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Making Middle Grades Work

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TAV Exit Report Bay Minette Middle School

May 8-9, 2008


MMGW Technical Assistance Visit

• “Snapshot” as seen by those external to your school

• Baseline data

• Use as a tool to further your work


TAV TEAM

Natalie Kendrick, MathematicsNatalie Kendrick, MathematicsMatthew Beckett, ScienceMatthew Beckett, Science

Jim Luckey, CounselorJim Luckey, CounselorDesirea McGilvray, Social WorkerDesirea McGilvray, Social Worker

Baldwin County High SchoolBaldwin County High School

Abby Hamilton, PrincipalAbby Hamilton, PrincipalShelly Stewart, TeacherShelly Stewart, Teacher

Bay Minette Intermediate SchoolBay Minette Intermediate School

Rhonda Stringham,Mathematics BCBERhonda Stringham,Mathematics BCBE

Chris Heger, ParentChris Heger, ParentGayle Day, ParentGayle Day, Parent

Carla Dyess, ParentCarla Dyess, ParentShelly Stewart, ParentShelly Stewart, ParentAbby Hamilton, ParentAbby Hamilton, Parent

Jan Peacock, principalJan Peacock, principalElberta Middle SchoolElberta Middle School

Barbara Moore, Team Leader, SREB


MMGW 10 Key Practices

• High expectations - Extra help/ extra time

• Upgraded Core Academics

• Strong leadership

• Qualified teachers

• All students matter – guidance

• Teachers working together

• Students actively engaged

• Using technology for learning

• Support from parents

• Using data


Components of the

TAV ReportFor each goal, the TAV team

identified

Actions the school has takenNext Steps Challenges and Action Steps


Closing the GapSummary of data and

findings to support the challenges– Achievement Gap– Opportunity Gap– Expectation Gap


Closing the Gaps

The overriding challenge is for Bay Minette Middle to close achievement, opportunity and expectations gaps in student achievement in order to meet the goals outlined by No Child Left Behind (NCLB) by 2014.


Goal I. Increase rigor of academic courses

What the school is doing

• BMMS teachers and school leaders have reviewed MMGW Performance descriptors to determine if students take an upgraded academic core.

• 7th grade students learn the research process and complete a research paper to specific standards

• Students design, conduct, analyze, and describe a science investigation in writing and orally.




School leaders and teachers analyze data, student scores, and test items over time to develop a clear understanding of what students must know and be able to do to successfully complete college-prep coursework in high school.

• BMMS is eliminating the Plugged-Into-Reading class to place all students in core standards- based literature classes next year.

• During co-labs teachers analyzed ARMT/SAT10 data including student scores and test items to set goals for CIP and determine if previous year’s goals were met.

• BMMS identified some power standards for greater focus across the curriculum such as non-fiction comprehension (reading) and data analysis (math).




High-level exploratory classes: – Yearbook, Technology, TV Production,

Multimedia, Culinary, Visual Arts, Drama, Advanced History, Book Club, Band (Jazz/Concert) and Chorus, Honors Choir, Guitar require students to read, write, and use math.


Goal I. Increase rigor of academic courses next steps

• Increase the number of books students are required to read annually to 25-30.

• Examine student work to determine if it meets expected standards.

• Align curriculum and work together to decrease failures and drop-out rate.

• Provide students with increased opportunities to write across the curriculum.

• Continue to address achievement gaps in subgroups in School-wide continuous improvement plan.



challenges• Students reported that classes are easy• Students said they do a half hour or less of

homework on average – students stated that many teachers gave assignments due within a week’s time

• Students, parents and teachers believe there is a loss of instructional time on 8-period day

• Perceived need to reach consensus on program changes before implementation

• Teachers have not received information/training on what constitutes basic, proficient & advanced levels

• Teacher perception that co-lab meeting time is consumed with data analysis of information they already know rather than problem-solving to address identified issues



recommendations• Increase writing requirements for all students:

•Provide students with increased opportunities to write across the curriculum.•Complete short writing assignments weekly across subjects.•Complete a major research paper in both 7th & 8th grades.•Include in-depth explanations about classroom activities in writing assignments.



recommendations

• Increase reading requirements for all students:•Involve students in literature with the Accelerated Reader Program as a motivational tool: daily independent reading, reading logs, tests, TOPS reports & rewards.•Require students to read books related to curriculum in science, social studies & mathematics.•Require three books to be read in English and literature each nine weeks and increase the number of books students are required to read annually to 25-30.



recommendations

• Staff and administration should review MGA student perceptual data and conduct monthly student focus group sessions [ask 10-12 randomly selected students about their most challenging lessons, characteristics of classes in which they learn the most, etc.]

