The Middle School Program: All About Your Child Is it as scary as you’ve heard?

Why Do We Have Middle Schools? This is the time when young adolescents need and deserve adults in their lives who understand them and can help them be successful. Adults, especially parents, need to be informed that the changes in their child are normal, natural, and necessary for a young adolescent to grow into an adult. When we understand them and the middle school concept, we help them become caring and ethical citizens. Most of all, we help them become a productive member of society. (Brighton, 2007)

The Culture of Successful Middle Schools Educators who value working with young adolescents and are prepared to do so Courageous, collaborative leadership A shared vision that guides decisions An inviting, supportive, and safe environment High expectations for every member of the learning community Students and teachers engaged in active learning An adult advocate for every student School-initiated family and community partnerships

What Successful Middle Schools Provide Students Curriculum that is relevant, challenging, integrative, and exploratory Multiple learning and teaching approaches that respond to their diversity Assessment and evaluation programs that promote quality learning Organizational structures that support meaningful relationships and learning School-wide efforts and policies that foster health, wellness, and safety Multifaceted guidance and support service (National Middle School Association, 2003, p. 7)

The Young Adolescent “The young adolescent (ages 10-15) grows and develops more rapidly than during any other developmental stage except for infancy. Even then, infants are not the conscious witnesses of their development as are young adolescents” (National Middle School Association, 1995).

Understanding Middle School Students Young adolescents, ages 10 to 15, are undergoing more rapid and profound changes than in any other time in their lives. Middle schools are designed to help students achieve academic success and meet their needs in five other areas of development: Moral, Physical, Intellectual, Emotional, Social Mmm…PIES

Moral Needs Value direct experience in democracy, slow to acknowledge own faults, and rely on adults for advice Want a positive role model to help them determine what is good, how to care for others, and how to take care of themselves Want to be around adults who will admit when they have made mistakes and will do whatever they can to correct them

What Our Students Think 76% want a positive role model to help them determine what is good, how to care for others, and how to take care of themselves 83% like to be around adults who will admit when they have made mistakes and will do whatever they can to correct them. “I like people who don't think there (sic) perfect”

Physical Needs Experience restlessness, fatigue, awkward movements, irregular growth, sudden outbursts, and varying maturity rates Believe someone is always watching them and form exaggerated beliefs about their uniqueness, even though adults know they are not always being observed Trying to carve out personal identity, so comparing them to others, especially siblings, makes this issue more difficult for them (never put them in a situation that shows a physical deficiency)

Our Students’ Physical Thoughts 30% don’t mind people seeing them fail. “It’s fine if someone sees me fail because everyone does” “I hate failing & being pointed out” 74% don’t like being compared to others, especially my brother(s) or sister(s). “I don't really care about being compared to my brother but sometimes it gets annoying.”

Intellectual Needs Are able to think both concretely (can see and touch data) and abstractly (absence of physical objects), although abstract thinking is developing Are beginning to think about thinking (considering choices and consequences) Are struggling with organization, impulses, and mood modulation since their brain is not fully developed in these areas

Our Students’ Intellectual Thoughts It is sometimes or often hard for 80% of our students to control what they say, how they feel, or how they act. 79% sometimes or often think about choices and consequences when making a decision. 35% aren’t very good at organizing things.

Emotional Needs Easily discouraged, overreact to ridicule and embarrassment, and experience mood swings Beginning to think about who they are and move from a global self-concept to one of strengths and weaknesses Want someone to listen and empathize with problems, even if they do not seem serious from an adult perspective

Our Students’ Emotional Thoughts 62% are sometimes or often easily discouraged 86% sometimes or often think about who they are as a person 69% sometimes or often think about their strengths & weaknesses

Social Needs Prefer active over passive learning, interaction with their peers during learning, and peer approval by belonging to a group Security (need to feel cared), support (establish a relationship with someone other than parent to feel a part of the adult world), and success (acceptance by teachers and peers help academics) are key components Making choices and living with the consequences helps peer pressure issues

Our Students’ Social Thoughts 82% said knowing they make their own choices and have to live with the consequences sometimes or often helps them in tough situations. 82% like knowing that an adult, besides my mom or dad, supports me. “I love to be around my family & friends; they accept me being me!” “I like being accepted by people & it doesn't bother me if someone doesn't like me - I just want to know why.”

What You Can Do As A Parent Help them develop organizational skills and responsibility Encourage them to try new things and to regard failure as a part of learning and growing Attend school functions and stay involved in their learning Support them in their efforts to become independent Maintain a strong family connection Volunteer and stay in contact with the teacher Make sure they read and complete their homework (“Supporting Students in Their Transition to Middle School”, 2002) “Involving Parents: Best Practices in the Middle and High Schools”, 2006)

What if I want more information to help my child be successful? There are a number of books and online resources to help you and your middle school child Talk to other parents of middle school students. Sometimes they are the best advice-givers. Talk to your child’s team of teachers. They have been prepared to teach your child and know how to handle their developmental needs appropriately. Most of all, talk to your child and find out what they want and need to be successful.

Parent Resources Collaborative for Academic, Social, and Emotional Learning Promotes curriculum in the home http://www.casel.org/about_sel/SELhome.php Constructing School Partnerships with Families and Community Groups http://www.ncrel.org/sdrs/areas/issues/envrnmnt/famncomm/pa400.htm Involving Parents: Best Practices in the Middle and High Schools http://www.iowaparents.org/getting-involved/middle-high-schools The Young Adolescent Learner http://www.turningpts.org/pdf/YALGuide2.pdf

Parent Resources National Parent Teacher Association http://www.nwrel.org/csrdp/family.pdf Parent Academic Resources Incorporated (PARI) Build confidence in assisting with schoolwork http://www.temple.edu/lss/cpie/cpieparentinvolve.htm Parent, Family, and Community Involvement in the Middle Grades http://www.eric.ed.gov Project Appleseed How parents feel about their involvement in schools and ways to improve it http://www.projectappleseed.org/barriers.html

References Brighton, K. (2007). Coming of age: The education & development of young adolescents. Westerville, OH: National Middle School Association. Involving parents: Best practices in the middle and high schools. (2006). Iowa Statewide Parent Information Resource Center. Retrieved March 30, 2009, from http://www.iowaparents.org/getting-involved/middle-high- schools National Middle School Association. (2003). This we believe: Successful schools for young adolescents. Westerville, OH: Author. Supporting students in their transition to middle school. (2002, March). National Middle School Association. Retrieved March 28, 2009, from http://www.nmsa.org/AboutNMSA/PositionStatements/TransitioningStude nts/tabid/283/Default.aspx Van Hoose, J., Strahan, D., & L’Esperance, M. (2001). Promoting harmony: Young adolescent development and school practices. Westerville, OH: National Middle School Association.