Making Middle Grades Work Technical Assistance Visit

Making Middle Grades WorkTechnical Assistance Visit Southern Regional Education Board/Making Middle Grades Work 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, Mathematics Matthew Beckett, Science Jim Luckey, Counselor Desirea McGilvray, Social Worker Baldwin County High School Abby Hamilton, Principal Shelly Stewart, Teacher Bay Minette Intermediate School Rhonda Stringham,Mathematics BCBE Chris Heger, Parent Gayle Day, Parent Carla Dyess, Parent Shelly Stewart, Parent Abby Hamilton, Parent Jan Peacock, principal Elberta Middle School Barbara Moore, Team Leader, SREB

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 MMGW 10 Key Practices

Components of the TAV Report For each goal, the TAV team identified • Actions the school has taken • Next Steps • Challenges and Action Steps

Closing the Gap Summary 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 coursesWhat 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.

Goal I. Increase rigor of academic coursesWhat the school is doing • 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-fictioncomprehension (reading) and data analysis (math).

Goal I. Increase rigor of academic coursesWhat the school is doing • 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 coursesnext 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.

Goal I. Increase rigor of academic courseschallenges 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

Goal I. Increase rigor of academic coursesrecommendations • 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.

Goal I. Increase rigor of academic coursesrecommendations • 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.

Goal I. Increase rigor of academic coursesrecommendations 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

Goal I. Increase rigor of academic coursesrecommendations 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]

Goal I. Increase rigor of academic coursesrecommendations • 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 helpactions 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 enforcedprocedures 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/administratorsencourage students to work harder

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.

Goal II. Increase expectations and provide extra helpChallenges • 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

Goal II. Increase expectations and provide extra helpRecommendations • 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.

Goal II. Increase expectations and provide extra helpRecommendations • 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 workactions 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 workactions 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 strategies • clear directions or rubrics to communicate what students must do • display 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

Goal IV.Development of a Comprehensive Guidance and 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.

Goal IV.Development of a Comprehensive Guidance and 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

Goal IV.Development of a Comprehensive Guidance and 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 collaborativelyactions 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 Transitionsto and from middle schoolactions the school has taken • Middle schoolandhigh 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);

Goal VI.Successful Transitionsto and from 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.

Goal VI.Successful Transitionsto and from middle schoolnext steps • Conduct a follow-up of ninth-graders to assess whether the middle grade programs prepare students for rigorous high school studies.

Goal VI.Successful Transitionsto and from 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 Transitionsto and from middle schoolrecommendations • 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

TAV Team Appreciation The Technical Assistance Team wishes to thank you for your hospitality, cooperation, and helpfulness during the site visit. THANK YOU! Barbara Moore, Team Leader barbara.moore@sreb.org

Making Middle Grades Work Technical Assistance Visit