School Improvement: The Middle School Dilemma A Presentation to Arlington Public Schools’ Middle School Design Team June 23 rd, 2008 Dr. Michaelene Meyer,

School Improvement:

The Middle School Dilemma

A Presentation to Arlington Public Schools’Middle School Design Team

June 23rd, 2008Dr. Michaelene Meyer, Mrs. Melissa Saunders

A School Improvement Framework . . .

• What do we believe about school improvement?

• What role does Central Office play in guiding the process?

• What builds accountability at the school-site level?

• How do we engage the ultimate stakeholders?

Asking the RIGHT Questions:What do we believe about school

improvement?

The Language of School Improvement:

• Program versus models/strategies/interventions

• Testing versus assessment

• Remediation versus acceleration


improvement?

• What are the factors that support school improvement?

• What are the most effective results-driven models/interventions that lead to accelerated learning for all students?

• How do we optimize teachers’ use of instructional time?


improvement?

Central Office School Student

CurriculumScope/Sequence

Resources

AssessmentDiagnosticFormative

Summative

InstructionScheduling

Instructional PracticeProfessional Development

EngagementLearned Intelligence

Background KnowledgeMotivation

Continuous Improvement . . .

PLAN

DOSTUDY

ACT

Plan a change aimed at improvement:

1) gather baseline data

2) establish a clear measurable goal

3) develop a strategy or approach

Carry the plan out on a small scale

Study the results: compare new data to baseline data

Adjust strategy or, if it worked, implement it widely

7-Step Problem-Solving Method . . .

Step 1

Identify and define the problem

Step 2

Analyze the problem Determine root cause

and measure gap

Step 3

Establish goals for

improvement

Step 4

Study and decide on solutions

Step 5

Plan for implementation

Step 6

Implement on a small scale: Test

and adjust

Step 7

Monitor and continuously

improve

7-Step Problem-Solving Method

Step 3. Establish Specific Goals

SMART Goals:• S = specific + strategic• M= measurable• A = attainable (80% chance)• R = results-oriented• T = timebound

7-Step Problem-Solving Method

Step 3. Establish Specific Goals

Process GoalsMeans

Inputs

Capacity improvements

System interventions

Improvement activities

Function

Results-Oriented GoalsEnds

Outputs

Productivity

Outcomes

Improvement targets

Purpose

Continuous Improvement is about Action Research . . .

• Focus is on a school issue, problem or area of collective interest.

• Support comes from a school commitment and leadership, as well as from external agencies or groups.

• Audience is the entire school community.

• Great potential for the research to impact student achievement.

What are the factors that support school improvement?

Robert Marzano

What Works in Schools:

Translating Research into Action (2003)

“. . . if we follow the guidance offered from 35 years of research, we can enter an era of unprecedented effectiveness for the public practice of education . . .”

What Works in Schools?Factors Affecting Student Achievement

• School Factors– Guaranteed and viable curriculum– Challenging goals and effective feedback– Parent and community involvement– Safe and orderly environment– Collegiality and professionalism

What Works in Schools?Factors Affecting Student Achievement

• Teacher Factors– Instructional strategies– Classroom management– Classroom curriculum design

• Student Factors– Home atmosphere– Learned intelligence and background

knowledge– Motivation

School Factor:Guaranteed and Viable Curriculum

• Ranked as the first factor – has the most impact on student achievement.

• Is a combination of “opportunity to learn” and “time.”

• Both have strong correlations with academic achievement, yet they are so interdependent that they constitute one factor.

What Works in Schools?School Factors

Factor Avg. ES Percentile Gain

Opportunity To Learn (1) .88 31

Time (1) .39 15

Monitoring (2) 30 12

Pressure to achieve (2) .27 11

Parental involvement (3) .26 10

School climate (4) .22 8

Leadership (5) .10 4

Cooperation (5) .06 2

School Factor:Opportunity to Learn

• Extent to which the curriculum is “guaranteed” • Clear guidance about content to be addressed in

specific courses and at specific grade levels (Intended Curriculum)

• Unconditional delivery of this curricula by individual teachers (Implemented Curriculum)

• Consistent monitoring of implementation and attention to achievement data by leadership (Attained Curriculum)

School Factor:Instructional Time

Relationship between time and achievement:• Total number of days/hours students are

required to attend school (Allocated Time)• The part of the day when students are

participating in learning activities (Engaged Time)

• The part of engaged time when students are actually learning (Academic Learning Time)

And . . .The Best Practices are . . .

