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Overview of Progress
Between 2003 and 2009, Durham Public Schools pursued an aggressive and necessary plan to
improve middle school education. In 2003-04, Durham Public Schools did not meet No Child Left
Behind adequate yearly progress (AYP) in grades 6-8 and no DPS middle school met expected
growth for 2003-04 as set by the State Board of Education. By the end of the 2009 school year,
middle schools met 95.2% of their AYP goals and all middle schools met or exceeded ABC growth
in reading and math with the sole exception of 6th grade math. These stunning accomplishments
were in large measure due to the dedication and hard work of the DPS leadership in collaboration
with teachers in committing to the district’s Middle School Reform Initiative. Through this process,
the district identified challenges, set high but achievable goals, developed specific plans meet those
goals, faithfully but flexibly implemented the new plans, and demonstrated courage and persistence
in the face of set backs. Below is a summary of our accomplishments.
Measurable Goals of
the Middle School 2005-06 2006-07 2007-08 2008-09
Reform Effort (2005)
Goal 1: By 2009, 95% of Students will exit the 8th R-80.28 R-80.47 R-41.78 R-50.36
grade on grade level in reading, mathematics, and M-52.2 M-49.9 M-50.8 M-63.6
science (as measured by NCLB’s AYP standard.
Goal 2: By 2009, the achievement gap will be R-17.6 R-18.96 R-46.64 R-44.14
eliminated in reading and mathematics in grades 6-8. M-38.69 M-42.56 M-42.56 M-34.11
Goal 3: Each year, all middle schools will meet or 30% 50% 60% 50%
exceed their growth targets set by the State Board of
Education and measured by the NC EOG, EOC, and
Computer Skills Test.
Involved Parents: In that spirit, Durham Public Schools supports, encourages and welcomes
parents at every school. We invite parents to actively participate in their children’s school programs
and activities and we want them to know that their presence is necessary and their input is greatly
valued. We believe that Durham Public Schools is the best choice for parents who live in our
district, and here are the reasons why:
Engaged Students: Durham Public Schools produces graduates who embrace ongoing learning as a
way of life, who are well prepared for college, and who succeed in their professional pursuits. For
those students who need special instruction, we provide it and help them to excel. For those students
who are academic high-fliers, we help them reach the stars. Because we cherish every single
student, each of our schools offers a safe and orderly environment for learning and an environment
that nurtures and strengthens the whole child--body and mind. Our students participate in highly
engaging learning, develop leadership skills and learn to build good relationships with other
students and staff members.
Qualified Staff: Our teachers are caring, attentive and qualified. They have the support necessary
to deliver superior, individualized classroom instruction. Our administrators lead with increased
student achievement at the core of every decision they make. Counselors and nurses, bus drivers
and social workers—all staff members work hand-in-hand with teachers and administrators to meet
the needs of every child.
Inspired Learning: While raising students’ test scores is critical to Durham Public Schools, our
vision encompasses so much more. Our schools are places where children are excited to learn,
where they can learn solid job skills or prepare for the most competitive colleges in America, where
they find waiting for them at the door of every classroom a teacher who cares for them, instructs
them at the highest level and inspires them.
Durham Public Schools’ Mission Statement
In collaboration with our community and parents, the mission of Durham Public Schools is to
provide all students with an outstanding education that motivates them to reach their full
potential and enables them to discover their interests and talents, pursue their goals and dreams,
and succeed in college, in the workforce and as engaged citizens.
We envision middle students growing in their enthusiasm for learning through a developmentally
appropriate education that challenges their minds. We expect students to have learning experiences
that help them successfully transition from concrete thinking to abstract thinking such that all
students are ready for the rigors of high school subjects and have confidence in their abilities. We
envision middle school students learning in an environment that fosters the growth of personal
responsibility, independence, problem solving, social awareness, and the ability to collaborate with
others. Throughout these transformational years in which students are becoming young adults, we
expect to work closely with families to make this transformation a positive one, one that enables
students to enter high school with hope, confidence, and a personal vision for the future.
Schools to Watch Guidelines as the focus for MS Reform 2009-2013
As of September 2009 three middle schools have been identified as Schools to Watch and two more
have submitted applications. Below is summary of the Schools to Watch criteria which the district
will reference to set our 2009-2013 goals, develop specific plans, and evaluate our progress.
The Schools to Watch guidelines include many items that focus on family and community. In order
to emphasize their centrality to the vision and mission of Durham Public Schools, they are
highlighted for easy reference. Only with a unified effort among all stakeholders, can we ensure
that we will achieve excellence for our middle school students.
Academic Criteria: High-performing schools with middle grades are academically excellent.
They challenge all students to use their minds well.
1. All students are expected to meet high academic standards.
2. Curriculum, instruction, assessment, and appropriate academic interventions are aligned with
high standards.
3. The curriculum emphasizes deep understanding of important concepts and the development of
essential skills.
