Guiding Principles for Middle School Design A Culture of High Achievement for All Students. Academic Rigor: High achieving middle schools have a clear, consistent, continual, and intense focus on improving student academic outcomes. This includes curriculum, instruction, and assessment closely aligned with state standards in core subject areas and a future orientation toward preparing students for success in a rigorous high school curriculum and college readiness. This focus becomes strong, united vision or shared mission for the entire school. Specific elements to consider:  Standards‐based instruction  Clear focus on essential learning and learning targets.  High expectations in all content areas  Time scheduled to provide teachers a regular opportunity to engage in meaningful work with content area colleagues on a weekly/daily basis.  Consistent use of formative assessment strategies.  Mastery based / learning based grading  Increase daily instructional time in core content classes.  Expanded options and enrollment for higher level course work in the core areas  Strong vertical alignment/articulation with high school to prepare students for high school success. Multi‐Tiered System of Support and Intervention: High achieving middle schools are able to clearly answer the question: What happens in our school when a student does not learn? High achieving middle schools develop a systemic approach to provide students who are having difficulty learning with additional time and support. The level of support is not left to chance, or dependent upon a lottery of which teacher or team that a student has on his/her schedule, nor is it limited to special education services. Rather, an intentional school‐wide system is developed which assures all students are given additional time and support if needed. Identified students receive this support in a timely and proactive manner without the students losing regular instructional time in core instructional areas. This system of support also offers enrichment opportunities for those students who are demonstrating mastery or proficiency. Specific elements to consider:  Time is intentionally scheduled within the school day for school‐wide interventions and enrichment.  Ability of teachers to offer timely re‐teaching to their own students without infringing on regular core instruction time.  Pro‐active approach.  System‐wide approach that holds students accountable for learning. System is directive, yet is not punitive. (i.e. “This is important learning. You are expected to know and/or be able to do this, and we will offer you whatever support we can give you so that you do learn this. However, you are expected to this work and show that you know or are able to do this.”)  Target some students for a double dose of courses, especially in math and reading. These courses focus on basic skills, but more importantly review and pre‐view concepts and skills taught in the regular courses that these students attend.  Ability to offer additional levels or tiers of support progressively to those students who are not successful.  Student success for all students is monitored closely through the use of formative assessment.  Students receiving additional time and support are monitored closely by assigned staff.  System includes enrichment opportunities. Personalization: Effective middle schools personalize the school environment for early adolescents. Small learning environments are created in which students are “known” by their teachers within the school. Staff members understand the needs of middle school students and make efforts to establish positive relationships with their students. Boundaries and a structure are clear, but within this structure is a focus on building positive relationships and making learning active and engaging. Transitions are limited during the school day, providing adequate time for instruction and building relationships. In addition, students are provided with choices within their course work. Effective middle schools are also intentional in aiding the transition from elementary school and on to high school. Specific elements to consider include:  Advisory / Academic Mentor  Structure to provide small learning environments (i.e. some manner of the house structure or concept)  Transition program (i.e. WEB)  Expanded choices for elective/exploratory course work  Fewer transitions between class periods Note: Sources utilized by MSPR Committee are listed on following page. Middle School Program Review Committee Sources:  Breaking Ranks in the Middle: Strategies for Leading Middle Level Reform , National Association of Secondary School Principals, 2006.  Gaining Ground in the Middle Grades: Why Some Schools Do Better – A large‐Scale Study of Middle Grades Practices and Student Outcomes, EdSource, Stanford University School of Education, and American Institutes for Research, 2010. 
Turning Points 2000: Educating Adolescents in the 21st Century, Carnegie Corporation Report, 2000. 
Raising the Bar and Closing the Gap: Whatever It Takes, DuFour, DuFour, Eaker, and Karhanek, 2010. 
The Forgotten Middle: Ensuring that All Students Are on Target for College and Career Readiness before High School – Executive Summary, ACT, Inc., 2008 . 
Review of current middle school models within District 196. 
Site visits to twelve metro area middle schools 
Panel discussion with representatives from four selected metro area middle schools 
On‐line parent and survey 
Board discussion