An Introduction to Middle School - DeKalb County School ... · An Introduction to Middle School ......
Transcript of An Introduction to Middle School - DeKalb County School ... · An Introduction to Middle School ......
An Introduction to An Introduction to
Middle SchoolMiddle School
Mrs. Ramona Tyson, Mrs. Ramona Tyson,
Interim SuperintendentInterim Superintendent
Dr. Dr. MorceaseMorcease Beasley, Beasley,
InterimInterim Deputy Deputy Superintendent for Superintendent for
Teaching & LearningTeaching & Learning
Dr. Vonzia Phillips, Dr. Vonzia Phillips,
Director of Middle School Director of Middle School
Teaching & LearningTeaching & Learning
DeKalb County DeKalb County DeKalb County
School SystemSchool SystemSchool System
A Partnership
Between Home
and School
The Middle SchoolThe Middle School
ConceptConcept
The National Middle School Association and the National Forum to Accelerate Middle Grade Reform state that middle schools must be . . .
�Academically excellent
�Developmentally responsive
�Socially equitable
The Middle School The Middle School
ConceptConceptAn academically excellent middle school . . .
Recognizes that early adolescence is marked by
dramatic cognitive growth.
A developmentally responsive middle school . . .
Creates small learning communities with relationships that support intellectual, ethical and social growth.
A socially equitable middle school . . .
Seeks to keep open the future options of its students.
GoalGoal #1#1To increase rigor and academic
achievement
Strategic Action: Improve all instructional delivery
� To implement and monitor the research-based instructional and leadership frameworks for teaching and learning resulting in a systemic and consistent approach to teaching and learning in DeKalb County School System
� Ongoing systemwide training and support for teachers of all content areas
Adding Rigor and Exposure Adding Rigor and Exposure
to Our Programto Our Program
High expectations in all courses
Power Standards for Emphasis on the most critical skills
Extended Learning Time (ELT) daily to accelerate and/or enrich student learning
� Curriculum
� Academic Teams
� Expectations
� Homework
� Student Responsibility
– Getting to Class, Organization, Turning in Quality Work, Class Participation and Mastery of the Material
Making a Difference in the MiddleMaking a Difference in the Middle……
How is it different from elementary school ?
� Students will facilitate parent – teacher conferences
� The percentage of Level I students in reading and math will decrease annually.
� Students will read the equivalent of 25 books per year across the curriculum.
� Students will write weekly across the curriculum.
� Students will use reading and writing strategies to help them understand and use the content in all classes.
� Students will write a minimum of one research paper and develop one research-based project each year.
Indicators of SuccessIndicators of Success
A Typical DayA Typical Day• Arrival
• Breakfast Program and/or Before School Activities
• Academic Block with Academic Team Teachers
(5 Periods/5 Clock Hours)
• Connections Block with Connections Teachers
2 Periods (1 Per day for schools on an A/B Block)
• Lunch with Academic Team
• Dismissal
• After School Activities
• Homework and Study Time
The ChallengeThe Challenge……Learning the ProcessLearning the Process
Organization� Locker Organization� Notebook Organization� Teacher/Student/Parent Communication Tool(s)� Preparing for “Due Dates”� Making the Most of 2nd Opportunities
Grading: Numerical and Letter Grades (DeKalb utilizes common syllabi)
� Homework - Individual practice of concepts� Class work and projects (redone until standards are met)� Formative Assessments in the form of district-wide Benchmarks� Tests/quizzes are more critical (demonstration of mastery)� Comprehensive final exams are administered at the end of each
semester
Standardized TestingStandardized Testing
Criteria Referenced Competency Test (Late April)By state law, a scale score of 800 or better in reading and mathematics is required for promotion to grade nine.
Grade Six:� Criterion Referenced Competency Test (CRCT) (April)Grade Seven:� Iowa Test of Basic Skills (October)� Cognitive Abilities Test (CoGAT) (October)� CRCT (April)� Renzuli (Fall)Grade Eight:� Iowa Test of Basic Skills (October) � Georgia Writing Assessment (January)� CRCT (April)� CRCT Re-Test (June, only if needed) � Accelerated Math EOCT
Academic TeamsAcademic Teams
Core subject instruction is delivered by “Academic Teams”, which provide smaller learning communities.
