1. Transforming Middle Schools: Successful Schools in Action Patti Kinney NMSA President-Elect Talent Middle School PO Box 359/102 Christian Ave. Talent, OR 97540 541-535-1552patti.kinney@phoenix.k12.or.us

2. Turning Points 2000 Educating Adolescents in the 21st Century Anthony Jackson Gayle Davis Teachers College Press

3. Teach a Curriculum Grounded in Standards, Relevant to Adolescents’ Concerns, and Based on How Students Learn Best, and Use a Mix of Assessment Methods. Use Instructional Methods That Prepare All Students to Achieve High Standards Involve Parents and Communities in Supporting Student Learning and Healthy Development Staff Middle Grades Schools with Teachers Who Are Expert at Teaching Young Adolescents, and Engage Teachers in Ongoing, Targeted Professional Development Provide a Safe and Healthy School Environment Organize Relationships for Learning Govern Democratically, Involving All School Staff Members Ensure Success for EVERY Student “Together, the seven recommendations form a system, an interacting and interdependent group of practices that form a unified whole. Each recommendation, or element, within this system influences the expression and reinforces the impact of other elements.” (TP 2000 pg. 27)

4. This We Believe Successful Schools for Young Adolescents National Middle School Association 2003

5. This We Believe: Successful Schools for Young Adolescents Characterized by a Culture that includes: Educators who value working with this age group and are prepared to do so A shared vision that guides decisions High Expectations for every member of the learning community An adult advocate for every student School-initiated family and community partnerships An inviting, supportive, and safe environment Provide Students with: A curriculum that is relevant, challenging, integrative, and exploratory Multiple learning and teaching approaches that respond to their diversity Assessment and evaluation programs that promote quality learning Organizational structures that support meaningful relationships and learning School-wide efforts and policies that foster health, wellness, and safety Multifaceted guidance and support services Courageous,collaborative leadership Students and teachers engaged in active learning For middle schools to be successful, their students must be successful, for students to be successful, the school’s organization, curriculum, pedagogy, and programs must be based upon the developmental readiness, needs, and interests of young adolescents. (TWB pg. 1)

6. Are Balanced RigorRelevanceRelationships Successful Schools in Action

7. Are Based on the Developmental Needs of Young Adolescents.

13. Intellectually 3Middle school students have unique developmental characteristics that distinguish them from both elementary and high school students? 3Young adolescents learn best in cooperative, flexible settings where they are constantly interacting with materials and with each other? 3Learning takes time? [In developing lessons, instructional strategies, materials, schedules, and assessments do your teachers realize…

14. Physically 3Have a comprehensive health and physical fitness program that is designed for their abilities and capabilities? 3Give all students opportunities to experience physical success? 3Vary the pace of lessons and allow for movement? 3Help your students understand young adolescent development? [ Does your school…

15. Emotionally 3Understand and appreciate the uniqueness of this age group? 3Serve as honest, available role models? 3Practice active, attentive listening? 3Avoid the use of sarcasm? 3Help their students feel skilled and competent? [ Does your staff…

16. Socially 3Provide school-based social activities? 3Help students feel accepted by both their peers and adults? 3Allow students to work in groups and learn from one another? 3Provide opportunities for students to work and interact within diverse groups? 3Give students opportunities to be involved in their community? [ Does your school…

17. Questions for Reflection J Does our school provide our young adolescents ample opportunities to participate meaningfully in the life of the school - both in classrooms and school-wide? J Are students given opportunities to identify and develop their special interests and aptitudes as called for by their exploratory nature? J Does the curriculum recognize the diversity in maturity and development shown by young adolescents?

18. Successful Schools in Action ProvideCourageous,Collaborative,Leadership

19. Key Components +Possess a clear vision of middle school education based upon a true understanding of the needs of young adolescents +Create a shared vision +Engage all stakeholders (staff, parents, students, community, district office, school board) in a process of shared decision making with a goal of continual improvement. +Ultimate goal is school improvement - what’s best for students must be at the center of decisions +Open and honest communication +Productive discussion and debate on practices is welcomed and encouraged +Builds the capacity for leadership in others +Develop, implement, and continually assess a school program that creates an effective learning environment for young adolescents

20. Questions for Reflection J Is there a recent, well understood, fully accepted, and specific enough school philosophy and mission statement that functions as a guide in making every decision about the school - curricular as well as procedural? J Is leadership diversified, and present when needed? Does the administration exemplify authoritative (and not authoritarian) leadership? Do team leaders or others participate in a school leadership council?

