An Introduction to An Introduction to

Middle SchoolMiddle School

Mrs. Ramona Tyson, Mrs. Ramona Tyson,

Interim SuperintendentInterim Superintendent

Dr. Dr. MorceaseMorcease Beasley, Beasley,

InterimInterim Deputy Deputy Superintendent for Superintendent for

Teaching & LearningTeaching & Learning

Dr. Vonzia Phillips, Dr. Vonzia Phillips,

Director of Middle School Director of Middle School

Teaching & LearningTeaching & Learning

DeKalb County DeKalb County DeKalb County

School SystemSchool SystemSchool System

A Partnership

Between Home

and School

The Middle SchoolThe Middle School

ConceptConcept

The National Middle School Association and the National Forum to Accelerate Middle Grade Reform state that middle schools must be . . .

�Academically excellent

�Developmentally responsive

�Socially equitable

The Middle School The Middle School

ConceptConceptAn academically excellent middle school . . .

Recognizes that early adolescence is marked by

dramatic cognitive growth.

A developmentally responsive middle school . . .

Creates small learning communities with relationships that support intellectual, ethical and social growth.

A socially equitable middle school . . .

Seeks to keep open the future options of its students.

GoalGoal #1#1To increase rigor and academic

achievement

Strategic Action: Improve all instructional delivery

� To implement and monitor the research-based instructional and leadership frameworks for teaching and learning resulting in a systemic and consistent approach to teaching and learning in DeKalb County School System

� Ongoing systemwide training and support for teachers of all content areas

Adding Rigor and Exposure Adding Rigor and Exposure

to Our Programto Our Program

High expectations in all courses

Power Standards for Emphasis on the most critical skills

Extended Learning Time (ELT) daily to accelerate and/or enrich student learning

� Curriculum

� Academic Teams

� Expectations

� Homework

� Student Responsibility

– Getting to Class, Organization, Turning in Quality Work, Class Participation and Mastery of the Material

Making a Difference in the MiddleMaking a Difference in the Middle……

How is it different from elementary school ?

� Students will facilitate parent – teacher conferences

� The percentage of Level I students in reading and math will decrease annually.

� Students will read the equivalent of 25 books per year across the curriculum.

� Students will write weekly across the curriculum.

� Students will use reading and writing strategies to help them understand and use the content in all classes.

� Students will write a minimum of one research paper and develop one research-based project each year.

Indicators of SuccessIndicators of Success

A Typical DayA Typical Day• Arrival

• Breakfast Program and/or Before School Activities

• Academic Block with Academic Team Teachers

(5 Periods/5 Clock Hours)

• Connections Block with Connections Teachers

2 Periods (1 Per day for schools on an A/B Block)

• Lunch with Academic Team

• Dismissal

• After School Activities

• Homework and Study Time

The ChallengeThe Challenge……Learning the ProcessLearning the Process

Organization� Locker Organization� Notebook Organization� Teacher/Student/Parent Communication Tool(s)� Preparing for “Due Dates”� Making the Most of 2nd Opportunities

Grading: Numerical and Letter Grades (DeKalb utilizes common syllabi)

� Homework - Individual practice of concepts� Class work and projects (redone until standards are met)� Formative Assessments in the form of district-wide Benchmarks� Tests/quizzes are more critical (demonstration of mastery)� Comprehensive final exams are administered at the end of each

semester

Standardized TestingStandardized Testing

Criteria Referenced Competency Test (Late April)By state law, a scale score of 800 or better in reading and mathematics is required for promotion to grade nine.

Grade Six:� Criterion Referenced Competency Test (CRCT) (April)Grade Seven:� Iowa Test of Basic Skills (October)� Cognitive Abilities Test (CoGAT) (October)� CRCT (April)� Renzuli (Fall)Grade Eight:� Iowa Test of Basic Skills (October) � Georgia Writing Assessment (January)� CRCT (April)� CRCT Re-Test (June, only if needed) � Accelerated Math EOCT

Academic TeamsAcademic Teams

Core subject instruction is delivered by “Academic Teams”, which provide smaller learning communities.

Generally, these teams are created through a heterogeneous grouping of students. Within these teams, homogeneous flexible groups are created for instruction.