Dr. Michael Rettig

Why Parallel BlockScheduling???

• To focus resources to achieve the goal of having all children reading on grade level by the end of 3rd grade.

• To improve services for special needs children.

• To reduce class size during critical instructional times (reading and math).

• To take advantage of teacher strengths.

• To ensure equity in the allocation of instructional time.

Research on the Probability of Third Grade Students Graduating from High

School

McPartland and Slavin, 1990, p.7.

Reading one year below

grade level and have been retained

Low SES background and attend

school with many other

poor children

Near Zero

Baldwin Elementary School

Dr. Ashley Cramp, Principal

Why Are We Examining Scheduling and the Reorganization of Instructional Time at

Baldwin?

•SOL Trend Data relatively stagnant in pass % (mid 70’s to low 80’s)

•Fall Measure of Academic Progress (MAP) Assessment

•60% 3rd grade below grade level in Reading, Language, Math

•40% of 4th grade below grade level in Reading, Language, Math

•Mid-year MAP Assessment

•Students are on-track for a ‘year worth of growth’ but still need stronger results from our instructional model

•26 3rd graders and 30 4th graders working beyond mid-year benchmarks (these numbers include but are not exclusive of our GT students)

Why Are We Examining Scheduling and the Reorganization of Instructional Time

at Baldwin?

•PALS •Fall scores from 2006 indicate an increase in the need for PALS remediation, especially in Kindergarten

•Fall Math Assessments•Indicate our students K-4 are struggling with acquisition of some specific core concepts and skills

Collaborative Review, Research, and Recommendation Process

•Volunteer Team of Professionals from Each Content AreaAshley Hitner-KindergartenChris Short-Music (fine arts)Jeff Osborne 1st (primary)Allison Swanson ESOLLaura Confroy 4th (upper)Nancy Emanuel-Special EducationJennifer Thompson-ResourceBetty Garry- Assistant Principal Leslie Fravel-Resource

•Defined Team GoalTo examine instructional time in all 4 subjects to allow teachers and staff to accelerate learning for all levels, provide more small group time, delve deeper into the curriculum, engage in critical, higher level thinking, and most effectively utilize personnel other than classroom teachers (PALS, ESOL, SPED, Resource, etc.)


•Review, Research, and Development Sessions•November 7, 2006 – Dr. Mike Rettig – Principal Meeting•November-December – Sharing of concept/initial discussions with Assistant Principal & other leaders•January 11, 2007 – All staff attended a general information session on parallel block with Dr. Rettig•January, 2007 – Two teacher leaders visited Cougar Elementary to tour, observe classrooms, talk with administration, gather more information•February 9, 2007 – Leadership team listed above (including Dr. Cramp) visited Cougar Elementary to tour, observe classrooms, talk with administration, gather more information•February 12, 2007 – All staff participated in staff development on parallel block•February 20, 2007 – Faculty meeting with further discussion about all thoughts and ideas from Feb 12•February 22, 2007 – Dr. Rettig works with leadership team to create Baldwin’s schedule•March 5-9, 2007 – ALL staff visits Cougar for ½ day to observe, speak with staff, ask questions, etc.•March 12-16, 1007 – Dr. Cramp meets with all grade levels and groups of staff to review the proposed schedule, answer questions, etc•March 20, 2007 – Staff vote on moving forward with the parallel block schedule- 100% of instructional staff in favor

Elementary Student Instructional Day

•Based on 45 minute blocks and each class broken into 2 groups

•DAILY: K-2 have one block of Science/SS and one block of Extension and 3-4 have one block of Science and one block of Social Studies

•Encore is our new term for specials (Art, Music, PE, etc.)

