Schools to Watch: High-Performing Middle Grades for the 21st Century

1. Schools to Watch: High-Performing Middle Grades Schools for the 21st Century

2. Middle Grades—At the Crossroads • Recognition that too many schools are middle schools in “name or grade configuration” only • When middle grades reform recommendations are implemented with consistency, over time we know middle grades schools can be powerful communities of learning • Comprehensive middle grades reform yields higher achievement • “Structural” changes are necessary but not sufficient to accomplish all that needs to be done • Need to focus on rigorous curriculum, effective instruction, and multiple forms of assessment • Need for targeted, ongoing professional development and preservice teacher preparation for middle level educators

3. What is the National Forum? The National Forum is a group of sixty-five educators, researchers, state and regional school leaders, national education associations and foundations dedicated to improving education for middle-grades students across the country.

4. Some of the organizations who are members of the National Forum Include...

5. The Work of the Forum • Establish a common vision and language for speaking about middle-grades school improvement among stakeholders • Forge sustainable partnerships among state agencies and organizations seeking to improve middle-grades schools • Train leaders at the state, district, and school levels to assess school performance using a set of rigorous criteria • Provide exemplars and inspiration for schools seeking to improve their performance.

6. Schools to Watch History • ■1994-1995 - Program officers of Carnegie, Edna McConnell Clark Foundation, W.K. Kellogg Foundation, Lilly Endowment and others meet to discuss middle grades reform issues • ■1997 - Joan Lipsitz, Tony Jackson, Hayes Mizell, and Leah Meyer Austin write, Speaking With One Voice, published in Kappan. National Forum convenes • ■1999 - Following development of criteria, first four pilot Schools to Watch selected and recognized • 2002 - Schools to Watch national recognition moves to the state level—California, Georgia, and North Carolina are selected & trained at NMSA Headquarters by the Forum’s STW Committee • 2003 - Colorado, Illinois, Kentucky, & Virginia join Schools to Watch effort & are trained in Indianapolis by STW co-chairs and new state leaders. 14 STW recognized

7. Schools to Watch History • 2004 – National Forum incorporates and becomes an independent 501(c)(3) organization. New York & Ohio join Schools to Watch. As governance issues develop, state leaders work with Forum leadership to create an oversight committee to further the work. 40 Schools are recognized. • 2005 – Arkansas & Michigan become STW states and are trained in Indianapolis by Forum & state leaders. 55 schools recognized. The first state STW go through re-certification, with three schools retired. The first national STW conference draws over 400 participants to Washington, DC. States identify “archivists” to collect data about the impact of STW. • 2006 – Pennsylvania, South Carolina & Utah join STW. 50% of the nation’s middle schoolers in STW states. 86 STW. • 2007 – New Jersey & Oregon become STW states. 126 STW across the nation.

8. Academic Excellence STRUCTURES NORMS PROCESSES Social Equity Developmental Responsiveness The Vision

9. Academic Excellence • Challenge through curriculum, instruction, assessment, support and time • Recognize cognitive growth for abstract and complex thinking • Curriculum and extra-curricular programs are challenging and engage student energy, interest and curiousity • Students understand important concepts, develop essential skills and apply knowledge to real world problems • Adults maintain rich academic environment through on-going professional development and community connections 9

10. Developmental Response • Small learning communities of adults and students support respectful relationships that support intellectual, ethical and social growth • Schools provide comprehensive services to foster healthy physical and emotional growth • Students have opportunities for both independent inquiry and collaborative learning • Involvement of families as partners in education • Schools rooted in community, and students have opportunities for active citizenship 10

11. Social Equity • Schools seek to keep their students’ future options open • Structures within the school support high expectations and a commitment to high quality work from all students • All students are in academically rigorous classes staffed by well prepared teachers • Staff honors and acknowledges students’ histories and cultures • Staff works to educate every child well and to overcome systematic variation in resources and outcomes related to race, class, gender and ability 11

12. Academic Excellence Vision Statement “The school challenges all students to use their minds well, providing them with the curriculum, instruction, assessment, support and time they need to meet rigorous academic standards.” STW Criteria • All students are expected to meet high academic standards. •Curriculum, instruction, assessment, and appropriate interventions are aligned with standards and are rigorous.

13. Developmental Responsiveness • STW Criteria • The school creates a personalized environment that supports each student’s intellectual, ethical, social, and physical development. • The school provides access to comprehensive services to foster healthy physical, social, emotional, and intellectual development. Vision Statement “The school creates small learning communities of adults and students in which stable, close, and mutually respectful relationships support all students’ intellectual, ethical, and social growth.”