Students on a team share the academic team teachers, a counselor, and an administrator.

Team teachers include those qualified and certified to teach: Language Arts, Mathematics, Science, Social Studies, and in some cases Special Education and/or English Language Learners (ELL).

Team teachers have a daily common planning period.

Academic Academic CoreCore CoursesCourses

� Instruction totals 300 minutes (5 hours) daily:

� Language Arts

� Mathematics

� Science

� Social Studies

� Extended Learning Time (ELT)

Within the academic block, both remedial and enrichment opportunities are provided through ELT Reading and writing skills are addressed daily by each academic teacher.

Extended/Flexible Extended/Flexible

Learning TimeLearning Time٭ This course occurs daily within the academic block and provides students an

additional period of academic instruction, targeting the content standards, beyond the four traditional academic periods.

٭ As determined by a variety of measures, including standardized test data and progress in their academic courses, students will be assigned for remediation or enrichment.

٭ This course will target specific skills/content in one of the following subject areas: Language Arts, Mathematics, Science, or Social Studies. *A double dose of math or Language Arts may be provided

٭ The assignment of students to subject areas and to instructional levels may change each nine-week session.

٭ A “hands-on”, project-based, student-centered methodology is encouraged in this course in order to facilitate the application of student knowledge.

The DeKalb Website contains a Parent AssistantParent Assistant by which parents

may access student records including attendance and grades. Copy

the link now for future use.

http://esispa.dekalb.k12.ga.us/

Language ArtsLanguage Arts

Grades 6 Grades 6 -- 88At each grade level the Georgia Performance Standards

(GPS) Curriculum provides opportunities for students to :

�Demonstrate comprehension on literary and informational texts.�Acquire a new vocabulary and use it in reading and writing.�Read a minimum of 25 grade-level appropriate books in a variety of

genres and across subject areas.�Use the writing process to produce grade-level appropriate texts in a

variety of genres.�Use research and technology to support writing.�Demonstrate understanding and control of the rules of the English

language in both written and spoken formats.�Participate in group verbal interactions.� Listen and view various forms of text and media.�Give oral presentations.

MathematicsMathematics

Grade 6Grade 6Sixth Grade/Math 6The Georgia Performance Standards (GPS) offer students the opportunity to experience real-world applications, hands-on labs and interdisciplinary investigations. Topics include:

Number and OperationsMeasurementGeometryAlgebraData Analysis and Probability

MathematicsMathematics

Grade 7Grade 7Seventh Grade/Math 7The curriculum offers students the opportunity to experience real world applications, hands-on labs and interdisciplinary investigations. This course integrates algebraic concepts with other important topics including the following:

� Integers and Variable Expressions� Equations and Inequalities� Rational and Irrational Numbers� Functions and Percents� Patterns in Geometry and Probability

MathematicsMathematics

Grade 8Grade 8Eighth Grade/Math 8

The curriculum offers students the opportunity to experiencereal-world applications, hands-on labs and interdisciplinary investigations. This course covers the following algebraic concepts:

Integers and Rational Numbers

Equations & Inequalities

Exponents and Polynomials

Factoring

Graphs

Linear Equations

Systems of equations

Radical Expressions Quadratic Equations*There is no Carnegie Unit credit offered for this course, unless the

student is enrolled in the HS level Accelerated Math I course.

Accelerated Mathematics I(This is the preset curriculum for accelerated 8th grade math students)

Prerequisite: Strong, successful completion of Accelerated Math 7/8

This is the first in a sequence of mathematics courses designed to

prepare students to take AB or BC Advanced Placement Calculus. It

includes radical, polynomial and rational expressions; functions and their

graphs; quadratic and radical equations; fundamentals of proof;

properties of polygons, circles and spheres; coordinate geometry; sample

statistics and curve fitting.

*Parents may select between two accelerated options for

qualifying 8th grade students: Accelerated Math I (preset)

or Accelerated GPS Algebra/ Geometry (by request) for

Carnegie Unit credit. Once earned, this credit will count

towards high school graduation and be factored into the

students high school GPA.