•Social Studies and Science and Extension are classes with different teachers

8:45 -

9:20

9:20 -

10:05

10:05 -

10:50

10:50 -

11:35

11:35 -

12:20

12:20 -

1:05

1:05 -

1:50

1:50 -

2:35

2:35 -

3:20

3:20 -

3:30

Core Class for DEAR; Calendar Time; DOL (whole group)

Whole Group Lang. Arts w/ Core Teacher

Small Group Lang. Arts w/ Core Teacher

Extension (K-2)

Science (3-4)

Recess and Lunch w/ Core Teacher

Small Group Math w/ Core Teacher

Whole Group Math w/ Core Teacher

Science & SS (K-2)

Social Studies (3-4)

Encore Core Class for pack-up and dismissal

Instructional Opportunities and Benefits

•Increased instructional time in Language Arts and Mathematics; a portion of this increased time is small group

•Allows teachers to specialize in Language Arts and Math OR Social Studies and Science

•Children are exposed to a wider variety of personnel and teaching styles

•Allows for movement throughout the day

•Eases transition from Elementary to Mayfield

•PALS remediation K-2 occurs during extension time; no longer pulled from core classes

•Maintains common planning time for data assessment, curriculum discussions, etc.

•Allows for acceleration of all levels of students (below grade level, on grade level, and above grade level including Gifted & Talented)


•Increases frequency of PE from 1x every 5 days to 2 x every 6 days

•Guidance becomes part of the Encore rotation to ensure continuity of lessons

•Resource and specialized instructional personnel are available for push-in to make small groups even smaller for direct, explicit instruction

•Opportunities for hands-on learning each day through the center-based extension rooms (K-2)

•3rd and 4th receive 45 minutes of Science and 45 minutes of Social Studies DAILY

•Children work with their core classroom of students but are also with students from other classes throughout the day in Extension, Social Studies/Science, and Encore (specials)

And . . .The Best Practices are . . .

Dr. Michael Rettig

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8 Guiding Questions Which Help Us Revisit the Mission and Goals

of Middle Schools

1. What is an appropriate number of students a middle school teacher should see each day/term/year? Is there a relationship between how a teacher works with students and the number of students assigned to a teacher?

2. What is the appropriate number of teachers for middle school students to see each day/term/year? Is there a relationship between student behavior and "sense of belonging" and the number of teachers a student is assigned during a day/term/year?

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8 Guiding Questions Which Help Us Revisit the Mission and

Goals of Middle Schools.

8 Guiding Questions Which Help Us Revisit the Mission and

Goals of Middle Schools.

3. What is the appropriate time balance between core and encore subjects? What factors should be considered in determining this balance?

4. What is the appropriate number of subjects for students to be enrolled during any one day/term/year? Is there a relationship between the number of classes for which students are responsible and their success in those classes?

5. How should exploratory classes be scheduled in relation to other subjects?

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Key Question 3:

a. What percentage of a student’s day should be spent in the following basic subjects: English (including reading), mathematics, science, and social studies?

b. How should the total time allocated to ELA, math, science and social studies be divided among these subjects?

c. How should the time allocated to encore classes be divided among the various possibilities?

6. While many middle school schedules on paper show the possibility of flexibly combining single periods into longer instructional blocks, in practice, we find classes typically are taught in single periods; hence, does the middle school experience become even more fragmented for both students and teachers? Does such practice create stress and make it difficult for teachers to implement some of the more productive teaching strategies?

8 Guiding Questions Which Help Us Revisit the Mission and Goals of Middle Schools.

8 Guiding Questions Which Help Us Revisit the Mission and Goals of Middle Schools.

7. With the growing diversity of school populations, do we need to plan schedules which permit extended learning time for those students who need additional time to meet course expectations?

8. Should a middle school schedule be compatible with elementary and high school schedules in the feeder pattern?

8 Guiding Questions Which Help Us Revisit the Mission

and Goals of Middle Schools.

8 Guiding Questions Which Help Us Revisit the Mission

and Goals of Middle Schools.

Mayfield Intermediate School

Mr. Jeff Abt

Principal

Why Are We Examining Scheduling and the Reorganization of

Instructional Time at Mayfield?

