April 2008

Our Purpose Create and implement recommendations that will provide consistent direction and focus for middle school education that result in a high quality learning environment and superior performance for all!

Our Charge Review Research and Relevant Data Determine Strengths and Opportunities Ensure a System Focus and Future Orientation Develop Initial Recommendations Seek Community Input Finalize Recommendations to the BOE

Committee Organization Curriculum & Instruction –Connie McCrary and Debbie Sarver – Co-Chairs Assessment, Planning & Organization –Jeff Hunt and Dr. Cindy Salloum – Co-Chairs Leadership & Professional Learning –Kathy Rohacek and Dr. Jeff Zoul – Co-Chairs Student, Family, Community Support & School Culture –Kathy Carpenter and Terri North – Co-Chairs

Research Base

Georgia School Standards 8 Strands NMSA This We Believe 14 Characteristics NASSP Breaking Ranks in the Middle 8 Cornerstone Strategies Curriculum – A system for managing and facilitating student achievement and learning based upon consensus- driven content and performance standards  Curriculum is relevant, challenging, integrative, and exploratory. #1 Establish academically rigorous essential learnings that a student is required to master in order to successfully make the transition to high school and align the curriculum and teaching strategies to realize that goal. Instruction – Designing and implementing teaching – learning – assessment tasks and activities to ensure that all students achieve proficiency relative to the Georgia Performance Standards (GPS)  Students and teachers engaged in active learning.  Multiple learning and teaching approaches that respond to their diversity. #8 Align all programs and structures so that all social, economic, and racial/ethnic groups have open and equal access to challenging activities and learning. Assessment – The collecting and analyzing of student performance data to identify patterns of achievement and underachievement in order to design and implement appropriate instructional interventions.  Assessment and evaluation programs that promote quality learning #5 Ensure teachers assess the individual learning needs of students and tailor instructional strategies and multiple assessments accordingly. Alignment of Research

Forsyth County Schools Middle School Philosophy Foster an inviting, safe school culture that provides: a challenging, rigorous, relevant, and exploratory curriculum aligned across grades an schools that promotes active and engaged learning with high expectations for ALL; multiple assessments and evaluations to identify individual learning needs resulting in the use of instructional strategies that promote quality learning; strong relationships among students, families, and the community to ensure support for learning. shared, collaborative, and courageous leadership.

Stakeholder Feedback Once DRAFT Recommendations were made, an online instrument was developed to gather input. Recommendations were rated on a scale of 1-5 and comments were submitted Over 1300 online feedback forms were submitted by students, parents, staff, and business/community members Each Local School Council was informed of the work all year and provided an opportunity to give feedback All feedback was reviewed by each sub-committee during the March meeting prior to finalizing any recommendations

Assessment, Planning and Organization Create common 6-8 grading and reporting procedures and practices. Strong consideration should also be given to separating the reporting of behavior from academic achievement, assignment of zeroes, and calculation of numeric grades.

Assessment, Planning and Organization Provide quality and timely feedback of mastery of standards through the use of a variety of assessment types. Examples: product, performance, observations Create common guidelines and procedures that provide re-teaching and recovery opportunities to demonstrate mastery

Curriculum and Instruction Provide content and interdisciplinary collaboration to ensure that the vertical alignment of the Georgia Performance Standards are implemented between each grade level (elementary to middle and middle to high) Offer more advanced classes to extend learning opportunities for high achieving (gifted and non-gifted) students.

Curriculum and Instruction Develop a 6-8 district wide writing plan that emphasizes writing across the curriculum and ensures specific targets are met for each grade level. Enhance the use of research-based instructional strategies for differentiation and interventions to meet the diverse learning needs of students.

Professional Learning and Leadership Convene semi-annual (fall and spring) Middle School Professional Learning Conferences on full-day professional learning days to be held at host schools which specifically address the needs of middle school educators such as: differentiation, teaching of reading, writing across the curriculum, assessment, adolescent learners, advisement curriculum, and technology.

Professional Learning and Leadership Each middle school will implement a school wide positive behavior program by utilizing a team to review discipline data, identify goals, develop proactive approaches, establish a school wide plan, and monitor results throughout the year.

Professional Learning and Leadership Foster a community of leaders by providing opportunities for all stakeholders to assume leadership roles within the school and community. For example: Youth Empowerment, Mentoring, Peer Leaders, Student Council, PTO, Partners in Education (PIE), or Local School Council.

School, Family and Community Support and School Culture Develop a comprehensive advisement program with the primary purpose to build relationships between students and adults to include the following: service learning; student to student mentoring and tutoring; volunteer programs; career planning; academic goal setting; social skills; building student communication and presentation skills.

School, Family and Community Support and School Culture Explore and make recommendations on the effects of the formula for personnel allotment and master scheduling at the middle school level that preserves the teaming concept which is core to an effective middle school. Review the program delivery model for English Language Learners (ELL) at the middle school level and make recommendations for improvement. Instructional considerations include, but are not limited to: sheltered classes/teams; an inclusion model; and a newcomer's class for Level I and II students.

School, Family and Community Support and School Culture Each middle school will develop a systematic, two-way, school-family communication plan that will facilitate increased parent efficacy and engagement in their child's education. The plan may include, but is not limited to, the following: Parent Portal, ANGEL (Online Learning), Student Progress Reports, Parent-Teacher Conferences, Translation Services, etc.

School, Family and Community Support and School Culture Enhance transition plans to include a strong parent involvement component that defines opportunities for family involvement in support of their middle school child's education. Consideration should also be given for transition of high-risk special populations in regards to providing targeted support for improving high school graduation rates.

Thank You to our Middle School Principals and community-based committee members!