Middle School: A Critical Component to High School

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Middle School: A Critical Component to High School Reform Theresa Hinkle President National Middle School Association Presented to National Association of State Boards of Education Middle School Study Group January 25, 2008

National Middle School Association: 

Established in 1973, NMSA has been a strong voice for all those committed to meeting the educational and developmental needs of young adolescents. We represent over 180,000 middle level educators who are administrators, classroom teachers, central office personnel, school board members, professors, college students, parents, community leaders, and educational consultants across the world. National Middle School Association

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This We Believe

Characteristics of Early Adolescents: 

Characteristics of Early Adolescents Cognitive Capacity for abstract thought Problem-solving and reasoning abilities Metacognition Physical Rapid, intense growth Balance and physical coordination Social and emotional Awareness of others Sense of fairness Social consciousness

Speaking With One Voice: 

This We Believe: Successful Schools for Young Adolescents (NMSA, 2003) Breaking Ranks in the Middle (NASSP, 2005) Turning Points 2000: Educating Adolescents in the 21st Century (Jackson & Davis, 2000) National Forum to Accelerate Middle-Grades Reform: Vision Statement (1999) Speaking With One Voice

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This We Believe

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National Middle School Association Believes . . .

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National Middle School Association Believes . . .

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National Middle School Association Believes . . .

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National Middle School Association Believes . . .

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SUCCESSFUL SCHOOLS FOR YOUNG ADOLESCENTS

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Grade Organization Patterns 1976-2007

Other Grade Configurations: 

Other Grade Configurations “…determining once and for all what kind of grade configurations are best for students is still a complicated and unsettled matter.” “Evidence for Moving to K-8 Model Not Airtight” Debra Viadero in 1/16/08 Education Week

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Successful Middle Level Schools

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Successful Middle Level Schools

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Success in the Middle

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The Policymaker’s Role

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Advocacy and Collaboration ACT Academy for Educational Development Alliance for Excellent Education The College Board International Reading Association National Association of Secondary School Principals National Council of Teacher of English National Forum to Accelerate Middle Grades Reform National Middle School Association Middle Grades Coalition on NCLB (original members)

Success in the Middle ActHouse Bill HR 3406 and Senate Bill S.2227: 

Success in the Middle Act House Bill HR 3406 and Senate Bill S.2227 $1 billion dollars in formula grants to states to help local districts improve low performing schools. Additional $100 million for research to identify and implement effective practices that lead to student learning and success at the middle level.

Success in the Middle ActHouse Bill HR 3406 and Senate Bill S.2227: 

Statewide plan for improving student achievement to include: What students are required to know to complete middle school and successfully transition to high school Development of early identification data system to identify students at risk of dropping out and provide proven interventions Investment in proven intervention strategies Professional development-addressing needs of diverse learners, using challenging and relevant research-based best practices and curriculum Comprehensive, school-wide improvement efforts in lowest performing schools Implementing student supports-extended learning time, personal academic plans, intensive reading and math instruction Success in the Middle Act House Bill HR 3406 and Senate Bill S.2227

Partnerships: 

Partnerships Month of the Young Adolescent Affiliate Network Learning First Alliance Alliance for Excellence in Education United Voices for Education National Forum to Accelerate Middle-Grades Reform Alliance for Curriculum Reform

Resources-Funding: 

Resources-Funding

Resources-Funding: 

Appropriate levels of funding would allow schools to: adopt and align standards reflective of skills needed for success in future identify students at risk implement intervention programs to get students back on track design formative assessments aligned with standards based curriculum provide professional development Resources-Funding

Asking the hard questions…: 

Asking the hard questions… Is current practice both rigorous and developmentally appropriate? Are formative assessments in place to assist teachers with planning instruction? Are assessments relevant, continuous and aligned with curriculum? Is technology being used efficiently and effectively? Is data being used effectively to inform instruction? Are the unique characteristics of the whole child being addressed?

Asking the hard questions…: 

Asking the hard questions… Are we identifying students at risk early in their middle grades years – if not before? Are we adequately supporting students with appropriate intervention programs designed to equip students with the skills and knowledge required for success in high school? Are the needs of diverse learners being met? Are our students being successful in high school and beyond?

What do Young Adolescents Think About Middle School?: 

What do Young Adolescents Think About Middle School? 90% felt they were very or somewhat prepared to succeed in middle school Grades are important for nearly all students, followed by the opportunity to participate in chosen classes and activities Student behavior (including bullies and gangs, fights and illegal activities) is the most commonly cited problem in schools Qualities like being friendly, taking time to listen, and providing detailed explanations are top reasons students find teachers special. “From the Mouths of Middle-Schoolers” Kappan November, 2007

What do Young Adolescents Think About High School and College?: 

What do Young Adolescents Think About High School and College? 84% believe they are very or somewhat prepared for success in high school 61% felt their writing, math and reading skills were strong enough for success in high school 93% believe they will graduate from high school 92% indicated they would definitely or probably attend college Middle schoolers are optimistic: “From the Mouths of Middle-Schoolers” Kappan November, 2007

What do Young Adolescents Think About High School and College?: 

Dropout rates are between 17% - 25% Post-secondary attendance rates are around 66% What do Young Adolescents Think About High School and College? In reality: “From the Mouths of Middle-Schoolers” Kappan November, 2007

Making the Transition Seamless: 

Making the Transition Seamless Ninth grade academies Teaming Advisory Summer programs Vertical curricular articulation Visionary leadership On-going communication and collaboration between high schools and feeder middle schools

This We Believe: 

This We Believe Successful schools for young adolescents prepare students to be lifelong learners, ethical and democratic citizens, competent, self-sufficient young people with the knowledge and skills to be successful in high school and life.

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