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Making Middle Grades Work (MMGW)1 is about improving student achievement in the critical middle grades. It is an effort-based school improvement initiative founded on the conviction that most students can master rigorous academic studies if schools create an environment that motivates them to make the effort to succeed. Students are motivated to achieve at high levels when
MAKING MIDDLE GRADES WORK
They learn a rigorous academic core taught in ways that enables them to see the usefulness of their studies. There are supportive relationships between students and adults. These relationships provide students with the extra help and support they need to meet challenging course standards and make successful transitions from elementary schools to the middle grades and from the middle grades to high school. Teacher advisers in middle grades schools work with parents and students to set goals and select rigorous courses that prepare students for college-preparatory classes in high school. School leadership focuses on supporting what and how teachers teach by providing common planning time and professional development aligned with school improvement plans and the MMGW Key Practices. These conditions create an environment where more students and their parents recognize that the middle grades matter and where more students become independent learners able to set future educational goals and choose courses to achieve those goals. In an era of rising workplace requirements, getting a good high school education is more important now than at any previous time. Responsibility rests with middle grades schools to prepare students for rigorous high school studies that, in turn, prepare them for further studies and careers. The MMGW school improvement design consists of a framework of Goals, Key Practices and Key Conditions for accelerating learning and setting higher standards. It recommends researchbased practices for schools to improve academic and exploratory instruction and sustained student achievement. MMGW research has shown that sustained school improvement and student achievement occur when state, district, school and teacher leaders work together and take ownership by adopting the MMGW design for the specific needs of individual middle grades schools.
The primary mission of MMGW is to create a culture of high expectations and continuous improvement that prepares middle grades students for challenging high school studies. There is room for improvement. On the 2005 National Assessment of Educational Progress (NAEP) eighth-grade assessment, 29 percent of students scored below Basic in reading; 32 percent scored below Basic in mathematics these students are not prepared for challenging high school studies. To achieve its mission, MMGW has several goals. These include the following:
1 MMGW is the nation's first large-scale effort to engage state, district and school leaders in partnerships with teachers, students,
parents and the community to raise student achievement in the middle grades. Currently, 236 middle grades schools participate in MMGW.
Increase to 85 percent the percentages of students who meet the MMGW reading, mathematics and science performance goals on the Middle Grades Assessment, a NAEP-referenced exam. Increase the percentages of all students who perform at the Proficient level to at least 50 percent in reading, mathematics and science, as measured by the Middle Grades Assessment. Increase annually the percentages of middle grades students entering high school prepared to succeed in collegepreparatory courses. Increase to 90 percent the percentage of middle grades students who transition into grade nine and complete high school four years later. Reduce the failure rate in grade nine by ensuring middle grades students receive the preparation they need to succeed in high school courses such as Algebra I and beyond and college-preparatory English 9. Advance state and local policies and leadership initiatives that sustain a continuous school improvement effort. MMGW believes middle grades schools will achieve these goals if they base their efforts on a comprehensive improvement framework of Key Practices and Key Conditions.
High expectations and a system of extra help and time Students learn in different ways and at different rates. Schools invest the time and extra help middle grades students require to meet the rigorous, consistent standards of high expectations. Schools provide a structured system of instruction and extra help that supports all students to become self-directed learners by building into their learning experiences opportunities to practice habits of successful learners effective study and literacy skills, time management and learning with others; gives students easy access to opportunities to meet and exceed course standards and advance with their peers; lets students know what is required for A- and B-level work;2 supports teachers in forming nurturing academic relationships with students to improve students work and achievement; and supports teachers and school leaders in planning catch-up learning experiences for seventh-and eighth-graders identified as not being on course to be prepared for college-preparatory high school courses. Classroom practices that engage students Young adolescents need varied learning activities linked to challenging academic content and opportunities to use new skills and concepts in real-world applications. Further, middle grades teachers need to integrate reading, writing and speaking as strategies for learning into all parts of the curriculum. Academic and related arts teachers can engage students regularly by having them read books and articles, write, make presentations, and use high-level reasoning and thinking skills. Teachers working together Provide teams of teachers from several core disciplines time and support to work together to help students succeed in challenging academic and related arts studies. Middle grades teachers need time to work together to align core academic courses to high school readiness standards, and align standards with classroom assignments, student work and assessments; integrate mathematics and literacy concepts across the curriculum; examine student work; and develop and/or implement gear-up programs during the school year and summer for seventh- and eighth-graders needing accelerated instruction in mathematics, language arts and reading to be prepared for college-preparatory high school course work. Support from parents Parents must clearly understand and support higher standards for performance in the middle grades. Develop efforts to educate middle grades parents, school and teacher leaders, and students about the achievement level needed for challenging high school studies. Teacher advisers play a critical role in keeping parents engaged by arranging multiple conferences with students and their parents. Through these conferences: students and parents set clear goals that motivate students and enable them to see the relationships between their middle grades studies, high school studies and beyond; both the school and students families know what will be necessary to assist students in taking challenging courses; and faculty, teacher advisers, students and parents can track progress and make changes as required. Qualified teachers Middle grades teachers must know academic content and how to teach middle grades students. To ensure that they do, teachers must be highly qualified. Middle grades teachers must have in-depth knowledge of their subject areas and of teaching strategies to engage and challenge students.
