Middle Level Achievement

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Middle Level Achievement

• A Study in Best Practices at the Middle Level

Robert Knisely, Principal
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Core Beliefs

• has the capacity to learn, grow, and develop into
  a knowledgeable, reflective, caring, ethical, and
  contributing citizen.
• must have access to the very best programs and
  practices a school can offer.
• must be engaged in learning that is relevant,
  challenging, integrative, and exploratory.
• thrives academically, socially, and emotionally
  in a democratic learning environment where trust
  and respect are paramount and where family and
  community are actively involved.
• faces significant life choices and needs support
  in making wise and healthy decisions.
• deserves educators who are prepared to work with
  this age group, who are themselves lifelong
  learners and committed to their own ongoing
  professional development and growth.

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We also believe that middle school aged children
are different

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

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Key Recommendations for Effective Middle Schools

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BEST PRACTICES

• CULTURAL CHARACTERISTICS
• Collaborative Leadership
• High Expectations
• Adult Advocate
• Safe Environment
• Knowledgeable teachers
• Shared Vision
• Active Learning
• School Initiated Partnerships

• SCHOOL PRACTICES
• Curriculum
• Instruction
• Assessment
• Organizational Structures
• Health, wellness, and safety
• Guidance and Support

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SCHOOL LEADERSHIP

• Creation of a shared vision.
• Establishment of high expectations.
• Collaborative/shared leadership

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TEACHERS
Educators who value working with this age group
and are prepared to do so.

• Highly Qualified
• Prepared
• Able

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CURRICULUM

• Aligned
• Relevant
• Engaging
• Integrated
• Exploratory
• Challenging

• What we teach
• should relate or
• link the material
• to our students.

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INSTRUCTION

• Connected
• Constructive
• Responsive
• Varied
• Collaborative

• How we teach should
• actively engage our
• students in the
• learning process.

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ASSESSMENT

• Aligned
• Varied
• Useful for the teacher and the student
• Should guide instruction.
• Should provide demonstrable forms of enduring
  understanding.

• What students
• have learned
• should guide
• instruction.

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RELATIONSHIPS FOR LEARNING

• Teams
• Structured opportunities
• Safe and supportive environment
• Adult advocate

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SAFETY AND HEALTH

• Health and wellness policies
• Safety
• Guidance and support

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FAMILY AND COMMUNITY

• Consistent communication
• Multiple avenues for involvement
• Creating partnerships

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PROFESSIONAL DEVELOPMENT

• Determined by student needs and outcomes
• Aligned to standards
• Focused on Best Practices
• Ongoing, sustainable, and job embedded.

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TECHNOLOGY

• Teachers have access 24/7 to the Internet.
• Teachers and parents have access to on-line
  student information, grades, and materials.
• Students have regular access to modern computers
  and software.

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DATA

• Assessment data is broken down by performance
  objective
• Data is readily available to teachers, parents,
  and students.
• Data is utilized to guide decision making.

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RESEARCH

• 1991-2002 over 3700 original studies specific to
  middle school education.
• Research affirms that middle level education is a
  distinct level of schooling
• Clarifies the need for specific middle school
  practices

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RESEARCH FINDINGS

• Implementation affects achievement.
• Achievement improves when teachers
• Work in teams
• Plan collaboratively
• Have specific preparation

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IMPLICATIONS

• Examined
• Academic Achievement
• Socio-emotional development
• Behavior

• Middle Grades Practices
• Common planning
• Daily advisory
• Appropriate practices

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IMPLICATIONS
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IMPLICATIONS
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CONCLUSION

• Students demonstrate academic growth when
  schools conscientiously apply the full array of
  middle level practices.