1	Education for Middle-Level Education in the Monadnock Regional School District David G. Hodgdon, Ph.D. Director of Curriculum & Instruction
2	Goals of Presentation Highlight the features of the junior high and middle school concepts Focus on needs of middle-level students Examine data on middle-level education
3	Needs of Young Adolescents “There is a crucial need to help adolescents at this early age to acquire a durable basis for self-esteem, flexible and inquiring minds, reliable and close human relationships, a sense of belonging in a valued group, and a way of being useful beyond one’s self.”
4	Evolution of Middle-Level Schooling Committee of Ten on Secondary School Studies (1893 recommendations) Increase average age of freshmen entering Harvard Recommend 6 years elementary, 6 secondary Nature of junior high schools – focused on growth and development of young adolescents, transition to high school, often final level of formal education in many communities
5	Evolution of Middle-Level Schooling Post-World War II Junior highs became prominent Little high schools Academic departments Promotion based on subjects Rigid grouping patterns Program shaped by high school and beyond
6	Evolution of Middle-Level Schooling Emergence of Middle Schools Racial desegregation Overcrowding in elementary schools and high schools Seminal studies (particularly Turning Points: Preparing American Youth for the 21^st Century by the Carnegie Council on Adolescent Development in 1989)
7	Potential Benefit “Middle grade schools – junior high, intermediate, or middle schools – are potentially society’s most powerful force to recapture millions of youth adrift.”
8	Features of Different School Models Subject-centered vs. student-centered curriculum “All young adolescents should have the opportunity to succeed in every aspect of the middle grade program, regardless of previous achievement or the pace at which they learn.” (Turning Points)
9	Middle Level Curriculum
10	Features of Different School Models “As the schools in the study [by Robert D. Felner from the University of Rhode Island] implemented more of Turning Points’ recommended practices and did so with greater fidelity, their students’ scores on standardized tests of mathematics, language arts, and reading achievement increased significantly.” (Turning Points 2000)
11	Features of Different School Models Individual approach to teaching vs. teaming approach “Teaming provides an environment conducive to learning by reducing the stress of anonymity and isolation on students.” Forging stable relationships Supporting intellectual & interpersonal development Improving behavior Bolstering peer grgoup affiliation
12	Features of Different School Models Locked vs. flexible schedule 50-minute timeframe on daily basis vs. longer or shorter blocks determined by teams Single discipline vs. interdisciplinary/thematic units More vs. less specialization
13	Features of Different School Models “The main purpose of middle grade education is to promote young adolescents’ intellectual development. It is to enable every student to think creatively, to identify and solve meaningful problems, to communicate and work well with others, and to develop the base of factual knowledge and skills that is the essential foundation for these ‘higher order’ capacities.” (Turning Points 2000).
14	Features of Different School Models Static class size vs. large and small group instruction (determined by team) Homogeneous grouping vs. diverse grouping practices “The key [to reducing homogeneous grouping] is redesigning instruction, curriculum, and assessment. You need to put mixed ability groups together systematically to ensure true heterogeneous composition. Staff development is critical with training in open-ended projects, compacting curriculum, performance-based assessments, differentiated assignments and grading standards. . .” (NMSA Research Summary)
15	Features of Different School Models “Many elementary and middle schools have taken the position that well-designed heterogeneous classes can meet the needs of most intellectually gifted students. But many schools also provide special activities for high achievers either within the regular classroom or after school. Most schools report success with this approach – but only after considerable time and work with parents.” [Oakes, J. (1992). Detracking schools: Early lessons from the field. Phi Delta Kappan, 73(6), 448-454.]
16	Features of Different School Models Static vs. flexible grouping patterns Grouping temporary and identified as needed by team Lecture approach vs. varied instructional strategies Authentic & differentiated instruction Interscholastics & intramurals
17	Features of Different School Models Individual vs. common planning time “The center’s [National Center for Public Education and Social Policy] ongoing research suggests that when teams have adequate planning time, they are better able to integrate curriculum across subject areas; coordinate student assignments, assessments, and other aspects of instruction; involve parents in their children’s education; involve parents in their children’s education; and contact health and other services to address behavior issues or other concerns that affect learning. . .” (Turning Points 2000)
18	Features of Different School Models Centralized guidance department vs. team-based guidance and advisory program “. . .every student needs at least one thoughtful adult who has the time and takes the trouble to talk with the student about academic matters, personal problems, and the importance of performing well in the middle grade school.” (Turning Points) Sense of community & team cohesiveness Help and guide students with needs (trusting relationship) Conflict resolution Participate in activities that are part of school functioning (peer tutoring, peer counseling, planning activities, social functions) Lecture approach vs. varied instructional strategies Authentic & differentiated instruction Interscholastics & intramurals
19	Features of Different School Models Centralized/departmentalized vs. shared leadership & decision-making “While the principal provides some leadership, a successful team depends on leadership from within. The principal, no matter how supportive and involved, is not a team member and will not be there each day as a team gets down to business. Teams must lead and manage themselves, not only out of necessity, but also to deepen their sense of ownership and commitment to the work of the team.” (Turning Points 2000) Decentralized Emphasis on teams rather than departments Team leaders rather than department heads
20	Positive Results of Exemplary Middle Schools Improved discipline Positively affected student emotional health, creativity, and confidence Improved faculty morale and support Reduction of teacher isolation in interdisciplinary team organization Extensive staff development Positive parental involvement and support Improved community and media support George, P., & Shewey, K. (1994). New evidence for the middle school. Columbus, Ohio: National Middle School Association.
21	Current Junior High Teacher Recommendations Met with junior high teachers on monthly basis for more than year (including early release time to work on coordination of curriculum Resumption of meetings begun a number of years ago Discussed a range of issues from curriculum to junior high organization Several recommendations made that consistent with items discussed in this presentation
22	Current Junior High Teacher Recommendations Move toward more curriculum coordination and required interdisciplinary projects involving a number of subject areas Staff development focused on unique needs of students at the middle level Junior high school/high school separation Provide homeroom to set up advisory system Provide teams of teachers and common planning time Improve and enhance communication between home and school Improve transitions Address health education for junior high students
23	Resources Available Website on www.mrsd.org Includes National Middle School Association (NMSA) website New England League of Middle Schools (NELMS) Association website Exemplary middle schools website Schools-to-watch website Brochure and other items (such as this PowerPoint presentation)
24	The Leadership & the Will “America’s challenge in preparing its youth is truly a formidable task. But many proven and promising solutions exist. We do not lack the knowledge to transform the education of young adolescents. What we need is the leadership and the will.” (Turning Points)