14. Social Equity Vision Statement “The school has high expectations for all their students and is committed to helping each child produce work of high quality.” • STW Criteria • To the fullest extent possible, all students, including English learners, students with disabilities, gifted and honors students, participate in heterogeneous classes with high academic and behavioral expectations.

15. Organizational Structures & Processes • STW Criteria • A shared vision of what a high-performing school is and does drives every facet of school change. • The principal has the responsibility and authority to hold the school-improvement enterprise together, including day-to-day know-how, coordination, strategic planning, and communication. Vision Statement “These are the norms, structures, and organizational arrangements that support and sustain school’s trajectory toward excellence in all areas.”

16. Schools to Watch States 2009 Number of STW States: 18

17. Nationwide-- Schools to Watch 79 Schools were designated or re-designated for 2009 State# of STW Arkansas 1 California 10 Colorado 2 Florida 2 Georgia 8 Illinois 5 Kentucky 2 Michigan 3 New Jersey 4 New York 10 North Carolina 8 Ohio 12 Pennsylvania 6 South Carolina 1 Texas 1 Virginia 5 Since its inception, 200 schools have received designation nationwide http://www.clms.net/stw/schools/Castaic.pdf

18. Common Threads • While each school faces different challenges related to its location, student demographics, levels of district support, and other factors, we have seen common themes emerge. • Our Schools to Watch: • Know and articulate the academic outcomes they seek. In some cases, the outcomes are prescribed by the state or district; in others the faculty have adopted the outcomes recommended by their various disciplines. • Are taking deliberate steps to help students achieve those outcomes by making strategic changes in curriculum, teaching, and school services. • Enjoy a high degree of family & community involvement (but are never satisfied with their current levels). • Demonstrate a high level of faculty commitment.

19. Common Threads • Have set benchmarks for implementing their strategies, and hold themselves accountable for specific results. We cannot stress too much the importance of data in the lives of these schools. • Strategically concentrate their energies on important focus areas. As a result, the changes in each school are burrowing deeply into its culture. • Have strong, visionary leaders who can articulate challenging goals, and motivate faculty and staff to reach those goals. • The schools are filled with happy, positive, and involved students and adults who are all actively learning!

20. A Closer LookThurgood Marshall Middle School Mission Statement: Thurgood Marshall Middle School is committed to implementing the seven recommendations in the revised Carnegie Corporation’s report, Turning Points 2000 - Education Adolescents in the 21st Century, in order to ensure success to every student. Vision Statement: Thurgood Marshall Middle School is a diverse community of life-long learners who are nurtured and empowered through an integrated educational program with an emphasis on literacy and a broad range of services for all students.

21. Academics • 89 % Hispanic • 90 % Free/Reduced Lunch • 23 % Special Education • 670 Students Grades 7 and 8 • Students Meeting or Exceeding State Standards for High Grade Enrolled - 74% • Meeting or Exceeding in Reading - 69% • Meeting or Exceeding in Math - 79% • Meeting or Exceeding in Science - 76% 21

22. Student Connection • Students involved in extracurricular activities - 58% • Students reporting adequate or excellent levels of school safety - 87% • Students reporting adequate or excellent levels of academic rigor - 74% • Students reporting adequate or excellent levels of support from teachers and staff at school - 81% • Students reporting adequate or excellent levels of social emotional learning among peers - 81% • Parents reporting satisfaction with the school: Adequate + Excellent - 78% 22

23. How Do They Do It? • Teachers take responsibility for creating, adapting and revising the curriculum to enhance student learning • Autonomous teacher teams lead the school and the administration facilitates their leadership • Focus on a student-centered learning environment 23

24. In the Classroom... • Integration of subjects • Active hands-on instruction • The arts surround and support the academic curriculum • Attention to the social and emotional needs of the students, so they are free to learn • Resolve issues by asking “What’s best for the kids?” 24

25. Oregon STW Criteria • Must have at least 2 grade levels, including 7th grade • Must have 3 years of State Report Card data for current configuration • Can not be in School Improvement w/sanctions • Must be designated as Strong or Exceptional on State Report Card for the most recent school year • OR • Must have above the state average in math, reading/language arts, science, and writing in all grades tested within the school's middle level program for the most recent school year

26. Oregon STW Commitment • Present at a COSA sponsored conference • Open school doors for site visits from other Oregon • schools • 3 year authorization and commitment • Attend National STW

