Middle Grades Implementation November 6, 2017

Components of the Middle Grades Framework Middle Grades Implementation Overview 9/13/17 Components of the Middle Grades Framework Curriculum Instruction Assessment Decision Making Health, Wellness & Safety School & Family Partnerships Brenda - The Framework is composed of six different components that encompass a rigorous instructional program, as well as other factors, with recognition that the physical and emotional well-being of adolescents is absolutely essential for academic achievement. The organization of the framework was based on work done by Portland State Professor, Dr. Micki Caskey. Dr. Caskey is a nationally renowned expert on middle grades education. These components are aligned to PPS’s Successful Schools Framework. In its original iteration, the framework noted the area of adolescent development that the component addresses. We have been asked to

Overall Goal of instruction Implement standards-based curricula through culturally relevant, engaging instruction using student data to inform decisions and monitor progress

PPS Middle School Skills Mastery of Universal Subjects Learning and Innovation Skills Information, Media and Technology Skills Life and Career Skills http://www.p21.org/our-work/p21-framework

21st Century Students

Principles of universal instruction Middle grades instruction in PPS includes results oriented, culturally relevant practices mindful of the rapid intellectual, social, emotional, moral, and psychological development of the young adolescent. Relationships, rigorous course work, and subject matter delivered through a racial lens is relevant to the middle grade learner. Learning is guided by educators well-versed in the academic and social emotional needs of the young adolescent.

Principles of Instruction Educators Instruction Literacy MTSS Sheltered TAG Blended Flexibility PLC Coaching PD Service Principles of Instruction

Middle grades educators Promote and balance academic, intellectual, and social emotional growth by applying developmentally appropriate strategies Recognize the typical development of the young adolescent involves the impact of race, culture, language, economic situation, social and emotional needs Apply a wide range of culturally responsive pedagogical practices specific to the young adolescents in their classrooms

Instructional practices Promote an inquiry-based, learner centered approach Model independent learning Develop students as facilitators of learning and teaches them to  co-construct meaning/knowledge Include intentional differentiation for all learners

Literacy Across the curriculum Employ universal and content specific literacy strategies Exhibit concrete articulation between grade levels defined by an increasing level of complexity Utilize literacy competencies that reflect intra/interpersonal relevance Use the subject matter of other disciplines to reinforce higher order expression

Multi-Tiered systems of support Include core instruction that is delivered systemically Include both the behavioral and academic side of the work and is tiered by core, strategic and intensive levels Involve CR-PBIS and collaborative problem solving which utilizes data and qualitative teacher input to inform decision making Employ the use of meaningful interventions at tiers 2 & 3 that are tracked and modified

Sheltered instruction Involve practices that focus on lesson preparation, building background knowledge, comprehensible input, strategies, interaction, practice/application, lesson delivery, and assessment Apply systematically school-wide and promote common, high level instructional practices and vocabulary development for underserved children Support content instruction via a focus on language and its constructs

Talented and gifted Modify, adapt, and accelerates curriculum as needed utilizing the TAG program “Scholars” model Foster an atmosphere of self-directed inquiry Provide direct social and emotional support to students Deliver in class or via a pull out, self-contained model of instruction *Tag is currently under a redesign. See redesign to note delivery model.

Blended Learning Address gaps in the traditional classroom by providing equitable access to instructional content through the use of technology. Include mechanisms to assure all students have access to hardware, software, and internet services regardless of economic circumstance or living situation. Include instruction on socially appropriate and healthy technology use.

Flexible scheduling & Grouping Allows for flexible student groupings to meet the individual needs of the young adolescent learner. Provide teachers with extended periods of time to work with cohorts of students. Allow students access to all program offerings, especially ELD and SPED students Create collaborative time for teachers within the instructional day Allow for the grouping and regrouping of students based on specific academic or behavioral criteria, activities, and need

Professional Learning Communities Meet as a collaborative structure Involve a data teaming element that includes performance and behavioral data as well as qualitative input to inform student supports Involve protocols and structures to ensure all problems of practice are addressed Allow teachers to share content and collaborate on lesson/unit/course design

Instructional coaching & mentoring Provide direct instructional support to classroom teachers Tie to instructional school and district initiatives Focus on professional development. Empower and respects the voices of teachers in decision making Include reflection on practice as an integral part of professional learning Provide non-evaluative feedback

Administrator professional development Differentiate to meet the needs of the administrator and his/her school Use PLC structure and middle grades implementation rubrics to prioritize topics and to differentiate content Focus on results

Teacher professional development Supported by the central office Provide opportunities for educators to engage in differentiated learning   Focus on mid level initiatives and programs Include a system of self-assessment and differentiation for where educators enter the discussion Centrally supported

Teacher Mentoring Provide highly-skilled, master teachers to guide, teach, and coach colleagues Teach guidance on goal setting, instructional practice, planning, and classroom management Create opportunities for new teachers to grow through cycles of inquiry and opportunities to observe and reflect on other teachers.

Service learning Support needs of local school communities through authentic place-based opportunities for learning Apply across disciplines and provides students with opportunities for real life application in and around their communities Empower students to use knowledge to effect positive change in the local and/or global community outside of the classroom via capstone projects, etc.