2. Middle School Transition and Student Engagement … The Keys to Success Jim Miles

3. It’s All About Math! Welcome to the Middle School Mathematics Initiative! Institute Theme: Transitioning to Middle School Learner Engagement

4. It’s All About Math! Sponsored by: Florida Department of Education Florida and the Islands Comprehensive Center at ETS (FLICC) In Partnership with: The International Center for Leadership in Education ESCORT Florida Council of Teachers of Mathematics PAEC

5. It’s All About Math! Objectives: Become aware of innovative and practical strategies to use with students who are transitioning from elementary school to middle school Understand that active engagement during a lesson is a critical component to learner success

6. It’s All About Math! Agenda at a Glance: Day 1 Registration, Continental Breakfast Welcome, Introductions Jump Start and Icebreaker Activity Middle School Transitioning Lunch Middle School Transitioning (cont.) Sharing Session Personalization and Classroom Environment

7. It’s All About Math! Agenda at a Glance: Day 2 Breakfast / Jump Start Activity Samples of Effective Transitioning Programs Parent / Learner Tips Learner Engagement Lunch Learning Criteria Action Planning / sharing Online Directory of Resources Highlights and Next Steps Celebration

8. AGENDA  Icebreaker “Making the Connection”  Middle School Transition  Personalization – Classroom Environment  Parent/Learner Tips  Learner Engagement  Learning Criteria – Action Plan  Middle School Math Initiative Resources  Middle School Math Initiative in Review  Celebration and Next Steps

9. Transitions In all transitions we look for  Safety  Information  Connection

10. Safety In all transitions we want to feel  Physically Safe  Emotionally Safe  Secure  Confident of Succeeding

11. Information In all transitions we want to  Gain an Understanding  Know expectations

12. Connections In all transitions we want  To fit in  Someone who can help

13. Many schools succeed at 1 or 2 components few succeed with all 3 components

14. Think about your last transition … what were your concerns?

15. Safety School Focus:  Sealing school campus off from the community

16. Safety Student Issues:  Bullying  Rumors  Harassment  Isolation

17. Safety What is the safety policy on your school campus? What are the safety issues of your incoming middle school students / parents?

18. Safety Describe how safety is achieved at your school? Does your safety policy address student concerns?

19. Safety When students feel unsafe at school they need  Somewhere to go  Someone to talk with  Resources on campus to cope

20. Safety Which poses the greatest threat at your school?  Negative forces within the school, or  Outside violence

21. Information Successful transitions explain  What  Where  How  When

22. Information How do your students learn the  What  Where  How  When at your school?

23. Information Schools provide information  In large assemblies  Newsletters, bulletin boards, Web sites  These methods talk at students/ parents rather than with them

24. Information Assemblies, bulletin boards, newsletters, Web sites are:  Most effective for administrators  Least effective for students and parents

25. Information Students and parents need  Accurate information  Timely information Information needs to reach and be understood by each student and parent

26. Information Can we have a conversation with each student and parent to disseminate accurate and timely information? How?

27. We learn... 10% 20% 30% 50% 60% 80% 95% of what we read of what we hear of what we see of what we see & hear of what we discuss with others of what we personally experience of what we TEACH to someone else

28. Connections In all transitions we want  To belong (to fit in)  Someone for support /help  What other connections do we need in transitions?

29. Connections In all transitions we want  To fit in  Someone to turn to

30. Connections Think about your first teaching assignment … what connections did you need?

31. Connections Think about the first day of school this year … what connections did you make with new students at your school?

32. Elementary Principal Says  5 th Graders Social  5 th Grade Celebration  6 th grade Ambassadors  Opening Day for 6 th Graders Only  Middle School is Unique  Appropriate for Them  Not Preparation for High School

33. Middle School Students Say  More Work  The A-B-C’s  The Big Lock-Up  Library Heaven  Class / Day Schedules  Bye Bye Recess  Extra-Curriculars

34. CAREER DEVELOPMENT Self-knowledge Who am I? Career exploration Where am I going? Career Plan How do I get there? INTEGRATED LEARNING What am I learning? Why am I learning it? How can I use it? UNIVERSAL FOUNDATION SKILLS (SCANS) What do I need to know? What skills are important for me” knowledge application skills Questions students should be able to answer

35. Successful Curriculum Reform Why Do we need to change schools? What Needs to be done? How Do we do it?

36. AGENDA  Personalization – Classroom Environment  Learner Engagement  Parent/Learner Tips  Learning Criteria – Action Plan  Middle School Math Initiative Resources  Middle School Math Initiative in Review  Celebration and Next Steps

37. ICLE Philosophy  Rigor  Relevance  Relationships  All Students

38. ICLE Philosophy  Relationships  Relevance  Rigor  All Students

40. Student Engagement

41. Students are engaged and motivated to learn if lessons include:  Creation of a meaningful product  Opportunities for leadership  Relationships, established through collaborative opportunities  Exploration of content and skills