27. Is Our School Ready? • Gather the Data • Demographics, Academic Achievement, Absenteeism, Suspension Information • Principal’s Checklist • Twelve questions: Students, Staff, School, District • Self-Rating Guide • An honest look at the data and practice 28

28. How can I get involved in STW? • Visit www.schoolstowatch.org • Take a virtual tour of a current School to Watch • Join the visitation team • Discuss STW criteria with your school community • Complete an application this fall

29. Timeline • Aug.2009 Applications Available • Nov. 20, 2009 Applications Due • Dec. 2009 Schools informed of application status • Jan. 2010 Site Visits • Mar. 2010 Announcement of Oregon STW • TBD Schools featured at COSA Conference

30. Research supporting the National Forum’s Vision Lee & Smith, 1993 Purpose: To evaluate impact of school restructuring on student achievement and related outcomes Sample: Data from over 8,800 8th grade students in 377 schools Results:Elements of restructuring were positively associated with academic achievement & engagement. ►Modest increases in academic achievement (e.g., reading & mathematics) ►Increase in student engagement (e.g., homework, feeling bored, prepared for class) ►Greater equity of student outcomes

31. Felner et. al, 1997 Purpose: Assess & evaluate impact of Turning Points’ recommendations on middle grades reform (achievement, social-emotional, and behavioral) Sample: Survey and achievement data from 31 Illinois schools. Results:Students in more highly implemented schools had higher achievement and better adjustment ►Higher achievement in more highly implemented schools (language arts, reading, and math) ►Lower levels of behavior problems in more highly implemented schools. ►Students in highly implemented schools had higher levels of self-esteem and lower levels of worry and fear.

32. Pattern of Impact of Levels of Turning Points Implementation for Economically and Socially Disadvantaged Students

33. Chicago Consortium Studies, 1990’s Purpose: To study the relationships of student social support & academic press to gains in student achievement. Sample:Survey and achievement data from 6th & 8th grade students and teachers in 304 Chicago schools in 1997. Results:Levels of both social support and academic press are positively related to gains in achievement. ►Social support & academic press impact student achievement (reading & math); combined effect produces greatest achievement gains ►Students attending the least racially integrated, lowest-achieving, economically poorest, and largest schools are least likely to experience the combined impact of support and press known to impact student achievement

34. CPRD –University of Illinois Purpose: Assess & evaluate impact of comprehensive school reform elements on middle grade schools Samples:Survey and achievement data from hundreds of middle grade schools in several states (AR, IL, LA, MA, MI, MS) Results:Implementation of middle school reform elements impacts student learning & achievement ►Achievement scores are higher for students in schools that are teaming with high common planning time ►Team size and length of time teaming also affect student achievement scores ►Teachers with middle-grades certification engage more frequently in “best practices,” which impacts achievement

35. Other Studies ►Backes, Ralston, & Ingwalson (1999) examined impact of middle school practices on student achievement in 6 BRIDGES schools in North Dakota •Found that most achievement scores were higher in BRIDGES school implementing Turning Points recommendations ►Lee & Smith (2000) examined impact of school size on student achievement •Found that students in small schools (<400 students) perform better and teachers have a more positive attitude about responsibility for student learning

36. Other Studies ►Sweetland & Hoy (2000) studied relationship between school characteristics and educational outcomes •Found that teacher empowerment (decision making) was linked to student achievement (reading & math)

37. Citations •Backes, Ralston, & Ingwalson (1999). Middle level reform: The impact on student achievement. Research in Middle Level Education Quarterly, 22 (3), 43-57. •CPRD publications available at www.cprd.uiuc.edu •Felner, Jackson, Kasak, Mulhall, Brand, & Flowers (1997). The impact of school reform for the middle years: Longitudinal study of a network engaged in Turning Points-based comprehensive school transformation. Phi Delta Kappan, 78(7), 528-532, 541-550. •Lee & Smith (1993). Effects of school restructuring on achievement and engagement of middle-grade students. Sociology of Education, 66, 164-187.

38. Citations •Lee, Smith, & Smylie (1999). Social support, academic press, and student achievement: A view from the middle grades in Chicago. Chicago: Consortium on Chicago School Research, University of Chicago. •Lee & Smith (2000). School size in Chicago elementary schools: Effects on teachers’ attitudes and students’ achievement. American Educational Research Journal, 37(1), 3-31. •Sweetland & Hoy (2000). School characteristics and educational outcomes: Toward an organization model of student achievement in middle schools. Educational Administration Quarterly, 36(5), 703-729.