LAST BEST CHANCE

CURRICULUM & INSTRUCTION

Curriculum and Instruction in North Carolina's middle level schools have been greatly influenced by the school accountability movement. One positive result of the drive for greater accountability is that teachers are more focused on the curriculum and are ensuring that they are teaching what is tested—the objectives of the North Carolina Standard Course of Study. On the other hand, there is much concern over the effects of " high-stakes testing" on children, adults, and the overall school climate. Many teachers have expressed concerns over losing the "teachable moment" in the race to cover the materials that will be on the state test. A recent study by Ken McEwin, Melanie Greene, and Doris Jenkins (2001) from Appalachian State University shows a significant reduction in time spent on subjects that are not currently tested.

It is the recommendation of the task force that:

  1. Middle level schools continue the strong emphasis on teaching the core subjects with significant amounts of instructional time being devoted to English language arts, math, science, and social studies. The current trend towards under-teaching science and social studies must be reversed.
  2. The required healthful living curriculum as well as a variety of elective courses including arts education, second languages, and career and technical education are important and should be available to all students.
  3. The curriculum, based on the North Carolina Standard Course of Study, must be comprehensive and challenging, and allow for the acceleration of learning at all levels. Greater emphasis is needed on higher-level academics and intellectual development so that students become responsible partners and participants in their own learning. Teachers must receive ongoing training in new taxonomies and instructional strategies to improve student learning.
  4. Teachers must be highly qualified and knowledgeable about the importance and relevance of all content areas as well as their inter-relatedness and connections across disciplines. Teachers must integrate content knowledge and skills across the curriculum.
  5. Educators must recognize that reading comprehension is fundamental to success in middle school. Special attention must be given to reading comprehension and writing skills in all areas. (Also note Educator Preparation section).
  6. Classrooms should provide student-centered learning based on high expectations and the North Carolina Standard Course of Study. Greater emphasis must be made to ensure that middle level students are actively involved in their own learning. The learning process of conceptual development is supported by Socratic dialogue, cooperative learning, and independent research.
  7. Teachers will use continuous, appropriate, and authentic assessment and evaluation to determine if students have mastered the objectives in the North Carolina Standard Course of Study and to provide information to students, teachers, and family members to plan further learning. Some examples of these assessments include the following: informal checks for understanding; traditional quizzes and tests; interviews; questionnaires; conferences; performance tasks; projects; simulations; formal debates; exhibitions; position papers; scientific experiments; individual and group projects; rubrics; and portfolios.
  8. Educators must identify, appreciate, and celebrate growth and achievement of students, and be particularly careful to note the improvement of all students working below grade level. Students demonstrating significant improvement should be noticed and celebrated. Some examples of achievement to recognize and celebrate include the following: attendance, bringing up grades, growth made on end-of-grade tests, and honor roll.

DIVERSITY

Throughout the meetings of the task force, the sentiments described by the participants strongly echoed the National Middle School Association's position statement (NMSA, 1999) on diversity. The Association

values diversity and views differences as a vital, positive, and enriching force in the continued development of society and especially in the educational processes of schools. Diversity is a symbol of strength and a positive force, which encompasses differences that make each of us unique. While recognizing the importance of our similarities, diversity is the understanding that through those differences each person brings a unique and important perspective to life.

North Carolina was recognized by Education Week (Viadero, 2000) as being in the vanguard of states making an effort to reduce the disparity in achievement levels between white and minority students. Education Week noted that the state did not want to "close the gap" by holding any children back, but instead by ensuring that all students were successful.

Yet, despite the increased focus on issues of diversity over the last several years, and the dramatic progress being made in eliminating disparities based on race and socioeconomic status, there is still a long way to go. New challenges, such as the tremendous growth in our Hispanic communities and the accompanying explosion in English as a Second Language programs, have only strengthened the importance of diversity as a "front-burner" issue and necessity in our state.