SCIENCESCIENCE

GRADES 6GRADES 6--88Grade Six/Science 6 (Earth Science) Concepts in:

GeologyMeteorologyAstronomy

Grade Seven/Science 7 (Life Science)Concepts related to:• Cells• Ecology• Botany• ZoologyGrade Eight/Science 8 (Earth Science)Concepts in:• Geology• Meteorology

Astronomy

66thth Grade Earth Science, 7Grade Earth Science, 7thth Grade Life Science, and 8Grade Life Science, and 8thth Grade Grade Physical Science are all based on the Georgia Performance StandaPhysical Science are all based on the Georgia Performance Standards rds (GPS) Curriculum (GPS) Curriculum

Social StudiesSocial Studies

Grades 6Grades 6--88Sixth Grade World Studies/World Studies 6

The emphasis in sixth grade is on the study of history, geography and culture of selected regions: Europe, Latin America, Canada, and Australia. Each unit focuses on a geographic overview, historic development, people and culture,

political systems and economic systems.

Seventh Grade World Studies/World Studies 7

The emphasis in seventh grade is on the study of history, geography and culture of selected regions: Africa, the Middle East and Asia. Each unit focuses on a geographic overview, historic development, people and culture, political systems and economic systems.

Eighth Grade Social Studies 8

In the eighth grade, students trace the history of Georgia in the context of the development of the United States. A chronological focus includes a geographic overview and early inhabitants, the foundation of Georgia in the 18th century through the state’s development in the 20th century. Students also examine the characteristics of state government, public issues, citizen rights and responsibilities, and contemporary and historical comparisons of state and national political institutions.

ReadingReading

Grades 6Grades 6--88

A dual approach will be taken with Reading instruction . . .

• For students reading below grade level, the reading specialist and/or other “highly qualified” teachers will modify instruction based on student needs.

• For all students, core subject teachers will use reading strategies to enhance student learning; the core subject teachers will infuse reading and literacy skills into their respective subject areas.

Possible Connections OfferingsPossible Connections Offerings

Nine Week Courses/Two Periods Daily (1 per Nine Week Courses/Two Periods Daily (1 per

day for schools operating on an A/B block)day for schools operating on an A/B block)

• Instrumental Music (Band or Strings)

• Visual Arts

• General Music

• Choral Music

• Family and Consumer Sciences

• Technology Education

• Business Education (Computers)

• World Language

• Creative Writing

• Health & Physical Education

• Career Connections

• Power Reading

(Double Dosing)

• Math Tools

(Double Dosing)

Connecting, Exploring, Remediation & Enrichment

Flexible Instructional Flexible Instructional

Levels:Levels:General Level

� Delivery of the grade level curriculum according to the defined pace utilizing “Best Practices”, State and National Standards.

High Achievers Level (Local Criteria)

� Delivery of the grade level curriculum according to the defined pace enriched with additional, in-depth activities and study.

Gifted Level (State Criteria)

� Delivery of the grade level curriculum by a teacher certified orendorsed in “Gifted”, utilizing strategies gained in their gifted preparation program.

Each Middle School level of instruction has Each Middle School level of instruction has

expectations for rigor, relevance, and relationships.expectations for rigor, relevance, and relationships.

PlacementPlacement Criteria Required Criteria Required

for High Achievers Core Coursesfor High Achievers Core Courses

This level of instruction is designed to meet the needs of students who perform above grade level through differentiated and enhanced instruction.

� First Time Placement Into The Program: Students scoring a Scale Score of 825 or above on the CRCT Test in Reading and Mathematics qualify for participation in this program.

� Students matriculating from a DeKalb Elementary High Achievers Program may continue into the middle school program.

� Continued enrollment in this level of instruction does require performance at a level of a grade of B or above in core area courses.

Gifted CriteriaGifted Criteria

� Students must meet specific state defined criteria to be placed into DeKalb’s gifted level of instruction which is called “Impact”. Gifted course offerings vary by school.

� Please refer to DeKalb’s gifted website, www.gifteddekalb.com or State Board of Education Rule 160-4-2-.38 for details.

High School Credit Courses in High School Credit Courses in

DeKalb Middle SchoolsDeKalb Middle Schools

Optional in Grades 7 & 8(If student meets placement criteria)

World Language: Specific language varies by school*Adequate demand and qualified staff must be present for course(s)

to be offered.

