Lessons from Higher Performing Middle Schools:

Lessons from Higher Performing Middle Schools:
Putting Research Findings into School Improvement Practice National Middle School Association Annual Conference Baltimore November 4, 2010 Kristen Campbell Wilcox Janet Ives Angelis Know Your Schools~for NY Kids School of Education University at Albany

Session Objectives To understand the best practice research findings-- where they came from and how the research was conducted To reflect on a school you care about and how practices there compare with schools in our study To know where to get other free resources to inform continuous school improvement efforts in the future

Agenda Overview of research method and key findings
Examples of each finding followed by use of reflection tool Discussion and sharing of results of reflections in small groups Overview of on-line resources for your future use

Background Relies on achievement data (NY state assessments) over time Elementary schools Middle schools High schools Middle school science Critical Needs (ELL, Spec. Ed. , Diversity) (2011)

Study Sample 10 consistently higher performing schools with 6 similar but consistently average performing schools, based on 3 years of state assessment data (Grade 8 Math & ELA) Favor poverty (F/RL) Urban, rural, suburban Open admissions State average per pupil expenditures

Semi-structured interview protocols with teachers and administrators
The data Methodology 2-day site visits Semi-structured interview protocols with teachers and administrators Documentary evidence collection Analyzed and wrote case studies for each site Cross-case analysis to develop best practice framework and reports

10 Higher Performers

For a case study of each school:
The Schools Urban “High” Needs Schools, Limited Resources Westbury - Westbury UFSD Port Chester - Port Chester-Rye UFSD John F Kennedy - Utica CSD West - Binghamton CSD Niagara - Niagara Falls CSD Urban “Average” Needs Schools J.T. Finley - Huntington UFSD A. Leonard - CSD of New Rochelle Rural “Average” Needs Schools Holland - Holland CSD Vernon-Verona-Sherrill - Sherrill CSD Suburban Queensbury - Queensbury UFSD For a case study of each school:

5 Key Elements

Higher-Performing Middle Schools
Trusting and respectful relationships Emotional/Social well-being Collaboration Evidence-based decision making Shared vision of mission and goals Higher-Performing Middle Schools

1. Trusting and respectful relationships Emotional/Social well-being Collaboration Evidence-based decision making Shared vision of mission and goals Higher-Performing Middle Schools

Relationships: What does your school look like?
B We have not made fostering trusting and respectful relationships between educators and between the school and community an explicit priority and so we do not consistently support this. We clearly define expectations regarding respect for others as well as consequences for behavior that is disrespectful; these expectations are consistently supported by all personnel across the school. Respect and responsibility are part of our character education programs, but I’m not sure that we have connected them with day-to-day practice in classrooms, hallways, and faculty rooms. A top priority for all personnel is modeling respect and responsibility in our interactions with our students, each other, families, and other community members. The processes and practices we have put in place to purposefully foster collaboration and community are “spotty” and tend to be peripheral in the activities at the school rather than spotlighted and ongoing. We have multiple processes and practices that purposefully foster collaboration and community, and we draw students into our community as active participants in tackling what is important. We tap into a variety of resources from outside the school. Average your total circled #s and place that number in the next column Total: Average (Total divided by 3):

Relationships Lay the Foundation
Findings Relationships Lay the Foundation Trust and respect make possible… security and well-being for students and faculty; constant collaboration; honest evaluation of results and willingness to make adjustments; development and enactment of a shared vision

Respect for and from all Clear expectations of students
Shared responsibility I feel totally comfortable to talk about concerns with the principal. When the principal comes into my classroom – we have strong support and trust. We can’t do it alone Parents are involved here.

