Transcript Exemplary Middle Schools

The New York State
Essential Elements:
Schools to Watch
Program
Building and Recognizing
Exemplary Middle Schools
Marybeth Casey
Associate- Middle Level Education
New York State Dept. of Education
89 Washington Ave. Room 320 EB
Albany, NY 12234
[email protected]
History
July 2003
Regents Policy Statement on
Middle Level Education
outlines
7 Essential Elements
of Standards Focused Middle Level
School Programs
The Elements
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A philosophy and mission that reflect the intellectual and
developmental needs and characteristics of young
adolescents (youth 10-14 years of age).
An educational program that is comprehensive, challenging,
purposeful, integrated, relevant, and standards-based.
An organization and structure that support both academic
excellence and personal development.
Classroom instruction appropriate to the needs and
characteristics of young adolescents provided by skilled and
knowledgeable teachers.
Strong educational leadership and a building administration
that encourage, facilitate, and sustain involvement,
participation, and partnerships.
A network of academic and personal support available for
all students.
Professional learning and staff development for all staff that
are ongoing, planned, purposeful, and collaboratively
developed.
2003-2005
NYSED in collaboration with the
field through the Statewide
Network of Middle Level Liaisons
develops guidance documents to
aid middle schools in the
implementation of the Essential
Elements
Guidance Documents Included
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Protocols for using the Elements including:
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Awareness Protocol
Needs Assessment Protocol
School Improvement Protocol
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Essential Elements Rubric
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Essential Elements Rating Scale
http://www.p12.nysed.gov/ciai/mle/ee.html
Promotion of the Implementation of
the Essential Elements
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NYSED
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Electronic Publications
Web Presence
Public Engagement and Technical Assistance
Professional Associations and Organizations
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New York State Middle School Association (NYSMSA)
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New York State Middle Level Liaisons (SNMLL)
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Conference Presentations
Professional Development Academies
Printed Publications
Leadership Institutes
Statewide Communication Networks
Other Professional Associations
Essential Elements Schools to Watch
Recognition Program
Partnership: NYSMSA, SNMLL, NYSED, NYSUT et.al
What is a National School to Watch
(STW) ?
A National School to Watch (STW)
is a school containing Middle
Grades that shows evidence of
excellence in:
4 Domains
 Academic Excellence
 Developmental Responsiveness
 Social Equity
 Organization and Structure
37
Recognized Criteria
What is an Essential Elements School to
Watch (EESTW) ?
An EESTW is a New York school with
middle grades that shows evidence of
excellence in:
4 Domains
37 Criteria
7 Essential
Elements
What is the Essential Elements: Schoolsto-Watch (EE: STW) program?
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An opportunity for self-study and
targeted school improvement.
A program to identify and publicize
effective middle schools that are
committed to continuous improvement .
An opportunity for mentoring
An opportunity for networking about
good practices
A national campaign to educate
professionals and the public about
criteria and indicators for highperforming middle schools
Why Schools to Watch?
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National Schools to Watch (STW) Criteria align
perfectly with the Essential Elements.
Schools to Watch criteria go beyond State
Assessment performance.
EESTW offers State and National recognition
(incentive) to schools endeavoring to improve
their programs by implementing the Essential
Elements
The program is a vehicle for School Improvement
EESTW values and recognizes a sustained
trajectory of improvement
How does EESTW align with
STW?
The Criteria…..