21. Successful Schools in Action Use a Curriculum that is Relevant, Challenging, Integrative, and Exploratory.

22. A curriculum grounded in rigorous, public academic standards… Standards give us the destination. We are responsible for the quality and success of the journey. Use Standards to design Curriculum that: ÔFocuses on the BIG ideas ÔEncompasses critical skills ÔFosters habits of the mind  Produces life-long learners

23. A curriculum…relevant to the concerns of adolescents and based on how students learn best. Ô Brain Research - students remember when learning has personal relevance and makes an emotional connection. Ô Build connections between students and the disciplines, the current world, and the future. Ô Understand the developmental needs of young adolescents. Ô Build upon prior knowledge - create brains of Velcro, not Teflon.

24. ¤ Informal checks for understanding ¤ Traditional quizzes and tests ¤ Interviews, questionnaires, and conferences ¤ Performance tasks and projects ¤ Authentic in nature -- simulations, debates, exhibitions, position papers, scientific experiments, research projects, portfolios Assessment and evaluation promotes quality learning.

25. Questions for Reflection J Are teachers knowledgeable about each individual learner, and do they use information about each to make decisions about curriculum, instruction, and assessment? J Are varied ways to assess student progress used? Are exemplars of quality work and scoring guides used? J Does the organization of the school facilitate curriculum integration? Flexible use of time? Varied student groupings? Common planning time?

26. Successful Schools in Action Use multiple learning and teaching approaches that respond to their diversity

27. Instructional methods designed to prepare all students to achieve higher standards and become lifelong learners. / Techniques based on the developmental and learning characteristics of young adolescents / Accommodates the diverse skills, abilities, and knowledge of young adolescents / Takes into account multiple intelligences, individual learning styles, and the students’ cultural, experiential, and personal backgrounds.

28. Instructional methods…. ä Engaging and interactive - hands-on experiences and active involvement ä Varied approaches to direct instruction - experiments, demonstrations, opinion polls, simulations, independent study. ä Collaborative and cooperative in nature ä Flexible in nature (groups, time, settings, etc) ä Differentiated to account for individual differences ä Technology is integrated ä Investigative, exploratory, and examines new ideas

29. Questions for Reflection J If you were to do a walk through of the classrooms in your school, how many types of instructional methods would you observe? J Is technology being used regularly as a learning tool in the academic curriculum, giving students opportunities to access knowledge when needed? J Does your staff have the ability to engage both themselves and their students in active learning?

30. Resources for Reform Professional Development Kit Understanding and Implementing This We Believe -- First Steps By John Lounsbury and Ed Brazee NMSA, 2004 This We Believe: Successful Schools for Young Adolescents NMSA, 2003 Research and Resources in Support of This We Believe NMSA, 2003

31. Resources for Reform A National Study of Leadership in Middle Level Schools: Volume 1 By Jerry Valentine, Donald Clark, Donald Hackmann, and Vicki Petzko NASSP 2002 Leadership for Highly Successful Middle Level Schools: Volume 2 By Jerry Valentine, Donald Clark, Donald Hackmann, and Vicki Petzko NASSP 2004

32. This I Believe A copy may be downloaded at www.nmsa.org

33. This I Believe I have chosen to be a middle level educator, for I recognize that the years of early adolescence are pivotal and abound with individual potential and opportunity. Therefore, I will care for these students personally, listen to their voices, respect their concerns, and engage them in meaningful educational experiences that will prepare them for a promising future.

34. I believe that every young adolescent... has the capacity to learn, grow, and develop into a knowledgeable, reflective, caring, ethical, and contributing citizen. must have access to the very best programs and practices a school can offer. must be engaged in learning that is relevant, challenging, integrative, and exploratory. thrives academically, socially, and emotionally in a democratic learning environment where trust and respect are paramount and where family and community are actively involved. thrives academically, socially, and emotionally in a democratic learning environment where trust and respect are paramount and where family and community are actively involved. faces significant life choices and needs support in making wise and healthy decisions. deserves educators who are prepared to work with this age group, who are themselves lifelong learners and committed to their own ongoing professional development and growth.

35. I believe that every young adolescent... has the capacity to learn, grow, and develop into a knowledgeable, reflective, caring, ethical, and contributing citizen. must have access to the very best programs and practices a school can offer. must be engaged in learning that is relevant, challenging, integrative, and exploratory. thrives academically, socially, and emotionally in a democratic learning environment where trust and respect are paramount and where family and community are actively involved. thrives academically, socially, and emotionally in a democratic learning environment where trust and respect are paramount and where family and community are actively involved. faces significant life choices and needs support in making wise and healthy decisions. deserves educators who are prepared to work with this age group, who are themselves lifelong learners and committed to their own ongoing professional development and growth. Therefore, I proudly dedicate myself to becoming the best middle level educator I can be and an active advocate for all young adolescents.