentor novice and experienced teachers. EE: 5 The school includes families and community members in setting and supporting the school's trajectory toward high performance. EE 5.14

The Essential Elements and Schools-to-Watch both agree on the need for… Academic programs with high standards Personal development Classroom instructional strategies to ensure success for all Knowledgeable building leaders who foster partnerships Academic and personal support Organization and structure that facilitate teaching and learning Ongoing professional development

Benefits to participating schools and districts that elect to implement the EE: STW Program include… A thorough, research-based, review of the middle-level school and its programs consistent with the Regents Policy Statement on Middle-Level Education, the State Education Department’s Essential Elements of Standards-Focused Middle-Level Schools and Programs, and Commissioner’s Regulations related to the middle grades. Engagement of the educational community in a constructive school improvement activity. Identification of school/program strengths as well as areas in need of improvement. Development of a research-based continuous growth plan for the school. Possibility of being recognized as an EE: STW school. AND…

Benefits to participating schools that elect to seek EE: STW recognition and submit an application include… Site visit by team of middle-level educators with follow-up resulting in a full report addressing all criteria Possible national and state recognition for the district, school, and staff. Possible membership in a select group of nationally recognized middle- level schools. Professional development opportunities and networking Coaching towards continued success.

Minimum Eligibility (for EE: STW Recognition) Schools must be either public or Charter schools within New York State Schools must have at least TWO of the following grades: grade six, grade seven, grade eight Schools must be in compliance with all Commissioner’s Regulations Schools must subscribe to the “13 Core Beliefs” Applicant schools must be in good standing in relation to New York State accountability rules* *Applications from schools designated as Improvement-Basic will be accepted however must include compelling evidence as to how the school is addressing the sub group of students identified as not meeting the state standards.

Schools-to-Watch States 2015 Number of STW States: 19 Number of Schools-to-Watch as of 2015: 350+

NY Essential Elements: Schools-to-Watch Total Number of NY Schools-to-Watch as of 2015: 27

Current New York State EE: Schools-to-Watch A.A. Kingston (Potsdam) MSCalkins Rd (Pittsford) MS Bay Trail (Penfield) MSBarker Rd (Pittsford) MS Weber (Port Washington) MSSayville Middle School Garden City Middle SchoolTwelve Corners (Brighton) MS Glens Falls Middle SchoolVictor Junior High School South Orangetown Middle SchoolMartha Brown (Fairport) MS Jericho Middle SchoolIndian Lake Middle School Lakeland - Copper Beech MSOceanside Middle School Merton Williams (Hilton) MSFarnsworth (Guilderland) MS Moravia Middle SchoolVan Wyck (Wappingers) JHS North Salem Middle SchoolLongwood Junior High School Oliver Winch (So. Glens Falls) MSHoneoye Falls - Lima Middle School Pioneer Middle SchoolBallston Spa Middle School Johanna Perrin (Fairport) MS

EE: STW Continuous Growth Program Protocol and Schedule Embrace the Thirteen Core Beliefs Know and Understand the Attributes of an Exemplary Middle- Level School Conduct a Strength Assessment Receive a Site Visit Develop and Implement a Continuous Growth Plan (CGP) Annually Gather Evidence and Monitor Progress Implementing the CGP

EE: STW Continuous Growth Program Protocol and Schedule Every Three Years Conduct a Strength Assessment Every Three Years Receive a Site Visit Revise and Continue to Implement the Continuous Growth Plan Eventually Seek Recognition as an EE: STW School continued…

The Process of Applying for EE: STW Recognition Applications are due in July. Applications are checked for completeness and eligibility. Applications are read by trained middle-level experts around the state and evaluated against the Schools-to-Watch criteria. Site visits are arranged for schools where the written applications warrant. Site visits are evaluated against written applications and established criteria. Feedback is provided for all schools regardless of the outcome.

For Further Information… Visit the following websites: NYS Middle School Association Website NYSED Middle Level Website National Forum STW Website

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