2 Students earning an A demonstrate mastery over the subject matter and perform above grade level. These students are able to apply content and show competence in
the analysis, synthesis and evaluation of content at grade-level standards. Students performing B-level work are at grade level and can apply content and occasionally synthesize and evaluate content. 3
Middle grades teachers lacking majors in their subject areas are supported by the district to acquire content expertise. The school and district employ teachers who have depth in their teaching fields and support them in learning how to teach well. Use of data States, districts and schools must continuously use data on student, school and teacher performance to review and revise school and classroom practices. A primary tool for assessing student achievement in the middle grades is the Middle Grades Assessment, which is referenced to NAEP proficiency standards in reading, mathematics and science and administered to eighth-graders. The Middle Grades Assessment also includes data from a survey of students, teachers and school personnel. These surveys provide information on the perceptions of these groups concerning school and classroom practices. Schools are expected to use data from their state assessments, end-of-course assessments and end-of-year assessments. Use of technology for learning Provide opportunities for middle grades students and teachers to explore and use technology for improving knowledge and skills in English/language arts, reading, mathematics, science, social studies and exploratory courses through the use of research-based instructional practices. Strong leadership Middle grades schools need strong, effective principals who encourage teachers and participate with them in planning and implementing research-based improvements, including aligning and benchmarking curricula to high school standards. Each school should have a leadership team consisting of the principal, assistant principal and teacher leaders.
In science students should complete science projects that take a week or more; complete written lab reports once a semester or monthly; use equipment to do activities in science labs with tables and sinks once a semester or monthly; use word processing software to complete an assignment or project often; complete short writing assignments of one to three pages for a grade once a semester; use a laptop computer, a lab book or notebooks to keep records, logs and comments; and write long answers to questions on tests in science monthly. In social studies students should understand the essential concepts of geography, economics, history and government; analyze conflicts and debate and defend a position; and participate in hands-on activities such as problem-solving and decision-making in the real world, simulations, and service learning. In exploratory courses students should experience a curriculum that is aligned to core academic standards; read and write to learn; work on projects that integrate academic standards; practice use of technology; and explore different career pathways.
Read and write across the curriculum: Students should write, revise their writing and use reading strategies in all of their academic courses. Mathematics across the curriculum: Mathematics success in grades seven through nine is a powerful predictor of whether students leave high school with the knowledge and skills needed for further study. Students need the opportunity to practice these skills and to apply them to real-world mathematics problems. Goal setting and planning: Students need to learn why goals are important and how to set and achieve them. Teachers can help students by discussing short-term academic goals and supporting students in the achievement of their goals. Access to resources: Help students develop the skills necessary to learn how to question, research and analyze.
Provide eighth-graders who are identified early on as not being ready for college-preparatory courses in high school English and Algebra I a double-dose of both subjects. A two-semester program can help these students strengthen their skills. The First Semester consists of a language arts course that stresses high-interest adolescent reading, writing and grammar. The course prepares students for a ninth-grade college-preparatory language arts course in the second semester. The Second Semester consists of a mathematics course that stresses arithmetic and pre-algebra. This transitional course prepares students to take Algebra I during the second semester. a study skills and guidance course stressing study habits, note taking, job shadowing and visits to high school career/technical labs; or a computer course focusing on databases, word processing, PowerPoint, Internet, e-mail and related skills. physical science or social studies taught at the college-preparatory level. The science course includes lab experiments and use of the scientific method.
3 RTI is an independent, nonprofit corporation specializing in scientific research and technology development. SREB contracted with RTI to conduct this study.