• Have teachers coordinate homework assignments so that students complete homework regularly [average of an hour a night across all subjects]

• TA team suggests BMMS investigate schedule that would provide longer instructional blocks without sacrificing both common and team planning time for teachers



recommendations

• Provide PD for assessing assignments and assessments (SREB’s Getting to Proficiency training)

• Schedule [and develop agendas for] co-lab meetings for different purposes [teams should determine focus for some meetings]



recommendations

• Collaboratively align curriculum to SREB’s high school readiness standards and develop readiness indicators for 7th, 8th, & 9th grades•Examine 9th grade failures as related to curriculum

• Continue to address achievement gaps in subgroups in school-wide continuous improvement plan•Examine 2008 data in August•Develop a Continuous Improvement Plan based on data to decrease achievement gaps and increase number of students at proficient and advanced levels


Goal II. Increase expectations and provide extra help

actions the school has taken• Increase in student attendance from 94% two years

ago to 96.3% due to focused efforts of counselors & the BMMS Truancy officer

• Decrease in suspension/expulsion rates due to Positive Behavior Supports [PBS] and use of Tiger Tokens, School Resource Officer, Anti-bullying program, new facility fewer students, and consistently enforced procedures and expectations

• Teachers post daily objectives/rubrics on website, STI Home, Power Point displays on TV’s; beginning-of-the-year walk-through’s

• Same expectations for students with disabilities and limited English proficiency

• High levels of mutual respect between adults and students


Goal II. Increase expectations and provide extra helpactions the school has taken

• After-School Program (pay by day/month) that includes tutoring/enrichment

• Double-doses of Math (RiverDeep Lab) for those Level I & II on ARMT

• Resource Room & TASC for ECI student assistance

• County website www.bcbe.org maintained for communicating expectations to students, teachers, parents and community.

• Counselors/teachers/administrators encourage students to work harder

http://www.bcbe.org/


Goal II. Increase expectations and provide

extra helpnext steps the school has planned Provide effective extra help and time for

students to meet standards. Implement a school-wide grading policy. Develop a support class to give students

the extra assistance they will need to successfully complete a rigorous high school curriculum.



Challenges

Teacher perception that discipline referrals have not decreased – the discipline data does not reflect accurate numbers of incidents

Teachers said they do not always receive feedback on referrals made – action taken on referral

Teachers requested more diversity training and strategies for reaching students in poverty



Recommendations• Develop and implement new grading policies (similar

to ZAP)• Implement three tiers of intervention for reading and

math.• Help students who do not successfully complete

assignments by offering a homework lunch or before/after school assistance.

• Develop a support class to give students the extra assistance they will need to successfully complete a rigorous high school curriculum.– Review 1st 9 week at-risk for failure list.– Provide time in the daily schedule for student

assistance.– Provide assistance for repeaters from the previous

year at the beginning of the new academic year.



Recommendations

• Administrators should provide feedback on all teacher office referrals [including ‘no action taken’]

• TA team recommends faculty collectively review the school-wide discipline plan to agree on incidents worthy of referrals, etc.

• Have administration provide co-lab teams discipline referral data on monthly basis. Once a month have administrator meet with teacher teams to review data

• To address strategies for working with students in poverty:– conduct a school-wide book study on Payne’s

Framework for Working with Students in Poverty – send BMMS to county Kingore Diversity training summer

2008– Have trained team provide turnaround training for entire

faculty


Goal III. Student engagement in challenging work

actions the school has taken • Teachers use open-ended problems for which there

is no immediate solution• Instruction/practice with open response

questions were implemented across the curriculum in conjunction with our “Always Attempt” plan

• Teachers use authentic assessment strategies such as open-response questions, performance events and projects

• Students use technology to conduct research and word processing

• Teachers use reading and writing strategies across the curriculum - brainstorming and Four-Square writing strategies across the curriculum.

• Teachers use a variety of instructional methods to teach content and address different learning needs within the class period.


Goal III. Student engagement in challenging work

actions the school has taken

• Students have multiple opportunities to apply newly applied skills and understandings to solve similar problems• Scientific method and procedures are applied

repeatedly• Art elements are noticed and analyzed in

differing works of art• Math concepts and skills are revisited through

daily warm-ups and reviews• Students are required to do research, interpret,

and analyze information.• Students work in groups, pairs and individually to

brainstorm strategies, come to conclusions and complete assignments:


Goal III.Student engagement in

challenging workchallenges

Need for students to do more self-assessment [exit slips, windshield, reflections, peer editing, etc.]

Some of the TA team-reviewed sample assignments lacked clear directions or rubrics and others were oversimplified for age group

Display more student work within classrooms


Goal III: Student engagement in

challenging workRecommendations

Implement program of peer observation for teachers to observe each other

Encourage teachers to use more student self-assessment

strategiesclear directions or rubrics to

communicate what students must dodisplay more student work within

classrooms


Goal IV. Development of a Comprehensive Guidance and

Advisement Systemactions the school has taken

BMMS has a network of community agencies and youth service organizations that assist the school in addressing student needs

County-wide Parent University to educate parents on some on issues confronting students in the 21st century

• Individual school booths with break-out sessions including Homework Assistance, Thinking About College, Transition, & At-risk Behaviors

• Responsive Services



Advisement Systemnext steps• Develop an advisor/advisee mentoring

program.• Develop a 7 year educational plan/portfolio

for all students entering 7th grade and meet with advisors & parents at least annually to review the plan.