•Mathematics scores over the past several years

•Review staff teams and discuss best model for our students

•Need to incorporate daily recess for both grade levels

•Need to serve fewer students during lunch shifts

•Work out general concerns as a first-year school


Volunteer Team of Professionals from each Content Area:

Math ~ Joan Masterson, Tracy Volz Special Education ~ Sheri LangfordLanguage Arts ~ Susan Demeria, Debbie Aines ESOL ~ Tim EverettScience ~ Luke Krizmanich, Cyndy Mattia Physical Education ~ Linda PinascoSocial Studies ~ Jan Melander, Traci Whiting Administration ~ Jeff AbtFine Arts ~ Brian Tressler Guidance ~ Heather Fitz-Randolph, Lillian Hickman

Defined Team GoalIncrease instructional time in math to allow students and teachers to have necessary time to teach and learn what is necessary for math success for all students.


Review, Research, and Development Sessions•November 7, 2006 – Dr. Mike Rettig – Principal Meeting•November 28, 2006 – Dr. Rettig –Team Meeting from 8:00 – 12:00•December 7, 2006 – Joint Meeting with Dr. Pope and Mrs. Saunders•December, 2006- January, 2007 – Weekly Team Meeting to Discuss 2007-08 Schedule•January 12, 2007 – All-Day Team Meeting with Dr. Mike Rettig•February 12, 2007 – Professional Development Day – “Teaching in the Block” with Dr. Mike Rettig •April 20, 2007 – Review of Instructional Model with Dr. Mike Rettig

Mayfield Intermediate School

Student Instructional Day

Two- or Three-Person Instructional Teams

Block I 85 – 90 Minutes Language Arts

Block II 85 – 90 Minutes Math

Lunch/Recess 45 Minutes Lunch/Recess

Block III 45 Minutes Science

Block IV 45 Minutes Social Studies

Block V 2/45 Minutes Encore

Note: Encores for Grade 6 – AM

Encores for Grade 5 - PM

ENCORE ROTATION

GRADE 5

Day 1

PE

Day 2

Music – Choice of General Music, Chorus, Band or

Orchestra

Semester 1

Introduction to Computer Technology

Semester 2

Art

Semester 1

Health

Semester 2

Introduction

to Spanish/

French

Or Reading Acceleration

EXAMPLE:

ENCORE ROTATION

GRADE 6

Day 1 Day 2

PE

Semester 1

Technology Tools for a

Digital World

Semester 2

Health

Choice of:

One Full Year Course - Band, Chorus, Orchestra

OR

Two Semester Courses:

Exploratory Spanish/French, Art, Reading or Reading Acceleration

TOTAL INSTRUCTIONAL DAYS IN ENCORES

GRADE 5 GRADE 6Physical Education – 90

Music (Student Choice) – 90

Introduction to Technology – 45

Health – 45

Art – 45

Introduction to Spanish/French - 45

Physical Education – 90

Music (Student Choice) – 180

Technology Tools for a Digital

World – 45

Health – 45

OR

Physical Education - 90

Technology Tools for a Digital

World – 45

Health – 45

AND

Choice of 2 Electives (Art, Exploratory Spanish/French, Reading or Reading Acceleration)


• Instructional day of core instruction increases from 230 minutes to 270 minutes.

• Increases mathematics instructional time from 46 minutes to 85-90 minutes.

• Maintains daily common planning time among teacher teams.

• Allows for daily recess to be incorporated into lunch block.

• Allows for four lunch shifts – one for each specifically designated area of the building

• Provides for a smooth transition to Metz Middle School for our grade 6 students

Mrs. Melissa Saunders Principal

Grace E. Metz Middle School

Why Are We Examining Scheduling and the Reorganization of Instructional Time at

Metz Middle School?