Provides safety to disagree, to share challenges, even failures
Trust The single most important thing . . . is to build trust with your faculty. Deliberate “Family” Provides safety to disagree, to share challenges, even failures

AP HP Trust Working on safety and security
Less sense of shared ownership for performance “I” > “we” Able to focus on instruction, not discipline Clear sense of shared responsibility for performance “We” > “I” Community building deliberate Free from fear of blame; can openly admit failures or weaknesses

Relationships: A Case in Point
2006 Grade 8 ELA K. Nickson, 2007, Queensbury MS: Best Practices Case Study 18

Case in Point: Queensbury MS
Relationships Case in Point: Queensbury MS Total Enrollment: 945, gr QMS state Eligible for Free Lunch 8% 37% Eligible for Reduced Lunch 5% Limited English Proficient NA Student Ethnic/Racial Distribution African-American 2% 20% Hispanic/Latino White 95% 53% Other 1% 7% Meeting/Exceeding Standards, Gr. 8 ELA 72% 49% Meeting/Exceeding Standards, Gr. 8 Math 88% 54%

Not playing politics as usual
Relationships Not playing politics as usual I’m not a politician. Queensbury Superintendent

Focus on student learning and performance
Relationships Focus on student learning and performance We’re never done; we have to go up the next step of the ladder. Queensbury Superintendent

Enact a culture of self-improvement
Relationships Enact a culture of self-improvement We can say, ‘What’s a better way to do this?’ and not be penalized. Taking risks is okay. It is okay to talk about weaknesses, to put them out there, to make self-improvements. Queensbury Teacher

Be approachable and trustworthy
Relationships Be approachable and trustworthy I believe that the principal’s leadership has been a driving force in why that school is doing so well. Queensbury Assistant Superintendent

Relationships: What does your school look like?
B We have not made fostering trusting and respectful relationships between educators and between the school and community an explicit priority and so we do not consistently support this. We clearly define expectations regarding respect for others as well as consequences for behavior that is disrespectful; these expectations are consistently supported by all personnel across the school. Respect and responsibility are part of our character education programs, but I’m not sure that we have connected them with day-to-day practice in classrooms, hallways, and faculty rooms. A top priority for all personnel is modeling respect and responsibility in our interactions with our students, each other, families, and other community members. The processes and practices we have put in place to purposefully foster collaboration and community are “spotty” and tend to be peripheral in the activities at the school rather than spotlighted and ongoing. We have multiple processes and practices that purposefully foster collaboration and community, and we draw students into our community as active participants in tackling what is important. We tap into a variety of resources from outside the school. Average your total circled #s and place that number in the next column Total: Average (Total divided by 3):

Emotional/Social: What does your school look like?
B If you talked with different people, you’d hear different visions of success; not all would include emotional/social well-being but would likely focus on external markers like test scores. Most people in our school see a direct connection between emotional/social well-being and higher academic performance. They include nurturing students’ emotional and social well-being in how they define success. Before and after school activities and services are seen as primarily for students in need of academic intervention We provide a variety of academic supports and special activities for all students in before and after school programs We remediate problems once they present themselves. We have systems in place (special education, counseling, and Academic Intervention Services) to anticipate and prevent behavioral and academic problems. Average your total circled #s and place that number in the next column Total: Average (Total divided by 3):

Emotional & Social Well-Being
Its lack interferes with learning Connect with every student: teaming, looping, “guide rooms,” activities, social services; special attention for those at risk Transitions: ES – MS; MS – HS Safety, security, diversity We use social emotional learning to focus on what’s common among us and not on what is different.

AP HP Emotional/Social
Less consistent communication and “enforcement” of expectations Less consistently part of shared vision Respond to problems Fewer ways to draw students into community Clear expectations – for respect, responsibility, how to work -- consistently articulated and upheld Part of shared vision Prevent problems Ensure a connection for every student and provide multiple ways to draw students into community

Case in Point: Vernon-Verona-Sherrill MS
Emotional/Social Case in Point: Vernon-Verona-Sherrill MS Total Enrollment: 387, gr V-V-S state Eligible for Free Lunch 25% 37% Eligible for Reduced Lunch 10% 8% Limited English Proficient NA Student Ethnic/Racial Distribution African-American 1% 20% Hispanic/Latino White 97% 53% Other 2% 7% Meeting/Exceeding Standards, Gr. 8 ELA 58% 49% Meeting/Exceeding Standards, Gr. 8 Math 79% 54%

Emotional/Social Well-Being: A Case in Point
Learning is social before it’s cognitive. V-V-S Superintendent, Principal, Teachers Vernon-Verona-Sherrill (V-V-S) Middle School Staff 30

One of the nice things about this place is that it focuses strongly on the fact that kids have an outside life, which they cannot leave behind when they come to school. V-V-S social worker J. Marino, 2007, Vernon-Verona-Sherrill MS: Best Practices Case Study From

