2009 nc durham ps middle school reform

8/14/2019 2009 NC Durham PS Middle School Reform

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Durham Public Schools

Middle School Reform Plan

September 2009


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Table of Contents

Topic Page

History and Context of Middle School Reform 3Overview of ProgressMiddle School Accomplishments to DateProfessional Development Accomplishments

Data Review and Measurable Goals 8Measurable Goals of the Middle School Reform EffortData Review for Middle Schools

Overview of 2009-2013 Middle School Reform 9Durham Public Schools Mission StatementDurham Public Schools Vision StatementVision Statement for Middle School

Schools to Watch Guidelines 11

Strategies to Achieve the Schools to Watch Criteria 13


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History and Context for the Middle School Reform Initiative

Overview of Progress

Between 2003 and 2009, Durham Public Schools pursued an aggressive and necessary plan toimprove middle school education. In 2003-04, Durham Public Schools did not meet No Child LeftBehind adequate yearly progress (AYP) in grades 6-8 and no DPS middle school met expectedgrowth 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 growthin reading and math with the sole exception of 6 th grade math. These stunning accomplishmentswere in large measure due to the dedication and hard work of the DPS leadership in collaborationwith teachers in committing to the districts Middle School Reform Initiative. Through this process,the district identified challenges, set high but achievable goals, developed specific plans meet thosegoals, faithfully but flexibly implemented the new plans, and demonstrated courage and persistencein the face of set backs. Below is a summary of our accomplishments.

Middle School Accomplishments to Date

Middle School Reform Initiative1. The district continued quarterly meetings of the Middle School Reform Committee to provide

for ongoing monitoring of progress and further development of reform strategies. Districtadministration will continue to expect committee members to serve as a communication link toeach schools site-based decision-making committee and other parent groups.

2. The district completed a comprehensive review of the middle school curriculum3. The district developed a culture of collaboration among the middle school principals and

members of the reform committee.Professional Learning Communities4. Implemented Professional Learning Communities including hiring coaches for each school.5. The district provided teachers time to plan collaboratively with their colleagues.6. The district provided ongoing staff development to middle school in the use of research-based,

highly effective instructional strategies.7. Each middle school created small learning communities within the school, with students

spending the majority of the instructional day on a team of approximately 50-100 students and2-4 teachers.

8. The district and each middle school offered professional development that addresses theknowledge, skills, and dispositions teachers need to support the learning of all students.

9. Each middle school assigned students to a team of teachers, who are expected to meet togetherregularly to plan instruction, discuss the progress of individual students, and communicate asnecessary with parents.


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Capturing Kids Hearts10. Embarked upon a three-year plan to implement Capturing Kids Hearts and provided training to

all middle school teachers .

Scheduling11. The district provided middle school schedule development training with national experts.

12. The district adopted a district-wide schedule increasing instructional time in four core areas to70 minutes per day per course (an increase of over 50% in time available to teach).13. Each non-magnet middle school implemented a schedule with the following requirements:

a. Each core academic course (language arts, math, science, and social studies) meets for70 minutes each day.

b. There is a 90 minute block each day for electives. These classes may be offered 45minutes per day or 90 minutes in an A/B day schedule.

Data14. The district created an awareness of how to use data more effectively to improve instruction.15. The district provided middle schools with comprehensive and user-friendly reports of student

performance datadisaggregated by race, socio-economic status, and other relevant factorstoenable schools to evaluate and plan instruction.

Riverdeep16. The district developedas a resource for teachersa bank of interdisciplinary units that

provide middle school students with deep understanding of important concepts.17. The district provided new teachers with increased support, including a trained mentor and

orientation to the Riverdeep curriculum materials.18. The district ensured that the curriculum and instructional materials in the Riverdeep database

incorporate best practices in addressing cultural, ethnic, and linguistic diversity.

Curriculum

19. The district created alignment guides for all core courses consistent with 70-minute classes.20. The district created documents that fully align all DPS middle school courses with the NCStandard Course of Study: alignment guides, unit plans, sample lesson plans, exemplars of highquality student work, a variety of assessment tools, and links to textbook and other resources.Unit and lesson plans will reflect best practice instructional strategies as well as engagingcurriculum. The district will provide this information to all middle school teachers online viaRiverdeep software.

21. The district articulated a K-12 plan to improve the students transition from elementary tomiddle schools and middle schools to high schools.