Academic Excellence
The school is academically excellent. It challenges all students
to use their minds well
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All students are expected to meet high academic
standards. EE: 2.2, 2.8, 4.18, 7.4
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Curriculum, instruction, assessment and
appropriate academic interventions are aligned
with high standards. EE: 2.3, 2.5, 2.6, 2.10, 4.2, 4.13
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The curriculum emphasizes deep understanding
of important concepts and the development of
essential skills. EE: 2.4, 4.10, 4.11
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Instructional strategies include a variety of
challenging and engaging activities that are
clearly related to the grade level standards,
concepts and skills being taught. EE: 1.6, 4.8
AND…
Academic Excellence
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Teachers use a variety of methods to assess and
monitor the progress of student learning. EE: 2.11,
4.14, 4.15
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The faculty and master schedule provide
students time to meet rigorous academic
standards. EE: 3.3
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Students have the supports they need to meet
rigorous academic standards. EE: 2.14, 3.8
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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. EE: 3.1, 3.2, 4.17
Developmental Responsiveness
The school is sensitive to the unique developmental challenges of early
adolescence
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The staff creates a personalized environment that
supports each student's intellectual, ethical, social, and
physical development. EE 1.1, 2.1, 3.6
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The school provides access to comprehensive services to
foster healthy physical, social, emotional, and
intellectual development. EE 3.15, 6.4, 6.7
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Teachers foster curiosity, creativity, and the
development of social skills in a structured and
supportive environment.
EE 4.4, 4.6, 4.7
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The curriculum is both socially significant and relevant to
the personal and career interests of young adolescents.
EE 2.12
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Teachers use an interdisciplinary approach to reinforce
important concepts, skills and address real-world
problems. EE 2.7
Developmental Responsiveness
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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. EE: 3.12, 6.3
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Students have opportunities for voice—posing
questions, reflecting on experiences and participating
in decisions and leadership activities. EE 5.11
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The school staff members develop alliances with
families to enhance and support the well-being of the
children. EE 3.11, 4.19, 6.5
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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. EE 3.10
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The school provides age-appropriate co-curricular
activities to foster social skills and character, and to
develop interests beyond the classroom environment.
EE 3.9
Social Equity
The school is socially equitable, democratic and fair. It provides every
student with high-quality teachers, resources, learning opportunities
and supports. It keeps positive options open for all students
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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. EE 3.8, 3.13, 3.14
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Students are provided with the opportunity to use
many and varied approaches to achieve and
demonstrate competence and mastery of standards.
EE 4.6, 4.9
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Teachers continually adapt curriculum, instruction,
assessment, and scheduling to meet their students'
diverse and changing needs. EE 7.10
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All students have equal access to valued knowledge
in all school classes and activities. EE 3.8, 3.13, 3.14
AND…
Social Equity
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Students have on-going opportunities to learn about and
appreciate their own and others' cultures. EE 3.7, 6.2
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The school community knows every student well.
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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. EE 2.15
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The school's reward system is designed to value
diversity, civility, service, and democratic citizenship.
EE 1.4, 1.5
EE 6.1
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Staff members understand and support the family
backgrounds and values of its students. EE 3.7
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The school rules are clear, fair and consistently applied.
EE Conclusion
Organizational Structures and
Processes.
The school is a learning organization that
establishes norms, structures, and organizational
arrangements to support and sustain their
trajectory towards excellence.
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A shared vision of what a high-performing school is
and does drives every facet of school change. EE 7.2, 7.3
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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. EE 5.6, 5.13
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The school is a community of practice in which
learning, experimentation, and time and opportunity
for reflection are the norm. EE 4.20, 7.9
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The school and district devote resources to contentrich professional development, which is connected to
reaching and sustaining the school vision and
increasing student achievement. EE 5.10, 7.1, 7.5, 7.6, 7.7, 7.8
AND…
Organizational Structures and
Processes
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The school is not an island unto itself. It is part of a larger
educational system, i.e. , districts, networks and
community partnerships. EE 1.7, 2.9, 3.17
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The school holds itself accountable for its students'
success. EE 5.7
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District and school staff possess and cultivate the collective
will to persevere, believing it is their business to produce
increased achievement and enhanced development for all
students. EE 4.21, 5.12
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The school and district staffs work with colleges and
universities to recruit, prepare, and mentor novice and
experienced teachers. EE: 5
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The school includes families and community members in
setting and supporting the school's trajectory toward high
performance. EE 5.14
A Good Place to Start
Self Study and Rating Rubric
http://www.p12.nysed.gov/ciai/mle/eestw/e
estw_nat_self_study_rating_rubric.doc
Schools to Watch and EESTW
both agree on the need for…
Academic program with high standards
 Personal development
 Classroom instructional strategies to
ensure success for all
 Knowledgeable building leadership who
foster partnerships
 Academic and personal support available
 Ongoing professional development
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The Process
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Applications are due in July.