42. Creation of a Meaningful Product  Personal meaning for learners  Focus is student-centered learning  Task is interdisciplinary - multiple disciplines  Students control their learning

43. Creating a Learning Environment for 21 st Century Skills Students working in teams to experience and explore relevant, real-world problems, questions, issues, and challenges; then creating presentations and products to share what they have learned

44. Traditional Learning was Teacher-directed Direct Instruction Knowledge Content Basic Skills Theory Curriculum Individual Classroom Summative Assessed Learning for School

45. Today’s Students are Digital Natives Conventional Speed Twitch Speed Step-by-Step Random Access Linear Processing Parallel Processing Text First Graphics First Work-Oriented Play-Oriented Stand-alone Connected

46. Digital Learners are Engaged by   Multitasking  Multimedia learning  Online social networking  Online information searching  Games, simulations and creative expressions

47. Teacher-directed Direct Instruction Knowledge Content Basic Skills Theory Curriculum Individual Classroom Summative Assessed Learning for School Student-directed Collaborative Construction Skills Process Higher-order Thinking Practice Life Skills Group Community Formative Evaluation Learning for Life A Project Learning Classroom is A BetterBalance

48. To learn collaboration – work in teams To learn critical thinking – take on complex problems To learn oral communications – Present To learn written communications – Write Project Learning is Skill-Based

49. To learn technology – Use technology To develop citizenship – Take on civic and global issues To learn about careers – do internships To learn content – Research and do all of the above Project Learning is Skill-Based

50. Students Develop Needed Skills in  Information Searching & Researching  Critical Analysis  Summarizing and Synthesizing  Inquiry, Questioning and Exploratory Investigations  Design and Problem-solving

51. Opportunities for Leadership Engaging cooperative learning projects  Leadership skills  Problem-solving / decision-making skills  Appropriate social behaviors  Responsible for own learning  Help their peers

52. Collaborative Relationships  Make learning is enjoyable and rewarding  Increase rapport  Encourage and facilitate high achievement  Stimulate cognitive growth  Help children develop social competence  Help students become competent adults

53. Exploration of Content and Skills Students are eager to engage with their peers to provide a solution if presented with an unfamiliar, meaningful problem  Creates excitement, energy, and curiosity  Uses adaptive and inventive behavior  Encourages freedom to play, try out new scenarios, and apply their knowledge of the real world

54. When content and skills related to students’ personal lives / future aspirations are taught  Meaningful products can be created  Relationships can be formed  Leadership can be developed If we hope to rejuvenate students reluctant to learn, we must make our curriculum and instruction relevant and engaging.

55. RIGORRIGOR RELEVANCE AB D C Rigor/Relevance Framework Teacher gives students a real-world question to answer or problem to solve High Low

56. RIGORRIGOR RELEVANCE AB D C Rigor/Relevance Framework Students seek information to answer question or solve problem High Low

57. RIGORRIGOR RELEVANCE AB D C Rigor/Relevance Framework High Low Students test the relevancy of the information as it relates to the question or problem

58. RIGORRIGOR RELEVANCE AB D C Rigor/Relevance Framework High Low Students reflect on the potential use of the new information as a solution

59. RIGORRIGOR RELEVANCE AB D C Rigor/Relevance Framework Students apply the information learned to answer the question or to solve the problem High Low

60. RIGORRIGOR RELEVANCE AB D C Rigor/Relevance Framework Acquisition of knowledge / skills Motivation Creativity – Innovation - Problem Solving High Low Rigor - Critical Thinking Relevancy - Validation

61. The Aspirations Profile: Understanding our students better

63. STUDENT ASPIRATIONS SELF WORTH RELATIONSHIPS ACTIVE ENGAGEMENT RELEVANCE PURPOSE RIGOR Belonging Heroes Sense of Accomplishment Fun & Excitement Curiosity & Creativity Spirit of Adventure Leadership & Responsibility Confidence to Take Action

64. DOERS high low DREAMERSDREAMERS ASPIRATIONS Copyright 2008 Quaglia Institute

65. DOERS high low DREAMERSDREAMERS CHARACTERISTICS Do not think about the future Have no clear goals Put forth little effort in daily life CHARACTERISTICS Do not think about the future Have no clear goals Put forth little effort in daily life REPORT Feeling isolated from others Having little self-esteem Lack a positive role model Feeling stuck REPORT Feeling isolated from others Having little self-esteem Lack a positive role model Feeling stuck LABELS Lazy Trouble Makers Drifters Loners LABELS Lazy Trouble Makers Drifters Loners MOST IN NEED OF… Being accepted for who they are Role models; individual support Being recognized for what they are already good at MOST IN NEED OF… Being accepted for who they are Role models; individual support Being recognized for what they are already good at Copyright 2008 Quaglia Institute

