1. Middle Grades Implementation
November 6, 2017

2. 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

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

4. PPS Middle School Skills
Mastery of Universal Subjects
Learning and Innovation Skills
Information, Media and Technology Skills
Life and Career Skills

5. 21st Century Students

6. 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.

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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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.

14. 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.

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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.

21. 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.