Students in high-implementation schools are more likely to report that teachers were available for extra help when needed and that the extra help they received strengthened their understandings of school subjects. Students in high-implementation schools are more likely to report experiences with multiple strategies for learning. Students at high-implementation schools not only score higher, but a larger percentage of them meet the MMGW benchmark subject goals. (See Table 1.) Fewer than two out of five students in low-implementation schools met the 2004 subject goals, while nearly half (46 and 48 percent) of students in high-implementation schools met two or more of the subject goals. (See Table 2.)
Subject
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Technical Review Visit (TRV): Between 18 and 24 months following the TAV, the TAV team leader and state coordinator conduct a one-day visit to the school. These visits enable MMGW, SREB staff and state coordinators to assess progress in implementing the comprehensive improvement framework. The TRVs also help school leaders fine-tune action plans and identify further technical assistance the school may require.
4 Services and agreements are dependent upon whether a middle grades school is part of a state network or is a contracted site.
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conducting annual leadership forums for teams and district leaders from all MMGW states; seeking support from the private sector and foundations for delivery of MMGW services; and disseminating information about MMGW best practices to state organizations. For individual schools contracting with MMGW, priority services include providing an orientation to MMGW; managing and leading a two-day SDW at participating schools; managing and leading a three-day on-site TAV and a one and one-half day TRV to each participating school; providing improvement consultants to work with schools in the delivery of technical assistance and coordination of services; working with schools to examine needs in providing staff development and follow-up coaching, including site-specific national staff development programs; helping schools plan and implement site-specific staff development to support teachers in changing what and how they teach; evaluating sites progress in implementing the MMGW design and raising the achievement of students in reading, mathematics and science through biennial NAEP-referenced Middle Grades Assessments student assessment and survey, teacher survey, principal survey and school data summary; on-site coaching and additional electronic and telephone support; providing workshops for the school leadership team; and providing curriculum alignment training in English/language arts and Algebra I.
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Prepare an action plan for implementing the Key Practices and a site-specific staff development plan to help teachers carry out the action steps. Participate in the biennial Middle Grades Assessment student assessment and survey, teacher survey, principal survey and school data summary to obtain baseline data and to measure progress in raising student achievement. Host a TAV involving a team led by SREB or the state to review progress and the challenges to be addressed to raise student achievement. Participate in district leadership activities, state staff development activities and the annual HSTW Summer Staff Development Conference. Become an active member of a state and multistate network for sharing information and ideas. Designate staff members to coach all teachers in getting students to use reading, writing and mathematics across the curriculum to improve achievement in all content areas. Promote a vision of high achievement for all students among faculty and staff, parents, students and community members.
5 For the most up-to-date contact information for state coordinators, please visit our Web site, www.sreb.org. Click on the High Schools That Work link at the top of the
page and then choose the link for Making Middle Grades Work in the left column.
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What Making Middle Grades Work does for middle grades schools
Participation in MMGW benefits all stakeholders in the middle grades community: students and their parents, teachers and administrators. Benefits to students: MMGW improves students academic knowledge and skills. It shows students the connection between the middle grades, high school and their futures; it encourages them to prepare for a rigorous, collegepreparatory curriculum in high school. Benefits to teachers: Teachers gain confidence in their abilities to help all students complete challenging middle grades studies and prepare them for rigorous high school college-preparatory course work. They work together to implement more rigorous curricula and classroom instruction and plan professional development activities aimed at raising students achievement. Benefits to principals: Administrators strengthen their understanding of curriculum and instruction as they lead the staff to align curriculum and classroom assignments and assessments to high school readiness standards. They become more adept at leading a continuous improvement program planning, doing, reviewing, evaluating, making new plans and revising old ones to improve student learning. Benefits to schools: Schools receive data about students strengths and weaknesses in reading, mathematics and science and about the weaknesses of school and classroom practices through the Middle Grades Assessments, Technical Assistance Visits (TAVs) and Technical Review Visits (TRVs). Based on this information, teachers and administrators can take actions to improve the rigor of the curriculum, the relevance of classroom assignments and the support students need to get from the home and school to meet higher standards. The result is improved communication among faculty and staff, students, parents, and secondary institutions.
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Benefits to educational reform: MMGW provides states with Goals and a set of Key Practices and Key Conditions for working with local school systems to improve the middle grades. School leaders and teachers discover that they can raise the achievement of all students, including those previously underserved. Benefits to the community and nation: A well-taught, accelerated curriculum in the middle grades can 1) reverse the downward trend in students reading, writing, mathematics and science achievement that currently is occurring in most middle grades schools; and 2) significantly increase the percentage of students ready for challenging high school studies and, ultimately, their achievement potential as adults.
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