4. Instructional strategies include a variety of challenging and engaging activities that are clearly
related to the grade-level standards, concepts, and skills being taught.
5. Teachers use a variety of methods to assess and monitor the progress of student learning (e.g.,
tests, quizzes, assignments, exhibitions, projects, performance tasks, portfolios).
6. The faculty and master schedule provide students time to meet rigorous academic standards.
7. Teachers know what each student has learned and still needs to learn.
8. The adults in the school are provided time and frequent opportunities to enhance student
achievement by working with colleagues to deepen their knowledge and to improve their
standards-based practice.
Developmental Responsiveness: High-performing schools with middle grades are sensitive to the
unique developmental challenges of early adolescence.
1. The staff creates a personalized environment that supports each student's intellectual, ethical,
social, and physical development.
2. The school provides access to comprehensive services to foster healthy physical, social,
emotional, and intellectual development.
3. Teachers foster curiosity, creativity and the development of social skills in a structured and
supportive environment.
4. The curriculum is both socially significant and relevant to the personal and career interests of
young adolescents.
5. Teachers use an interdisciplinary approach to reinforce important concepts, skills, and address
real-world problems.
6. Students are provided multiple opportunities to explore a rich variety of topics and interests in
order to develop their identity, learn about their strengths, discover and demonstrate their own
competence, and plan for their future.
7. All students have opportunities for voice—posing questions, reflecting on experiences, and
participating in decisions and leadership activities.
8. Students take an active role in school-family conferences.
9. The school staff members develop alliances with families to enhance and support the well-being
of the children.
10. Staff members provide all students with opportunities to develop citizenship skills, to use the
community as a classroom, and to engage the community in providing resources and support.
11. The school provides age-appropriate, co-curricular activities to foster social skills and character,
and to develop interests beyond the classroom environment.
Organizational Structure: High-performing schools with middle grades are learning
organizations that establish norms, structures, and organizational arrangements to support and
sustain their trajectory toward excellence.
1. A shared vision of what a high-performing school is and does drives every facet of school
change.
2. The principal has the responsibility and authority to hold the school-improvement enterprise
together, including day-to-day know-how, coordination, strategic planning, and communication.
3. The school is a community of practice in which learning, experimentation, and time and
opportunity for reflection are the norm.
4. The school and district devote resources to content-rich professional development, which is
connected to reaching and sustaining the school vision and increasing student achievement.
5. The school is not an island unto itself; it is a part of a larger educational system, i.e., districts,
networks and community partnerships.
6. The school staff holds itself accountable for the students’ success.
7. District and school staff possess and cultivate the collective will to persevere, believing it is
their business to produce increased achievement and enhanced development of all students.
8. The school and district staffs work with colleges and universities to recruit, prepare, and mentor
novice and experienced teachers.
9. The school includes families and community members in setting and supporting the school's
trajectory toward high performance.
Social Equity: High-performing schools with middle grades are socially equitable, democratic,
and fair. They provide every student with high-quality teachers, resources, learning opportunities,
and supports. They keep positive options open for all students.
1. To the fullest extent possible, all students, including English learners, students with disabilities,
gifted and honors students, participate in heterogeneous classes with high academic and
behavioral expectations.
2. Students are provided the opportunity to use many and varied approaches to achieve and
demonstrate competence and mastery of standards.
3. Teachers continually adapt curriculum, instruction, assessment, and scheduling to meet their
students' diverse and changing needs.
4. All students have equal access to valued knowledge in all school classes and activities.
5. Students have ongoing opportunities to learn about and appreciate their own and others'
cultures.
6. The school community knows every student well.
7. The faculty welcomes and encourages the active participation of all its families and makes sure
that all its families are an integral part of the school.
8. The school’s reward system is designed to value diversity, civility, service, and democratic
citizenship.
9. Staff members understand and support the family backgrounds and values of its students.
10. The school rules are clear, fair, and consistently applied.
Strategies to Achieve the Schools to Watch Criteria
1. Social Equity
• Include teaching in the pacing guide
• Intervention time built into school day
• Feature children from different cultures on Channel 4. Allow them to speak about their
native culture, especially what their schools are like
• Departments will revisit the pacing guide timelines
• After-School transportation for clubs, sports, tutorials
• Utilize NCWise to team and schedule classes heterogeneously
• Populate RIO/DEPOT with culturally diverse lessons
• Offer diversity/sensitivity training
• Need more differentiation professional development
2. Academic Excellence
• Vertical transition PLC (i.e. 5th grade teachers meet with 6th grade teachers)
• High quality exemplars on RIO
• Continued district support of flexible scheduling
• Homework practices – model after the study on grades; need a policy
• District-wide cross school PLC meetings
• Professional development on interpretation of data as it relates to student
achievement/the four questions; content specific professional development on data
• Students and teachers must have access (and training) to 21st Century tools and resources
(i.e., laptops, document readers, digital microscopes)