Optional in Grade 8 for those students who qualify:

High School Level Accelerated Math I (preset) or Accelerated GPS Algebra/ Geometry (by request) All students take the EOCT (End of Course Test)

High School Credit High School Credit

World LanguageWorld Language

(Grade 7 & 8 (Grade 7 & 8 ““SplitSplit”” Course)Course)

• The 7th Grade portion of this course corresponds to one-half of the high school level course of the same title.

• The 8th Grade portion of this course corresponds to the second half of the high school course of the same title.

After successful completion of both years, one high school credit for the course will be awarded at the end of Grade Eight. No partial credit is awarded for those completing only a portion of this 2 year program.

High School Credit High School Credit

World LanguageWorld Language

Criteria for placement into the Grade 7/Grade 8 “split” Year-Long course is as follows:�Grade of B or Better in 6th Grade, First Semester Language Arts

�Two Teacher Recommendations

�A score of 825 on the Reading section of the CRCT

Supporting All LearnersSupporting All Learners

For those students who need additional assistance within the regular education program, we seek to create the following Safety Net structures:

� Opportunities within the school day to “double-dose”students with core academic knowledge and skills for both enrichment and remediation

� After school programming to provide extended tutorial opportunities

� The possibility of additional reading and/or math support in the connections block

Exceptional Education Exceptional Education

StudentsStudents

For students who have special needs and who qualify for special services . . .

An Individualized Education Plan (IEP) is developed and implemented by the appropriate staff. Students are scheduled into the least restrictive environment.

(See Intervention Pyramid)

Guidance, Counseling, Guidance, Counseling,

and Student Supportand Student Support

�Counseling Staff

�Student Support Team (SST)

�Prevention / Intervention Specialist

�Peer Helpers

�Peer Mediation

�Peer Tutors

�Mentoring (School Staff & Community)

Preparing Your ChildPreparing Your Child……and yourself

For Middle SchoolFor Middle School

� Talk to your child each morning and evening about their school experiences.

� Listen to their concerns.

� Ask questions.

� Accentuate the positive.

� Discuss appropriate consequences.

� Help with organizational skills.

� Do not let them do too much in terms of outside activities (Do not “over schedule”).

� Have knowledge of the internet sites, music, films, and television that they enjoy and access.

Preparing Continued. . .

� Keep time for family activities.

� Keep child supplied with basic materials--pens, paper, dictionary, calculator, ruler, etc..

� Set up and monitor study routine, utilizing consistent, quiet place to study and have consistent time for studying.

�Get a library card for your child.

�Visit the school on a regular basis.

�Get to know the staff.

Preparing Continued. . .

�Help your child with social skills, friendships, and girl/boy friendships.

�Stay active in parent organizations and school council meetings.

�Talk with school staff about ideas for improving your child’s experience.

�Volunteer when possible.

�Keep all lines of communication open.

The Division ofThe Division ofThe Division ofThe Division ofThe Division ofThe Division ofThe Division ofThe Division ofTeaching & LearningTeaching & LearningTeaching & LearningTeaching & LearningTeaching & LearningTeaching & LearningTeaching & LearningTeaching & Learning

Dr. Lenisera Barnes-BodisonK-12 Mathematics Coordinator

Wanda Audrict,K-12 Mathematics Coordinator

Dr. Rita Williams

K-12 Mathematics Coordinator

Gail VinsonK-12 Social Studies Coordinator

Kim WestonK-12 Social Studies Coordinator

Terri D. Brown,K-12 English-Language Arts Coordinator

Dr. Rhonda Prunty, K-12 English-Language Arts Coordinator

We are here to serve you!We are here to serve you!

Dr. Christopher Robinson,

K-12 Science Coordinator

Deneen McBean-Warner,

K-12 Science Coordinator

Rhonda Wells

K-12 World Language Coordinator

Jennifer Powell

K-12 Health & Physical Education Coordinator

Elizabeth Eppes

K-12 Fine Arts Coordinator

Don Roberts

K-12 Instrumental Music Coordinator

Dr. Michael Meeks

K-12 Choral Music Coordinator

Director of Middle Schools: Dr. Director of Middle Schools: Dr. VonziaVonzia PhillipsPhillips

Ms. Angela McWhorter, Administrative Assistant (678)676-0063