Generally, these teams are created through a heterogeneous grouping of students. Within these teams, homogeneous flexible groups are created for instruction.
Students on a team share the academic team teachers, a counselor, and an administrator.
Team teachers include those qualified and certified to teach: Language Arts, Mathematics, Science, Social Studies, and in some cases Special Education and/or English Language Learners (ELL).
Team teachers have a daily common planning period.
Academic Academic CoreCore CoursesCourses
� Instruction totals 300 minutes (5 hours) daily:
� Language Arts
� Mathematics
� Science
� Social Studies
� Extended Learning Time (ELT)
Within the academic block, both remedial and enrichment opportunities are provided through ELT Reading and writing skills are addressed daily by each academic teacher.
Extended/Flexible Extended/Flexible
Learning TimeLearning Time٭ This course occurs daily within the academic block and provides students an
additional period of academic instruction, targeting the content standards, beyond the four traditional academic periods.
٭ As determined by a variety of measures, including standardized test data and progress in their academic courses, students will be assigned for remediation or enrichment.
٭ This course will target specific skills/content in one of the following subject areas: Language Arts, Mathematics, Science, or Social Studies. *A double dose of math or Language Arts may be provided
٭ The assignment of students to subject areas and to instructional levels may change each nine-week session.
٭ A “hands-on”, project-based, student-centered methodology is encouraged in this course in order to facilitate the application of student knowledge.
The DeKalb Website contains a Parent AssistantParent Assistant by which parents
may access student records including attendance and grades. Copy
the link now for future use.
http://esispa.dekalb.k12.ga.us/
Language ArtsLanguage Arts
Grades 6 Grades 6 -- 88At each grade level the Georgia Performance Standards
(GPS) Curriculum provides opportunities for students to :
�Demonstrate comprehension on literary and informational texts.�Acquire a new vocabulary and use it in reading and writing.�Read a minimum of 25 grade-level appropriate books in a variety of
genres and across subject areas.�Use the writing process to produce grade-level appropriate texts in a
variety of genres.�Use research and technology to support writing.�Demonstrate understanding and control of the rules of the English
language in both written and spoken formats.�Participate in group verbal interactions.� Listen and view various forms of text and media.�Give oral presentations.
MathematicsMathematics
Grade 6Grade 6Sixth Grade/Math 6The Georgia Performance Standards (GPS) offer students the opportunity to experience real-world applications, hands-on labs and interdisciplinary investigations. Topics include:
Number and OperationsMeasurementGeometryAlgebraData Analysis and Probability
MathematicsMathematics
Grade 7Grade 7Seventh Grade/Math 7The curriculum offers students the opportunity to experience real world applications, hands-on labs and interdisciplinary investigations. This course integrates algebraic concepts with other important topics including the following:
� Integers and Variable Expressions� Equations and Inequalities� Rational and Irrational Numbers� Functions and Percents� Patterns in Geometry and Probability
MathematicsMathematics
Grade 8Grade 8Eighth Grade/Math 8
The curriculum offers students the opportunity to experiencereal-world applications, hands-on labs and interdisciplinary investigations. This course covers the following algebraic concepts:
Integers and Rational Numbers
Equations & Inequalities
Exponents and Polynomials
Factoring
Graphs
Linear Equations
Systems of equations
Radical Expressions Quadratic Equations*There is no Carnegie Unit credit offered for this course, unless the
student is enrolled in the HS level Accelerated Math I course.
Accelerated Mathematics I(This is the preset curriculum for accelerated 8th grade math students)
Prerequisite: Strong, successful completion of Accelerated Math 7/8
This is the first in a sequence of mathematics courses designed to
prepare students to take AB or BC Advanced Placement Calculus. It
includes radical, polynomial and rational expressions; functions and their
graphs; quadratic and radical equations; fundamentals of proof;
properties of polygons, circles and spheres; coordinate geometry; sample
statistics and curve fitting.
*Parents may select between two accelerated options for
qualifying 8th grade students: Accelerated Math I (preset)
or Accelerated GPS Algebra/ Geometry (by request) for
Carnegie Unit credit. Once earned, this credit will count
towards high school graduation and be factored into the
students high school GPA.