• Accreditation with Warning Status for Mathematics• Recommendation from the State Academic Review

Team- “ Use of Instructional Time and School Scheduling Practices”

• 3 Year School Improvement Plan Action Item• Winter Measure of Academic Progress Assessment

(MAP) *95 7th Grade Students identified “Algebra ready”*60 8th Grade Students identified “Geometry

ready”*46% of students in 7th and 8th grade are below

grade level in Math, Reading and Language

Collaborative Review, Research and Recommendation Process

• Volunteer Team of professionals from each content area:

Emily Thornton-Math Kelly Grebinosky- English

Lisa McKinney- Science Melissa Neal-Social Studies

Darlene Dawson- Related Arts Jeff Horton- Health/PE,Jane Trivette- Special Education Mary Jane Boynton-

ESOL Patti Shaw- Instructional Technology Maxine Griggs-

GuidanceMelissa Saunders-Administration

• Defined Team Goal:Increase instructional time in Math and Language Arts to go more deeply into the curriculum, explore concepts, engage in higher order thinking and accelerate student learning.

Collaborative Review, Research and Recommendation Process

2006-2007 Review, Research and

Development Sessions

• November 7, 2006- Dr. Mike Rettig- Principal Meeting• November 28, 2006- Dr. Mike Rettig- Team Meeting• December-January 2006-07- Weekly Team Meetings,

Department Meetings-Weekly staff updates• January 11, 2007- Dr. Mike Rettig- Team Meeting• February 12, 2007- Dr. Mike Rettig – “ Teaching in the

Block” PD Day

Middle School Student Instructional Day

Block I (90 Min) Language Arts

Block II ( 90 Min) Math

Lunch Lunch

Block III ( 90 Min) Science/SS

Block IV

( 2/55 Min Periods)

Encore

Encore Rotations:3 Choices in Two Periods

A DayNavy

B DaySilver

C DayWhite

Period 1 Class 1PE

Class 3Band

Class 2French

Period 2 Class 2French

Class 1PE

Class 3Band


• 64% of the student day dedicated to core instruction- 18% increase ( 270 minutes vs. 196 minutes)

• Increased instructional time in Language Arts and Mathematics provides for use of research-based practices to improve instruction( Marzano’s nine instructional strategies and research on structures for vocabulary acquisition- identified in Virginia Department of Education Task Force Meeting on Middle School Mathematics Performance, December 19, 2006)

• Allows for acceleration of all levels of students (below grade level, on grade level, and above grade level including Gifted & Talented)

• Accelerated math program Algebra I offered to algebra ready students in 7th Grade- Geometry offered to select students in 8th Grade


• Two year in-depth Foreign Language program

• Addition of beginning Band/Orchestra classes and additional encore opportunities in other content areas

• Maintains common team planning time for data review- allows for job-embedded professional development opportunities

• Provides smooth transition to OHS block

Implementation Year 1:Opportunities

• 300+ student in Algebra • 7th Grade Foreign

Language I• Reduction in Hallway

Behaviors• Additional Encore Ideas

( guitar, school store, broadcast, beginning band/orchestra)

Challenges• Team size ( 6 person

too large for “teaming”)

• Special education conflicts/balancing class sizes

It must be about students and learning, not about me!

Daily Time Allocation

Baldwin Grades K-

2

Baldwin Grades 3-

4

Mayfield Grades 5-

6

Metz Grades 7-

8

LA and Reading 135 mins 90 mins 90 mins 90 mins

Mathematics 90 mins 90 mins 90 mins 90 mins

SS/SC 45 mins 90 mins 90 mins 90 mins

Lunch and/or Recess 45 mins 45 mins 45 mins 30 mins

Encore 45 mins 45 mins 90 mins 110 mins

How do we optimize teachers’ use of instructional time?

“The crucial issue seems to be how the time is used,

with quality of instruction being the key.”

(McREL)

What Works in Schools

“Schools can have a tremendous impact on student achievement if they follow the direction provided by research.” (Marzano, 2003)

It is the goal of MCPS Department of Curriculum and Instruction to do just that:

• Use research to guide our decisions

• Implement, monitor and audit our practices to ensure that we are indeed improving achievement levels of all students

Question/Answer Time

Question time . . .

Thank you . . . .

School Improvement: The Middle School Dilemma A Presentation to Arlington Public Schools’ Middle School Design Team June 23 rd, 2008 Dr. Michaelene Meyer,

Documents

improvement step

school improvement framework

language of school improvement

school issue

school commitment

continuous improvement

problem step

middle school dilemma