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Turning Points 2000 and This We Believe

Turning Points 2000 and This We Believe. Research and Recommendations. Teach a curriculum grounded in standards, relevant to adolescents’ concerns, and based on how students learn best; and use a mix of assessment methods. Curriculum that is challenging, integrative, and exploratory.

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Turning Points 2000 and This We Believe

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  1. Turning Points 2000 andThis We Believe Research and Recommendations

  2. Teach a curriculum grounded in standards, relevant to adolescents’ concerns, and based on how students learn best; and use a mix of assessment methods. Curriculum that is challenging, integrative, and exploratory. Assessment and evaluation that promote learning Turning Points 2000 This We Believe Design Elements Characteristics

  3. Use instructional methods that prepare all students to achieve high standards. Organize relationships for learning. Varied teaching and learning approaches. Flexible organizational structures. An adult advocate for every student. Turning Points 2000 This We Believe Design Elements Characteristics

  4. Govern democratically, involving all school staff members. Staff middle grades schools with teachers who are expert at teaching young adolescents, and engage teachers in ongoing professional development. A shared vision. High expectations for all. Positive school climate. Educators committed to young adolescents. Turning Points 2000 This We Believe Design Elements Characteristics

  5. Provide a safe and healthy school environment. Involve parents and communities in supporting student learning and healthy development. Programs and policies that foster health, wellness, and safety. Comprehensive guidance and support services. Family and community partnerships. Turning Points 2000 This We Believe Design Elements Characteristics

  6. IMPLEMENTING Turning Points AND This We Believe RECOMMENDATIONS HOW DO WE KNOW IT WORKS?

  7. Student Achievement Test Scores by Schools’ Level of Implementation (LOI) Citation: R. Felner, A. Jackson, D. Kasak, P. Mulhall, S. Brand, and Nancy Flowers. Longitudinal Study of a Network Engaged in Turning Points-Based Comprehensive School Transformation. The Impact of School Reform For the Middle Years. Phi Delta Kappan. p 544. March 1997.

  8. Teacher Ratings of Student Behavior Problems (Total of Reported Aggression, Moodiness/Shyness,& Learning Difficulties*) by Schools’ Level of Implementation (LOI) *Lower values indicate better scores. All group differences are significant. Citation: R. Felner, A. Jackson, D. Kasak, P. Mulhall, S. Brand, and Nancy Flowers. Longitudinal Study of a Network Engaged in Turning Points-Based Comprehensive School Transformation. The Impact of School Reform For the Middle Years. Phi Delta Kappan. p 544. March 1997.

  9. Student Self Reports of Adjustment by School’s Level of Implementation (LOI) Citation: R. Felner, A. Jackson, D. Kasak, P. Mulhall, S. Brand, and Nancy Flowers. Longitudinal Study of a Network Engaged in Turning Points-Based Comprehensive School Transformation. The Impact of School Reform For the Middle Years. Phi Delta Kappan. p 544. March 1997.

  10. 1.1 0.9 0.7 0.5 0.3 0.1 -0.1 -0.3 -0.5 Pattern of Impact of Levels of Turning Points Implementation for Economically and Socially Disadvantaged Students Source: Felner, R., Jackson, A., Kasak, D., Mulhall, P., Brand, S., & Flowers, N. (1997). Longitudinal study of a network engaged in Turning Points-based comprehensive school transformation. The impact of school reform for the middle years. Phi Delta Kappan,78(7), 548.

  11. Implementing Turning Points: A Web Not a Checklist Empower Teachers And Administrators Create Small Communities For Learning Reengage Families In The Education Of Young Adolescents Ensure Success For All Students Staff Middle Grade Schools With Teachers Who Are Experts At Teaching Young Adolescents Connect Schools With Communities Improve Academic Performance Through Fostering Health And Fitness Teach A Core Academic Program Source: Project HiPLaCes-NCPE/University of Rhode Island reprinted fromMiddle School Journal, September, 1998

  12. Structural Elements Necessarybut not sufficient… • block scheduling • shared students • common planning time • common team areas • Do Teachers: • believe in it • have skills to do it • have supportive school climate for teaming • engage in teaming practices Creating Small Learning Communities…the proof is in the doing: Citation: Stevenson, C., & Erb, T. (1998). How implementing Turning Points improves student outcomes. Middle School Journal, 30(10), 51-52.

  13. Middle Grades School Improvement • In 31 Illinois middle schools implementing Turning Points, scores rose from statewide mean of 250 to 275 in reading, 298 in mathematics, and 315 in language arts. (Felner, et. al.,1997) • Boston’s middle grades schools are the only grade level consistently improving on the Stanford 9 over the past three years. 18 of 23 Boston middle grades schools are Turning Point Schools.

  14. Middle Grades School Improvement • 25 Michigan Middle Start schools receiving grants to pursue comprehensive middle school reform gained 10% on state achievement test in reading from 1994-1995 to 1996-1997 compared to a 4% gain by over 125 middle grades schools not receiving grants. (Mertens, Flowers, & Mulhall, 1998)

  15. Middle Grades School Improvement • Across five middle level Talent Development Schools in Philadelphia, eighth graders’ average gain from 1998 to 1999 on state achievement tests was 56 points in math and 36 points in reading, compared to 11 points in math and 7 points in reading in matched comparison schools.