“Family” Develop a culture, because learning is social before it’s cognitive. Develop that culture within your staff; develop a family atmosphere. Families fight, argue, battle, but they take care of family business inside – support each other. Make sure you hire people that fit your culture. It’s imperative. V-V-S MS Principal Be a person first, principal second. Sign on the Principal’s bulletin board

Emotional/Social: What does your school look like?
B If you talked with different people, you’d hear different visions of success; not all would include emotional/social well-being but would likely focus on external markers like test scores. Most people in our school see a direct connection between emotional/social well-being and higher academic performance. They include nurturing students’ emotional and social well-being in how they define success. Before and after school activities and services are seen as primarily for students in need of academic intervention We provide a variety of academic supports and special activities for all students in before and after school programs We remediate problems once they present themselves. We have systems in place (special education, counseling, and Academic Intervention Services) to anticipate and prevent behavioral and academic problems. Average your total circled #s and place that number in the next column Total: Average (Total divided by 3):

Collaboration: What does your school look like?
We don’t have time to collaborate more than infrequently. Although it is hard to find the time, we manage to schedule common team and department meeting times so that collaboration can occur. Teachers collaborate infrequently (less than once a week), and the topic of discussion may not be student progress. We have put in place formal and informal structures to encourage collaboration across grades and disciplines; collaboration focuses on essential matters of curriculum, instruction, and individual and collective student progress. Teachers speak of the need for stronger reading and writing skills, but many do not know how to help students in those areas. Development of literacy skills takes place primarily in special education or AIS. Given the structures and expectations for working together, teachers integrate reading, writing, and literacy instruction across the curriculum. We give new teachers time to acclimate before we expect them to play leadership roles. We mentor newer educators both formally and informally and expect them to do committee work and take on leadership roles from the beginning. Average your total circled #s and place that number in the next column Total: Average (Total divided by 4):

Collaborative Conversations
Purpose: student learning & achievement - collectively, individually Consistent, expected, frequent Scheduled and unscheduled Teams, committees - within and across grades and subjects - within, across, outside of school We communicate from one grade to the next. We respect teachers in the grades below. V-V-S Teacher

AP HP Collaboration Catch as catch can
Expectation not articulated or clear Intermittent discussions Less decision making Each teacher responsible for own subject area Teachers left to own devices Teachers handed a curriculum New teachers “wait their turn” Scheduled time Expected Ongoing discussion of C,I, A, and student performance Decision-making ability Teachers reinforce skills across subjects Coaching, PD, support provided Teachers build living curriculum New teachers expected to play active role

Case in Point: Port Chester Middle School
Collaboration Case in Point: Port Chester Middle School Total Enrollment: 790, gr PC MS state Eligible for Free Lunch 43% 37% Eligible for Reduced Lunch 9% 8% Limited English Proficient 14% NA Student Ethnic/Racial Distribution African-American 11% 20% Hispanic/Latino 68% White 21% 53% Other 1% 7% Meeting/Exceeding Standards, Gr. 8 ELA 66% 49% Meeting/Exceeding Standards, Gr. 8 Math 73% 54%

Collaboration: A Case in Point
Every teacher is a teacher of literacy. Port Chester Principal Port Chester Middle School Classroom 39

You need to work as a team; there’s nothing a teacher can accomplish alone.
We are all ELA teachers. Teachers Grade 8 ELA results, 2006 J. Marino, 2007, Port Chester MS: Best Practices Case Study

Sample Team Schedule, Port Chester MS
Blue 7 H 1 2 3 L 5 6 7 Math TP 7+ 7 High AIS 7 bl SS Prep ELA Science Plus RR7 red Math 7+ MSS Rdg 7 RR6 or AIS Rdg SS 7+ Sci 7+ Duty SC Rdg 6-8 ELA 6-8 SS 6-8 Sci SSR 7 blue

Rebuilding the Wheel You have to have staff involved in decision making. We have 8 or 9 new teachers coming in next year. We need to go back and rebuild the wheel to keep the wave going We need to constantly overhaul and do tune-ups. Port Chester MS Assistant Principal