22. The district provided training to school teams such that each school may offer Teen Leadershipas an elective.

Academic Excellence23. The district continued to support and focus resources on pre-college programs at the middle

school level.24. The district supported and focused resources on computer technology to increase students

proficiency as measured by the NC Computer Skills Test.25. Each middle school ensured that all students have equal access to rigorous, accelerated, and

enriched academic experiences.


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Student Support26. The district ensured that each middle school has a comprehensive counseling and guidance team

and a support services team to include to social workers, nurses, special educators, translators,and others as needed.

27. The district developed a plan to improve services for all special populations at the middle gradeslevel. Human Resource Services will work with middle school principals to recruit and hireteachers who meet NCLBs highly qualified standards to ensure that all students have highquality learning opportunities.

Communication with Stakeholders28. The district supported Connect-ED and a Middle School Reform web site as tools for parent

communication and public awareness. The district will also use Cable Channel 4 and othermedia to promote public awareness of middle school issues.

29. The district made annual reports to the Board of Education on the progress of middle schoolreform in the district.

30. Each middle school articulated in its School Improvement Plan specific strategies forcommunicating with parents.

31. Each middle school provided programs for parents that educate them on how children learn, thenature of young adolescents, and specific instructional program opportunities.32. The district coordinated an effort, through community partnerships, to provide access to

technology to parents and to educate them on how to obtain information from local schools.

Professional Development Accomplishments

Date Speaker/Organization Topic

November 16, 2004 Dr. Alan TeasleyDurham Public Schools

An Overview of Robert Marzanos What Works inSchools

November 16, 2004 Whole Committee Seminar Last Best Chance 2004 and Schools to Watchcriteria

December 14, 2004 Dr. John HarrisonExecutive DirectorNC Middle SchoolAssociation

Update on Last Best Chance 2004 and NorthCarolina Schools to Watch criteria

January 18, 2005 Brian WhiteheadThe Flippen Group

Capturing Kids Hearts Framework for SchoolPersonalization

January 18, 2005 School Team Presentations This We Believe And Now We Must Act

February 1, 2005(Joint meeting withHigh School ReformCommittee)

Dr. Phil SchlechtyCenter for Leadership andSchool Reform

Secondary School Reform Across the Nation

March 3, 2005 Dr. Michael RettigJames Madison University

Options for the Middle School Schedule

March 3, 2005 Dr. Terri Mozingo, NancyHester, and Ron Wahlen

Overview of Curriculum Alignment UsingRiverdeep Software


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Durham Public Schools

January 23, 2006 Rick and Becky DuFour Video conference

January 22-23, 2006 Janet Malone Central Office Coaching Academy

January 30-31, 2007 Peter Noonan Assessement Workshop

February 6-7, 2007 Cassie Erkens SMART Goals

February 12-13, 2007 Rick and Becky DuFour PLC Coaching Academy Session Three

March 13-14, 2007 Cassie Erkens Assessment Workshop

March 15 Cassie Erkens Alternative Assessment Workshop

March 21-22, 2007 Rick and Becky DuFour Developing Professional Learning Communities

March 29-30, 2007 Janet Malone Advanced Central Office Coaching Academy

April 17-18, 2007 Cassie Erkens Building Strong Collaborative TeamsApril 19, 2007 Anthony Muhammad Building a PLC in Two Secondary Inner-City

Schools

September 27-28, 2007 Cassie Erkens The Importance of Knowing Your EssentialLearning Outcomes

October 8, 2007 Tim Brown Scheduling for a PLC Elementary School

October 9, 2007 Tim Brown Scheduling for a PLC Secondary School

October 17, 2007 Ron Ferguson How Parents Can Help Their Child Succeed inSchool

October 18, 2007 Ron Ferguson Human Services Summit

October 31, 2007 Doug Reeves Closing the Implementation Gap: Taking PLCs tothe Next Level

November 13-14, 2007 Cassie Erkens Train-the-Facilitator

November 15-16, 2007 Cassie Erkens Learn How to Develop High Quality CommonFormative Assessments

December 5-6, 2007 Rick and Becky DuFour Developing Professional Learning Communities

March 5-6, 2008 Austin Buffum Collaborative Teams Workshop

April 21-22, 2008 Cassie Erkens Pyramid of Interventions WorkshopSeptember 22-23, 2008 Cassie Erkens The Importance of Knowing Your Essential