SCIENCESCIENCE
GRADES 6GRADES 6--88Grade Six/Science 6 (Earth Science) Concepts in:
GeologyMeteorologyAstronomy
Grade Seven/Science 7 (Life Science)Concepts related to:• Cells• Ecology• Botany• ZoologyGrade Eight/Science 8 (Earth Science)Concepts in:• Geology• Meteorology
Astronomy
66thth Grade Earth Science, 7Grade Earth Science, 7thth Grade Life Science, and 8Grade Life Science, and 8thth Grade Grade Physical Science are all based on the Georgia Performance StandaPhysical Science are all based on the Georgia Performance Standards rds (GPS) Curriculum (GPS) Curriculum
Social StudiesSocial Studies
Grades 6Grades 6--88Sixth Grade World Studies/World Studies 6
The emphasis in sixth grade is on the study of history, geography and culture of selected regions: Europe, Latin America, Canada, and Australia. Each unit focuses on a geographic overview, historic development, people and culture,
political systems and economic systems.
Seventh Grade World Studies/World Studies 7
The emphasis in seventh grade is on the study of history, geography and culture of selected regions: Africa, the Middle East and Asia. Each unit focuses on a geographic overview, historic development, people and culture, political systems and economic systems.
Eighth Grade Social Studies 8
In the eighth grade, students trace the history of Georgia in the context of the development of the United States. A chronological focus includes a geographic overview and early inhabitants, the foundation of Georgia in the 18th century through the state’s development in the 20th century. Students also examine the characteristics of state government, public issues, citizen rights and responsibilities, and contemporary and historical comparisons of state and national political institutions.
ReadingReading
Grades 6Grades 6--88
A dual approach will be taken with Reading instruction . . .
• For students reading below grade level, the reading specialist and/or other “highly qualified” teachers will modify instruction based on student needs.
• For all students, core subject teachers will use reading strategies to enhance student learning; the core subject teachers will infuse reading and literacy skills into their respective subject areas.
Possible Connections OfferingsPossible Connections Offerings
Nine Week Courses/Two Periods Daily (1 per Nine Week Courses/Two Periods Daily (1 per
day for schools operating on an A/B block)day for schools operating on an A/B block)
• Instrumental Music (Band or Strings)
• Visual Arts
• General Music
• Choral Music
• Family and Consumer Sciences
• Technology Education
• Business Education (Computers)
• World Language
• Creative Writing
• Health & Physical Education
• Career Connections
• Power Reading
(Double Dosing)
• Math Tools
(Double Dosing)
Connecting, Exploring, Remediation & Enrichment
Flexible Instructional Flexible Instructional
Levels:Levels:General Level
� Delivery of the grade level curriculum according to the defined pace utilizing “Best Practices”, State and National Standards.
High Achievers Level (Local Criteria)
� Delivery of the grade level curriculum according to the defined pace enriched with additional, in-depth activities and study.
Gifted Level (State Criteria)
� Delivery of the grade level curriculum by a teacher certified orendorsed in “Gifted”, utilizing strategies gained in their gifted preparation program.
Each Middle School level of instruction has Each Middle School level of instruction has
expectations for rigor, relevance, and relationships.expectations for rigor, relevance, and relationships.
PlacementPlacement Criteria Required Criteria Required
for High Achievers Core Coursesfor High Achievers Core Courses
This level of instruction is designed to meet the needs of students who perform above grade level through differentiated and enhanced instruction.
� First Time Placement Into The Program: Students scoring a Scale Score of 825 or above on the CRCT Test in Reading and Mathematics qualify for participation in this program.
� Students matriculating from a DeKalb Elementary High Achievers Program may continue into the middle school program.
� Continued enrollment in this level of instruction does require performance at a level of a grade of B or above in core area courses.
Gifted CriteriaGifted Criteria
� Students must meet specific state defined criteria to be placed into DeKalb’s gifted level of instruction which is called “Impact”. Gifted course offerings vary by school.
� Please refer to DeKalb’s gifted website, www.gifteddekalb.com or State Board of Education Rule 160-4-2-.38 for details.
High School Credit Courses in High School Credit Courses in
DeKalb Middle SchoolsDeKalb Middle Schools
Optional in Grades 7 & 8(If student meets placement criteria)
World Language: Specific language varies by school*Adequate demand and qualified staff must be present for course(s)
to be offered.