66. DOERS high low DREAMERSDREAMERS REPORT Working exceptionally hard Always putting forth best effort Lacking direction or purpose REPORT Working exceptionally hard Always putting forth best effort Lacking direction or purpose LABELS Hard-working Diligent Directionless LABELS Hard-working Diligent Directionless MOST IN NEED OF… Someone to look up to Help with goal setting Seeing the connection between current hard work and future success MOST IN NEED OF… Someone to look up to Help with goal setting Seeing the connection between current hard work and future success CHARACTERISTICS Show up on time Always at school Put forth the effort to get ahead Lack dreams for the future CHARACTERISTICS Show up on time Always at school Put forth the effort to get ahead Lack dreams for the future Copyright 2008 Quaglia Institute

67. DOERS high low DREAMERSDREAMERS CHARACTERISTICS Have clear goals for future Show little effort to reach goals Tend towards “magical” thinking…”it will just happen” CHARACTERISTICS Have clear goals for future Show little effort to reach goals Tend towards “magical” thinking…”it will just happen” REPORT Knowing their future plans Having positive ideas and attitudes about the future Unclear about steps needed to reach future REPORT Knowing their future plans Having positive ideas and attitudes about the future Unclear about steps needed to reach future LABELS Dreamers Unrealistic Impractical Idle and Privileged LABELS Dreamers Unrealistic Impractical Idle and Privileged MOST IN NEED OF… Finding fun in every day school life Challenges to their curiosity and creativity Encouragement to take healthy risks MOST IN NEED OF… Finding fun in every day school life Challenges to their curiosity and creativity Encouragement to take healthy risks Copyright 2008 Quaglia Institute

68. DOERS high low DREAMERSDREAMERS CHARACTERISTICS Have a vision for the future Inspired in the present to reach goals Accept responsibility for choices and actions CHARACTERISTICS Have a vision for the future Inspired in the present to reach goals Accept responsibility for choices and actions REPORT Clear understanding of who they want to be Feeling a sense of purpose in life Knowing what resources they have and lack REPORT Clear understanding of who they want to be Feeling a sense of purpose in life Knowing what resources they have and lack LABELS Go-getters Confident On Track High Flyers LABELS Go-getters Confident On Track High Flyers MOST IN NEED OF… Ongoing validation Maintaining balance Opportunities to be of service to others MOST IN NEED OF… Ongoing validation Maintaining balance Opportunities to be of service to others Copyright 2008 Quaglia Institute

69. DOERS high low DREAMERSDREAMERS ASPIRATIONS The Aspirations Profile Copyright 2008 Quaglia Institute

70.  Dynamic and flexible  Unique to the school  Creates a single school culture  Addresses specific concepts to be establish in your school/classroom  Teachers create and implement the suspended curriculum Suspended Curriculum *

71. Atlantic High School’s suspended curriculum defines the start of the AERIE and RAPTOR* experience Ninth grade academy AERIE Atlantic Pupils Rising Into Excellence Tenth grade academy RAPTOR Raising Atlantic Pupils To Rigor, Relevance, Relationships, Reflection

72. It starts with a brainstorming session to identify the need and create a curriculum Rick Stiggins, http://www.assessmentinst.com/staff_rick.php Richard Dufour, http://www.teacherleaders.org/misc/dufour_PLCs.pdf Jeff Howard, http://www.gse.harvard.edu/news/features/howard07012004.html Too Good For Drugs (Palm Beach County Safe Schools) http://www.modelprograms.samhsa.gov/pdfs/Details/TooGood.pdf Resources used by Atlantic High School included: Suspended Curriculum Atlantic Community High School Delray Beach Florida

74. Suspended Curriculum Topics  Credits / GPA  Attendance  Respect / Responsibility  Conflict Mediation  Classroom Procedures  Acceptable Behavior and Consequences  Character Education  Dress Code / Personal Hygiene  Social skills  Social consciousness

75. Suspended Curriculum Topics  Goal Setting  Learning Styles  Test Taking Skills  Studying for success  Learning Strategies  Counseling  Community awareness  Choices career program  Where to go for help

76. Personal Skill Development Student Engagement Stretch Learning Core Learning Learning Criteria to Support 21 st Century Learners™ Revised April 2008 Core Learning

78. Core Academic Learning What is the core learning that you will stand behind for each and every student in your class? Data Indicator Current Performance Desired Performance Data Needed

79. Stretch Learning How do students in your class demonstrate rigorous and relevant learning beyond minimum requirements? How is each student challenged to achieve and demonstrate mastery? Data Indicator Current Performance Desired Performance Data Needed

80. Student Engagement How do you know your students are motivated, committed to learning, have a sense of belonging and accomplishment, and have supportive relationships? What strategies do you use on a regular basis to engage students with the learning? Data Indicator Current Performance Desired Performance Data Needed

81. Personal Skill Development How can you show that your students have the leadership, social, and personal skills and the positive behaviors and attitudes to add value to our democratic society? What personal skills are taught and/or reinforced in your classroom? Data Indicator Current Performance Desired Performance Data Needed