• Develop a 7 year educational plan/portfolio for all students entering 7th grade and meet with advisors & parents at least annually to review the plan.

• Develop a support class to give students the extra assistance they will need to successfully complete a rigorous high school curriculum.



Advisement Systemchallenges

Counselors report they are overwhelmed dealing with students in crisis - cannot focus on career exploration, etc.

Parents want students to have exposure to career exploration, goal-setting and planning for their future

Small number of student issues take a disproportionate amount of counselor’s time.

Students do not exit BMMS with a five year plan



Advisement Systemrecommendations

• Develop a 7-year portfolio/educational plan for each entering 7th grade student.– Prepare yearly portfolio packages based on

upcoming 6th grade population.– Distribute portfolios to students’ assigned

advisor.– Develop portfolios with team teachers/counselors.– Include academic and career information in the

plan.– Meet with parents and students at least once

each year to review/develop next year’s goals.• Develop an advisor/advisee program.

– Assign students to a faculty advisor to insure students every opportunity for success in academic and social areas.

• Use small group sessions to address repeat student concerns and focus on neediest students.


Goal V. Leadership & Support for teachers to work together

collaborativelyactions the school has taken

• The School Mission/Vision statement is concrete/measurable, understandable by stakeholders and supports student achievement.

• Teachers worked with Curriculum coach to analyze the ARMT/SAT data and design goals to address standards where scores were weakest (SACS).

• Staff development (STC coach & Curriculum coach) has changed teaching practices and resulted in higher student achievement.

• Teachers are provided time in daily embedded co-lab meetings to review data.

• Teachers feel administration supports them in academic or motivational areas.


Goal V. Leadership & Support for teachers to work together

collaborativelychallenges

Teachers need effective use of co-lab time: To review student work Content and standards work

More representative process for teacher attendance at professional development opportunities

Teacher perception is too many new initiatives without sustained time on any one initiative.

Teachers want more information and to directly participate in any new initiative including MMGW.


Goal V. Support for teachers to work together collaboratively

actions taken• School and district leaders provided both a curriculum/reading coach and a technology coach to provide embedded staff development, follow up and feedback.

• School leaders attend conferences and workshops with the faculty (AMSTI/Character Ed).

• Teacher teams include academic core teachers & special education teachers with representatives from the fine and visual arts available as needed.

• During data meetings held monthly during co-lab times teachers examine results of common assessments and discuss student progress as well as during weekly team meetings and monthly departmental meetings.

• All teachers were involved in school improvement through classroom activities/committees including BBSST, CIP, & SACS.


Goal VI. Successful Transitions to and from

middle schoolactions the school has taken• Middle school and high school coordinate

transition activities. •Counselors provide advisement lessons on

preparing for high school through the classrooms •Course selection for rising 9th graders (Whole group advisement through the classrooms);•9th Grade Academic Guide Advisement (Whole Group);



middle schoolactions the school has taken•8th graders tour the high school

•Evening parent program in conjunction with BCHS•Upward Bound First Generation College Program is presented to rising 9th graders and continues until graduation for those interested in advanced studies to prepare for college.



middle schoolnext steps• Conduct a follow-up of ninth-graders to

assess whether the middle grade programs prepare students for rigorous high school studies.



middle schoolchallenges• Evidence of a need to coordinate

with the 5 intermediate schools for transition of 6th graders

• A need expressed by teachers for vertical alignment of content and standards between grades 6 through 9


Goal VI. Successful Transitions to and from middle school

recommendations

• Conduct a follow-up of 9th graders [review of 9th grade failures/drop-outs] to assess whether the middle grades’ program prepares students for rigorous high school studies.– Become familiar with high school

graduation standards & expectations– Determine grade level criteria for

readiness to meet high school standards• Review AHSGE results yearly and take

note of deficiencies as they apply to middle school curriculum.

• Teacher exchange visits to the feeder schools, high school, and within.


What’s Next?• Review all data including TAV report• Explore what is happening in other

MMGW schools• Use your data and MMGW

Benchmarks to select and prioritize action steps

• Divide actions among team structure• Develop/integrate three-year action

plans– Steps– Interim Timelines and Benchmarks– Resources– Evidence of implementation’s impact; Results


The Technical Assistance Team wishes to thank you

for your hospitality, cooperation, and

helpfulness during the site visit. THANK YOU!

Barbara Moore, Team Leader

[email protected]

TAV Team Appreciation

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