Middle School Design Team (MSDT) Phase I and Phase II Rigor, Relevance, and Responsiveness (R 3 ) October 2008

Review of MSDT’s Work The Middle School Design Team strongly supported the middle school model as implemented in the Arlington Public Schools, but saw this process as an opportune time to make some improvements. Schools Want and Need Flexibility to Meet ChallengesSchools Want and Need Flexibility to Meet Challenges –Current School Initiatives Targeting Student Needs –Acceleration Opportunities During the School Day for Students Not at Grade Level –Resource Allocation Importance of Professional DevelopmentImportance of Professional Development – – Adolescent learning theory – – Procedurally through Summer Institutes and Small Learning Communities – – Maximizing benefits of flexible scheduling

Review of MSDT’s Work (continued) Identification of Common Themes and Challenges Across GroupsIdentification of Common Themes and Challenges Across Groups –Interest in Alternative Schedules –Liked Focus on Rigor, Relevance and Responsiveness –Recognized Challenges of Accreditation/AYP Systems –Alignment Between School-based Needs and System-wide Initiatives –Recognized Value of Data-driven Decision Making So…

Guiding Principles Provide student/staff teams, that lead to a nurturing, supportive environment for learningProvide student/staff teams, that lead to a nurturing, supportive environment for learning Commit to success for all students through flexible grouping of students in heterogeneous teamsCommit to success for all students through flexible grouping of students in heterogeneous teams Advocate for and support the developmental needs, interests, and talents of all middle school studentsAdvocate for and support the developmental needs, interests, and talents of all middle school students Differentiate learning opportunities for studentsDifferentiate learning opportunities for students Provide flexibility in scheduling to best meet student needs on teams, at grade levels, and in schoolsProvide flexibility in scheduling to best meet student needs on teams, at grade levels, and in schools Engage and educate families and the wider community to actively support middle school studentsEngage and educate families and the wider community to actively support middle school students

Key Components Grade level teamsGrade level teams –Interdisciplinary team configurations –Common planning time Individual teacher planning timeIndividual teacher planning time Interdisciplinary approach to teaching/curriculumInterdisciplinary approach to teaching/curriculum Teacher-student advisory programTeacher-student advisory program A clearly articulated exploratory/electives programA clearly articulated exploratory/electives program A comprehensive after-school activity programA comprehensive after-school activity program Inclusive opportunities for all studentsInclusive opportunities for all students

Charge Building upon the work of the Middle School Design Team Phase I, develop options that will allow the Superintendent to make short and/or long term recommendations concerning the following: Alternative/hybrid schedules Alternative/hybrid schedules –Core –Electives (Encore) –Middle School instructional and activities times Elective course offerings Elective course offerings Extended instruction in core classes in response to student need as revealed through achievement data Extended instruction in core classes in response to student need as revealed through achievement data Teacher/Advisory time and delivery Teacher/Advisory time and delivery Professional development: Professional development: –Adolescent learning theory –Summer Institutes and Small Learning Communities –Maximizing benefits of flexible scheduling

Middle School Design Team Phase II Members represent the interests of their constituent group and report back on a regular basis to their constituent groupsMembers represent the interests of their constituent group and report back on a regular basis to their constituent groups Periodic updates will be providedPeriodic updates will be provided To have broader input, groups of “critical friends” will be created to provide feedback at each stage of the processTo have broader input, groups of “critical friends” will be created to provide feedback at each stage of the process

12 parents/residents12 parents/residents 6 administrators6 administrators 6 Central Office staff6 Central Office staff 12 School-Based staff12 School-Based staff 1 High School teacher1 High School teacher 1 Elementary School teacher1 Elementary School teacher 1 AEA representative1 AEA representative Assistant Superintendent, InstructionAssistant Superintendent, Instruction Staff Liaisons:Staff Liaisons: –Special Projects Coordinator –Special Projects Specialist Membership

Next Steps and Timeline Summary Report of Committee’s Work September 08 Establish Charge for Middle School Design Team Phase II September 08 Form Middle School Design Team Phase II October 08 Report to Superintendent March 09

Middle School Design Team (MSDT) Phase I and Phase II Rigor, Relevance, and Responsiveness (R 3 ) October 2008