  16. MIDDLE GRADES at the CROSSROADS • Recognition that too many schools are middle schools in “name or grade configuration” only • When middle grades reform recommendations are implemented with consistency, over time we know middle grades schools can be powerful communities of learning • Comprehensive middle grades reform yields higher achievement • “Structural” changes are necessary but not sufficient to accomplish all that needs to be done • Need for targeted, ongoing professional development and preservice teacher preparation for middle level educators

  17. Turning Points 2000 • Metaphor used in book---we are halfway up the mountain and still climbing. • “This book shall stand as an affirmation of the enormous progress in improving middle grades education that has been made not only in the past decade but also since the movement began many years earlier. It is also a statement—not to the community of middle grades educators, but from that community—that we are not satisfied with the quality of middle grades education today and we know that there is a great deal of difficult work ahead. And that we accept and are capable of meeting the challenges we face.” (Final chapter, Turning Points 2000)

  18. CHECK OUT THESE MIDDLE LEVEL WEBSITES! • National Middle School Association www.nmsa.org • National Forum to Accelerate Middle Grades Reform www.mgforum.org

  19. SCHOOLS TO WATCH • Turning the Vision into Action

  20. SCHOOLS TO WATCH • The National Forum to Accelerate Middle Grades Reform has identified criteria to describe high-performing schools that serve students in the middle grades. Reflective of the Forum’s Vision Statement, such schools are academically excellent, responsive to the developmental challenges of young adolescents, and socially equitable, with high expectations for all students.

  21. SCHOOLS TO WATCH • In the first national search for schools that were meeting the criteria, the Forum received almost 40 applications. Among those that applied, nine were visited and four selected as “Schools to Watch.”

  22. SCHOOLS TO WATCH The first four schools to receive national recognition • Barren County Middle School in rural Kentucky • Jefferson Middle School in Champaign, Illinois • Freeport Intermediate School in Freeport, Texas • Thurgood Marshall Middle School in Chicago, Illinois

  23. SCHOOLS TO WATCH • Recognition by the National Forum brought media attention and opportunities to make presentations at conferences of member organizations. In addition, each of the four identified schools was awarded a $15,000 grant by the John S. and James L. Knight Foundation to assist it in sharing its experiences and practices with other middle schools around the country.

  24. SCHOOLS TO WATCH • Academic Excellence • Developmental Responsiveness • Social Equity • Organizational Structure and Procedures The Criteria

  25. SCHOOLS TO WATCHAcademic Excellence Vision Statement “They challenge all students to use their minds well, providing them with the curriculum,instruction, assessment, support and time they need to meet rigorous academic standards.” STW Criteria • All students are expected to meet high academic standards. • Curriculum, instruction, and assessment are aligned with standards and are rigorous. • School provides time for stu- dents to meet rigorous standards.

  26. SCHOOLS TO WATCH Developmental Responsiveness STW Criterion The school creates a personalized environment that supports each student’s intellectual, ethical, social, and physical development. The school groups adults and students in small learning communities characterized by stable, close, and mutually respectful relationships. Vision Statement “Such schools create small learning communities of adults and students in which stable, close, and mutually respectful relationships support all students’ intellectual, ethical, and social growth.”

  27. SCHOOLS TO WATCH Social Equity Vision Statement “They have high expectations for all their students and are committed to helping each child produce work of high quality.” STW Criteria • Faculty and administrators expect high quality work from all students and help each student produce it. Evidence of this commitment includes tutoring, mentoring, special adaptations, and other supports. • All students have equal access to valued knowledge in all classes and activities.

  28. SCHOOLS TO WATCH Organizational Structuresand Processes These are the norms, structures, and organizational arrangements that support and sustain school’s trajectory toward excellence in all areas. Example: “The school holds itself accountable for its students’ success rather than blaming others for its shortcomings. The school collects, analyzes, and uses data as a basis for making decisions….The school intentionally and explicitly reconsiders its vision and practices when data call them into question.”

  29. Academic Excellence Social Equity Developmental Responsiveness NORMS STRUCTURES PROCEDURES

  30. Hillside Park Middle SchoolYou have: • National Forum Vision Statement and Schools to Watch criteria • School mission statement • School proposal, prepared by the principal and school council • Supplemental data • Composite of notes from site visitors • Summary sheet for making your decision

  31. SUMMARY SHEET STRENGTHS CONCERNS RECOMMENDATIONS The review committee recommends does not recommend Hillside Middle School as a School to Watch

  32. Questions to Consider • What areas of strength have been identified? • Where is further change/growth indicated? • What recommendations can you make for achieving needed change/growth?

  33. What’s Going “AROUND” in my Head? What “SQUARES” with my Thoughts? 3 KEY “POINTS”

  34. Two new ideas I got: 1. 2. One thing I will do: 20 20 (MY ADDRESS) POSTCARD

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