Collaboration: What does your school look like?
We don’t have time to collaborate more than infrequently. Although it is hard to find the time, we manage to schedule common team and department meeting times so that collaboration can occur. Teachers collaborate infrequently (less than once a week), and the topic of discussion may not be student progress. We have put in place formal and informal structures to encourage collaboration across grades and disciplines; collaboration focuses on essential matters of curriculum, instruction, and individual and collective student progress. Teachers speak of the need for stronger reading and writing skills, but many do not know how to help students in those areas. Development of literacy skills takes place primarily in special education or AIS. Given the structures and expectations for working together, teachers integrate reading, writing, and literacy instruction across the curriculum. We give new teachers time to acclimate before we expect them to play leadership roles. We mentor newer educators both formally and informally and expect them to do committee work and take on leadership roles from the beginning. Average your total circled #s and place that number in the next column Total: Average (Total divided by 4):

Evidence: What does your school look like?
B We administer benchmarks once or twice a year, usually in ELA; otherwise we tend to rely on individual teacher developed assessments. We administer frequent benchmark tests in all core subject areas; these are coordinated with other middle school(s) in the district. We rely on administrators and our data warehouse to analyze assessment data; we share those results with teachers annually. Both teachers and administrators collect, analyze, and use data to inform practice; this is central to our practice. We also provide data in usable formats to students and parents. Formal observations and student test scores are the primary source of evidence to evaluate teachers’ performance. A variety of student performance data, observations, examples of teachers’ work, and self-reflections constitute the portfolio of data we use to evaluate teachers. Average your total circled #s and place that number in the next column Total: Average (Total divided by 3):

Evidence-Based Decision Making
Multiple sources - student performance data - teachers’, administrators’ anecdotal accounts - students, parents, and community input We invite students back after a semester or two at college and ask what was most helpful . . . [and not] so helpful. V-V-S Superintendent

Evidence-Based Decision Making
Focus beyond the state assessments: standards and success in high school Data collected, analyzed, and acted upon consistently

AP HP Evidence Intermittent use Focus on state assessment data
Benchmarks, if used, only 1ce or 2ce/year, only in ELA Diagnostic tests given only to students in need of services Less frequent sharing of data and less nuanced analysis of data Central to day-to-day activity State assessment data part of a larger data portfolio Frequent use of benchmarks in all core subjects Diagnostic tests in ELA and math for all to target resources where needed Use expertise and technology to identify patterns of performance

Evidence-Based Decision Making: A Case in Point
West Middle School 49

Case in Point: West Middle School
Evidence-Based Case in Point: West Middle School Total Enrollment: 790, gr West state Eligible for Free Lunch 48% 37% Eligible for Reduced Lunch 9% 8% Limited English Proficient NA Student Ethnic/Racial Distribution African-American 19% 20% Hispanic/Latino 5% White 72% 53% Other 3% 7% Meeting/Exceeding Standards, Gr. 8 ELA 58% 49% Meeting/Exceeding Standards, Gr. 8 Math 54%

Supporting high expectations
Evidence-Based Supporting high expectations I talked with key movers and shakers in the building. I asked what we should do, and from there we put it to a vote. Of the 80 or so people who voted on [the middle years and IB initiative], about 70 wanted it. - West Principal

Evidence-Based Identifying the gaps… The priority is to increase the performance of every student and subgroup. … It’s not about the standard. It’s about higher expectations for all. ” - West Assistant Superintendent

Frequent use of a variety of assessments
Evidence-Based Frequent use of a variety of assessments 2006 Grade 8 ELA We have frequent data huddles. West Principal L. Baker, Best Practices Case Study: West Middle School

Evidence: What does your school look like?
B We administer benchmarks once or twice a year, usually in ELA; otherwise we tend to rely on individual teacher developed assessments. We administer frequent benchmark tests in all core subject areas; these are coordinated with other middle school(s) in the district. We rely on administrators and our data warehouse to analyze assessment data; we share those results with teachers annually. Both teachers and administrators collect, analyze, and use data to inform practice; this is central to our practice. We also provide data in usable formats to students and parents. Formal observations and student test scores are the primary source of evidence to evaluate teachers’ performance. A variety of student performance data, observations, examples of teachers’ work, and self-reflections constitute the portfolio of data we use to evaluate teachers. Average your total circled #s and place that number in the next column Total: Average (Total divided by 3):