Applications are checked for completeness
and eligibility.
Applications are read by trained middlelevel experts around the state and evaluated
against common criteria.
Site visits are arranged for schools where
the written applications warrant.
Site visits are evaluated against written
applications and established criteria.
Feedback is provided for all schools
regardless of the outcome.
Minimum Eligibility
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Schools must be either public or Charter schools within New York
State
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Schools must have at least TWO of the following grades: grade six,
grade seven, grade eight
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Schools must be in compliance with all Commissioner’s Regulations
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Applicant schools may not be classified as having any of the following
accountability status Phase/Category designations:
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Improvement/Focused,
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Improvement/Comprehensive
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Corrective Action
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Restructuring
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School Under Registration Review (SURR)
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Persistently Low Achieving (PLA).
(Note: Applications from schools designated as Improvement-Basic will be accepted
however must include evidence as to how the school is addressing the sub group of
students identified as not meeting the state standards.)
Benefits to participating schools and districts that
elect to complete and submit an application
include…
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A thorough, research-based, review of the middle-level
school and its programs consistent with the Regents
Policy Statement on Middle-Level Education, the State
Education Department’s Essential Elements of
Standards-Focused Middle-Level Schools and Programs,
and Commissioner’s Regulations related to the middle
grades.
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Engagement of the educational community in a
constructive school improvement activity.
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Identification of school/program strengths as well as
areas in need of improvement.
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Development of a research-based continuous
improvement plan for the school.
AND…
Benefits to participating schools and districts that
elect to complete and submit an application and
earn a site visitation include…
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Site visit by team of middle-level educators with
follow-up resulting in a full report addressing all
criteria
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Possible national and state recognition for the
district, school, and staff.
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Possible membership in a select group of nationally
recognized middle-level schools.
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Professional development opportunities and
networking
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Coaching towards continued success.
Schools to Watch States 2013
Number of STW States: 19
Number of Schools to Watch as of 2012: 326
New York’s Essential Elements Schools
to Watch
Total Number of NY Schools to Watch as of 2013:
27
Current NYS EE: Schools to
Watch
A.A. Kingston MS
Pittsford M.S. – Calkins Rd
Bay Trail Middle School
Pittsford M.S – Barker Rd
Carrie Palmer Weber MS
Sayville M.S.
Garden City MS
Twelve Corners M.S.
Glens Falls MS
Victor Junior High School
Hugo Newman College Prep. PS/IS
180
Martha Brown Middle School
Jericho MS
Indian Lake
Lakeland Copper Beach MS
Oceanside Middle School
Merton Williams MS
Pleasantville Middle School
Moravia M.S.
Van Wyck Junior High School
North Salem MS
Longwood JHS
Oliver Winch MS
Farnsworth MS
Pioneer MS
Johanna Perrin MS (2013)
Honeoye Falls-Lima MS (2013)
For Further Information…
Visit the following websites
NYSED Middle Level Webpage
http://www.p12.nysed.gov/ciai/mle/eestw/
New York State Middle School Association Webpage
www.nysmsa.org
National Forum STW Website
www.schoolstowatch.org
Upcoming Reviewer Trainings
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April 11-12 – Bay Trail Middle School
Penfield, NY
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May (TBD) – Longwood Middle School
Middle Island, NY
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July 24-25-
NYSED
Albany, NY
If you are interested in participating in any of the
above trainings see Marybeth for a Registration
Form
Questions?