Learning Outcomes

October 8-9, 2008 Cassie Erkens How Improving Your Grading Practices CanIncrease Student Learning

October 10, 2008 Cassie Erkens Training-of-Facilitators

October 30, 2008 Rick and Becky DuFour Learning by Doing: How Effective Leaders Close


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the Knowing-Doing Gap

October 31, 2008 Rick and Becky DuFour Learning by Doing: How Effective Leaders Closethe KnowingDoing Gap

November 4, 2008 Cassie Erkens Classroom Interventions: The First Tier in thePyramid

November 5-6, 2008 Cassie Erkens How to Design High Quality Assessments-AHands-On Workshop

November 20-21, 2008 Cassie Erkens Leading PLC Teams-The Good, The Bad, and TheUgly

December 1-2, 2008 Rick and Becky DuFour Developing Professional Learning Communities-Introductory Session

March 2-3, 2009 Cassie Erkens How Improving Your Grading Practices CanIncrease Student Learning

March 11-12, 2009 Mike Mattos RTI and Pyramid of Interventions-How toRespond When Kids Dont Learn in a PLC

September 10, 2009 Peter Noonan How Principals Lead Professional LearningCommunities

September 11, 2009 Peter Noonan Developing District-wide Institutional Support forProfessional Learning Communities

September 29, 2009 Cassie Erkens Leading PLC Teams-The Good, The Bad, and TheUgly

October 7-8, 2009 Mike Mattos Pyramid Response to Intervention for SchoolTeams

October 9, 2009 Mike Mattos Pyramid Response to Intervention-A Primer forSchool Leaders


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Data Review and Measurable Goals (2005-2009)

Measurable Goals of the Middle School

Reform Effort (2005)

2005-06 2006-07 2007-08 2008-09

Goal 1: By 2009, 95% of Students will exit the 8 th

grade on grade level in reading, mathematics, andscience (as measured by NCLBs AYP standard.

R-80.28M-52.2

R-80.47M-49.9

R-41.78M-50.8

R-50.36M-63.6

Goal 2: By 2009, the achievement gap will beeliminated in reading and mathematics in grades 6-8.

R-17.6M-38.69

R-18.96M-42.56

R-46.64M-42.56

R-44.14M-34.11

Goal 3: Each year, all middle schools will meet orexceed their growth targets set by the State Board of Education and measured by the NC EOG, EOC, and

Computer Skills Test.

30% 50% 60% 50%

Data Review forMiddle Schools

2005-06 2006-07 2007-08 2008-09

Middle School Attendance 93.3% 94.2%

8 th Grade Reading Composite Score 40.9 49.4

8 th Grade Math Composite Score 50.2 62.9

8th

Grade Science Composite Score 44.9 54.58 th Grade EOG Composite 45.5 55.6

ABC Growth for 6 th Grade Reading No No

ABC Growth for 7 th Grade Reading No Yes

ABC Growth for 8 th Grade Reading Yes High

ABC Growth for 6 th -8 th Grade Reading No Yes

ABC Growth for 6 th Grade Math No Yes

ABC Growth for 7 th Grade Math Yes Yes

ABC Growth for 8 th Grade Math Yes High

ABC Growth for 6 th -8 th Grade Math Yes Yes

AYP Total Targets Met 65.6% 95.2%

Analysis of Data Trends :


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Overview of 2009-2013 Middle School Reform

Durham Public Schools Vision StatementThe Durham community cherishes its children, and the Durham Public Schools are the daily

expression of that care. In Durham Public Schools, we believe that every child can succeed, butwe also know that the schools alone cannot educate our children. We need and welcome thesupport of our entire community. Our children need loving parents who nourish them, whosend them to school ready to learn, who read to them and help them with their homework. Ourvision for Durham Public Schools starts with the need for the entire community to cometogether around the needs of every family and every child. Durham Public Schools will do itspartand morebut we cannot do it alone.