Vision: What does your school look like?
B We recognize teachers and students for good performance, but we do not specifically tie awards to our mission and goals. We tie recognition and rewards for teachers and students directly to our mission and goals; for example, students might win a poster contest about good citizenship or receive an award for completing 100% of their homework over a five-week period. Under pressure from the state, we are declassifying more of our students, but many of our teachers are unfamiliar or resistant to differentiating instruction and co-teaching. We include as many classified students as possible in a classroom with differentiated instruction and/or supportive services; special and regular educators often co-teach, and special educators know curriculum (by content and day) to be able to support students also served in a resource room. Teachers generally work independently of each other; we occasionally experience tensions between parents, other community members, and school faculty, which get in the way of our vision of serving every student well. Our vision is centered on creating a successful learning environment for every student; the sense that “we” all share responsibility for achieving the mission is prevalent. Average your total circled #s and place that number in the next column Total: Average (Total divided by 3):

Central: Raising learning and achievement for all students
Shared Vision Central: Raising learning and achievement for all students Built by all Clearly articulated Echoed from central office to classroom Never done You never arrive, you are always becoming. Niagara Falls Deputy Superintendent I believe that if it’s not broke – then break it and fix it – complacency bothers me. Queensbury MS Principal

AP HP Vision Less agreement on vision – may be “handed down”
Rewards more general More students served in pull-out programs Co-developed and widely shared Rewards tied to vision More students included in mainstream classes

Shared Vision: A Case in Point
Westbury Middle School If a student wants to be at school, that is a form of success. WMS teacher 59

Case in Point: Westbury Middle School
Total Enrollment: 849, gr WMS state Eligible for Free Lunch 62% 37% Eligible for Reduced Lunch 12% 8% Limited English Proficient 14% NA Student Ethnic/Racial Distribution African-American 46% 20% Hispanic/Latino 51% White 1% 53% Other 2% 7% Meeting/Exceeding Standards, Gr. 8 ELA 58% 49% Meeting/Exceeding Standards, Gr. 8 Math 52% 54%

Supporting students' academic, social and moral growth
High student achievement is our number 1 goal. It’s ongoing every year. Westbury MS Principal Supporting students' academic, social and moral growth westburyschools.org 2006 Grade 8 ELA

Sharing and Enacting the Vision
Relationships – with parents, students, teachers; it’s a partnership. I pride myself in forming relationships. Westbury MS principal The board is student centered. Westbury superintendent Individual departments (ELA, math, ELL) offer extensive workshops for parents. Westbury superintendent K. Nickson, Best Practices Case Study: Westbury Middle School

Supporting the Vision Regular goal-setting, review, and reporting – in support of strategic plan Team expectations: student contracts and rewards Introducing accelerated math MARS (Maximum Achievement Results and Success) for at-risk students Be careful what you wish for

Vision: What does your school look like?
B We recognize teachers and students for good performance, but we do not specifically tie awards to our mission and goals. We tie recognition and rewards for teachers and students directly to our mission and goals; for example, students might win a poster contest about good citizenship or receive an award for completing 100% of their homework over a five-week period. Under pressure from the state, we are declassifying more of our students, but many of our teachers are unfamiliar or resistant to differentiating instruction and co-teaching. We include as many classified students as possible in a classroom with differentiated instruction and/or supportive services; special and regular educators often co-teach, and special educators know curriculum (by content and day) to be able to support students also served in a resource room. Teachers generally work independently of each other; we occasionally experience tensions between parents, other community members, and school faculty, which get in the way of our vision of serving every student well. Our vision is centered on creating a successful learning environment for every student; the sense that “we” all share responsibility for achieving the mission is prevalent. Average your total circled #s and place that number in the next column Total: Average (Total divided by 3):

Interpreting the Results
Steps Step 1: Compare practices Step 2: Assess priorities Step 3: Select levers to improvement (“best ideas”) Step 4: Launch SMART goal process

Step 2: Determine Priorities
Average Priority Case in Point Relationships Queensbury Emotional and Social Well-Being Vernon-Verona- Sherrill Collaboration Port Chester Evidence-Based Decision Making West Shared Vision Westbury

Cross-site reports Best Practice Frameworks Case studies Surveys Presentations Keyword Collections School Improvement Tools and Services

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