Optional in Grade 8 for those students who qualify:
High School Level Accelerated Math I (preset) or Accelerated GPS Algebra/ Geometry (by request) All students take the EOCT (End of Course Test)
High School Credit High School Credit
World LanguageWorld Language
(Grade 7 & 8 (Grade 7 & 8 ““SplitSplit”” Course)Course)
• The 7th Grade portion of this course corresponds to one-half of the high school level course of the same title.
• The 8th Grade portion of this course corresponds to the second half of the high school course of the same title.
After successful completion of both years, one high school credit for the course will be awarded at the end of Grade Eight. No partial credit is awarded for those completing only a portion of this 2 year program.
High School Credit High School Credit
World LanguageWorld Language
Criteria for placement into the Grade 7/Grade 8 “split” Year-Long course is as follows:�Grade of B or Better in 6th Grade, First Semester Language Arts
�Two Teacher Recommendations
�A score of 825 on the Reading section of the CRCT
Supporting All LearnersSupporting All Learners
For those students who need additional assistance within the regular education program, we seek to create the following Safety Net structures:
� Opportunities within the school day to “double-dose”students with core academic knowledge and skills for both enrichment and remediation
� After school programming to provide extended tutorial opportunities
� The possibility of additional reading and/or math support in the connections block
Exceptional Education Exceptional Education
StudentsStudents
For students who have special needs and who qualify for special services . . .
An Individualized Education Plan (IEP) is developed and implemented by the appropriate staff. Students are scheduled into the least restrictive environment.
(See Intervention Pyramid)
Guidance, Counseling, Guidance, Counseling,
and Student Supportand Student Support
�Counseling Staff
�Student Support Team (SST)
�Prevention / Intervention Specialist
�Peer Helpers
�Peer Mediation
�Peer Tutors
�Mentoring (School Staff & Community)
Preparing Your ChildPreparing Your Child……and yourself
For Middle SchoolFor Middle School
� Talk to your child each morning and evening about their school experiences.
� Listen to their concerns.
� Ask questions.
� Accentuate the positive.
� Discuss appropriate consequences.
� Help with organizational skills.
� Do not let them do too much in terms of outside activities (Do not “over schedule”).
� Have knowledge of the internet sites, music, films, and television that they enjoy and access.
Preparing Continued. . .
� Keep time for family activities.
� Keep child supplied with basic materials--pens, paper, dictionary, calculator, ruler, etc..
� Set up and monitor study routine, utilizing consistent, quiet place to study and have consistent time for studying.
�Get a library card for your child.
�Visit the school on a regular basis.
�Get to know the staff.
Preparing Continued. . .
�Help your child with social skills, friendships, and girl/boy friendships.
�Stay active in parent organizations and school council meetings.
�Talk with school staff about ideas for improving your child’s experience.
�Volunteer when possible.
�Keep all lines of communication open.
The Division ofThe Division ofThe Division ofThe Division ofThe Division ofThe Division ofThe Division ofThe Division ofTeaching & LearningTeaching & LearningTeaching & LearningTeaching & LearningTeaching & LearningTeaching & LearningTeaching & LearningTeaching & Learning
Dr. Lenisera Barnes-BodisonK-12 Mathematics Coordinator
Wanda Audrict,K-12 Mathematics Coordinator
Dr. Rita Williams
K-12 Mathematics Coordinator
Gail VinsonK-12 Social Studies Coordinator
Kim WestonK-12 Social Studies Coordinator
Terri D. Brown,K-12 English-Language Arts Coordinator
Dr. Rhonda Prunty, K-12 English-Language Arts Coordinator
We are here to serve you!We are here to serve you!
Dr. Christopher Robinson,
K-12 Science Coordinator
Deneen McBean-Warner,
K-12 Science Coordinator
Rhonda Wells
K-12 World Language Coordinator
Jennifer Powell
K-12 Health & Physical Education Coordinator
Elizabeth Eppes
K-12 Fine Arts Coordinator
Don Roberts
K-12 Instrumental Music Coordinator
Dr. Michael Meeks
K-12 Choral Music Coordinator
Director of Middle Schools: Dr. Director of Middle Schools: Dr. VonziaVonzia PhillipsPhillips
Ms. Angela McWhorter, Administrative Assistant (678)676-0063