Involved Parents : In that spirit, Durham Public Schools supports, encourages and welcomes parents at every school. We invite parents to actively participate in their childrens school programsand activities and we want them to know that their presence is necessary and their input is greatlyvalued. 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 away 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 studentswho are academic high-fliers, we help them reach the stars. Because we cherish every singlestudent, each of our schools offers a safe and orderly environment for learning and an environmentthat nurtures and strengthens the whole child--body and mind. Our students participate in highlyengaging 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 necessaryto deliver superior, individualized classroom instruction. Our administrators lead with increasedstudent achievement at the core of every decision they make. Counselors and nurses, bus driversand social workersall staff members work hand-in-hand with teachers and administrators to meetthe 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, wherethey find waiting for them at the door of every classroom a teacher who cares for them, instructsthem at the highest level and inspires them.


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Durham Public Schools Mission StatementIn 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 fullpotential 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.

To ensure high levels of learning for all students. To improve student achievement through effective instructional leadership. 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, pursuetheir goals and dreams, and succeed in college, in the workforce and as engagedcitizens.

Vision Statement for Middle SchoolOur middle school vision embraces the vision and mission for DPS as a whole, but focusesspecifically on supporting every middle school to become a School to Watch . We believe that

the Schools to Watch guidelines provide a comprehensive roadmap for middle school excellenceas well a sure way to analyze challenges and develop sound plans for improvement.

We envision middle students growing in their enthusiasm for learning through a developmentallyappropriate education that challenges their minds. We expect students to have learning experiencesthat help them successfully transition from concrete thinking to abstract thinking such that allstudents are ready for the rigors of high school subjects and have confidence in their abilities. Weenvision middle school students learning in an environment that fosters the growth of personalresponsibility, independence, problem solving, social awareness, and the ability to collaborate withothers. Throughout these transformational years in which students are becoming young adults, weexpect to work closely with families to make this transformation a positive one, one that enablesstudents to enter high school with hope, confidence, and a personal vision for the future.


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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 morehave 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 orderto emphasize their centrality to the vision and mission of Durham Public Schools, they arehighlighted for easy reference. Only with a unified effort among all stakeholders, can we ensurethat 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 clearlyrelated 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 theirstandards-based practice.

Developmental Responsiveness : High-performing schools with middle grades are sensitive to theunique 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 owncompetence, and plan for their future.

7. All students have opportunities for voiceposing questions, reflecting on experiences, andparticipating 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.


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10. Staff members provide all students with opportunities to develop citizenship skills, to use thecommunity 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 andbehavioral expectations.

2. Students are provided the opportunity to use many and varied approaches to achieve anddemonstrate competence and mastery of standards.

3. Teachers continually adapt curriculum, instruction, assessment, and scheduling to meet theirstudents' 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 schools 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.


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Strategies to Achieve the Schools to Watch Criteria

Middle School Reform District Plan 2009-13(Possible District-wide Strategies in Five Areas)

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. 5 th grade teachers meet with 6 th 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 21 st Century tools and resources

(i.e., laptops, document readers, digital microscopes)

3. Parent and Community Involvement Provide list of services to expose students to community services Provide training for teachers to implement student-led conferences Snap Grade Alert Program/NCWise(?) access to student progress/grades for parents

via e-mail automatically Community resources available for parents on dpsnc.net (mental health, tutoring

services, etc.) District Office position that will coordinate/support parent involvement Increase parental involvement in School Improvement Plan Increase community outreach (i.e., we come to your community)


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4. Responsive to Student Needs (Developmental) F-year plans Improve services for all special populations (ESL, ECP, AIG) Capturing Kids Hearts (money and training) Intramurals during the day Thirty minutes of activity Time in pacing guide at the start of the year to create climates, teach rules and

procedures PBS define implementation, consistency, support RTI define strategies, what are universal screening devices for math/reading K-12 transition smooth Community businesses partner with schools

Career speakersScience, Math (core classes) speakers and special science labs (i.e., EPAteaches lesson on NC pacing guide providing materials and expertise

Relevance of education to future career Career Day monthly

5. Organizational Structures and Processes PLC matrix at district level for PLC days Schools will encourage PLCs within the school and throughout the district across all

curricula and disciplines Schools will utilize academic coaches, district directives and staff input/resource to drive

monthly PLC agendas Schools will use technology to support and encourage professional development

opportunities within house (videotape instructors who are to be modeled) Use in-house people to conduct staff development (within schools and district-wide) Written policies and procedures for structure and processes (district-wide) PLC meetings need a goal. They should be productive, reach a desired outcome, be

useful, relevant, and student-centered Clarification of expectations for PLC how does it differ from staff development?

2009 nc durham ps middle school reform

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