It is the recommendation of the task force that:

  1. Middle level educators have the knowledge and skills to respond effectively to the diversity found in young adolescents. This issue addresses not only physical, social, intellectual, and emotional development, but also cultural, ethnic, and linguistic differences. Middle level teachers must incorporate best practices addressing diversity into planning and implementing curriculum, and in the differentiating of instruction.
  2. School districts, individual schools, and institutions of higher education should expand pre-service, induction, and career staff development for all middle level educators to include the knowledge, skills, and dispositions needed to support the learning of all students; including students with limited English proficiency, students from varying socioeconomic, ethnic/cultural backgrounds, academically and intellectually gifted, and exceptional needs children. Attention must be paid to the National Council for Accreditation of Teacher Education (NCATE, 2001) Standards on Diversity and Equity.
  3. Emphasis must be placed on providing a rigorous, accelerated (when possible) and enriched academic experience for ALL students. It is of paramount importance that students at all levels of achievement and in all reported sub-groups show growth, with particular attention being paid to increasing the growth of our highest and lowest performing students. Middle level schools must reduce academic tracking that creates 19 permanently fixed performance levels, recognizing the intent of the state's Academically or Intellectually Gifted Program to increase access to challenging and rigorous courses and activities. The task force recognizes that short-term flexible grouping of students to address specific curriculum needs is NOT tracking.
  4. The task force endorses and affirms the recommendations and actions of the North Carolina Advisory Commission on Raising Achievement and Closing Gaps, and strongly encourages school districts, individual schools, and institutes of higher education to support their efforts.

EDUCATOR PREPARATION

Several recent reports from the Southern Region Education Board (1998, 1999) assert that state policy needs to send a clear message through licensing and certification that teacher quality in the middle grades is a priority. These studies also challenge states to provide incentives and remove barriers to increase the quality of teacher preparation.

Other studies have pointed out that one of the most critical elements affecting student learning is the quality of the classroom teacher (Education Commission of the States, 2000). The federal mandates of No Child Left Behind require teachers who are highly qualified in their content area. The task force believes that teachers must also be prepared to successfully teach young adolescents. North Carolina is regarded throughout the nation as being in the forefront of middle grades education, and many of our country's preeminent middle level educators and researchers have ties to the state. While the state has reason to be proud of our long history and contributions to the field, the fact remains that there is a desperate shortage of teachers at the middle level. Most colleges and universities across the state have small departments that do not begin to approach turning out the number of teachers needed at the middle grades. In 2000, only 245 middle grades education students were graduated from North Carolina's public and private universities and colleges. These 245 graduates represent just 7% of the annual pool of new teachers coming from our state's undergraduate programs. The task force believes that it is imperative that the North Carolina Department of Public Instruction, colleges and universities, the North Carolina Middle School Association, and other interested stakeholders make a commitment to promote middle grades education as a career path.

It is the recommendation of the task force that:

  1. The North Carolina Department of Public Instruction and local school districts should require middle school professional development focusing on young adolescents, middle schools and best practices for all teachers who hold or are seeking lateral entry or add-on licenses at the middle level within their first year of teaching at the middle level. For example, high school teachers who receive an automatic add-on of middle grade licensure (6-9) should receive preparation in meeting the needs of young adolescents in high performing middle level schools within one year of beginning their teaching at the middle level.
  2. Undergraduate degree-seeking candidates should be required to complete one teaching concentration in the core areas of mathematics, science, social studies, or English language arts with an enhanced literacy component of reading, writing, or English as a Second Language. Two teaching concentrations in the core areas of mathematics, science, social studies or English language arts are strongly encouraged. If an institution of higher education chooses to require two teaching concentrations, the literacy competencies must be met.
    • Example One: A student may have an academic concentration in mathematics, science, social studies, or English language arts. In addition, the student will also have a literacy component of reading, writing, or English as a Second Language.
    • Example Two: A student may have an academic concentration in mathematics, and another concentration in science. The student will also complete the literacy competencies through this coursework.
  3. The current licensing structure should be changed to better reflect the needs of young adolescent learners to K-5, 5-8, and 9-12. Note that the overlap at grade five is intentional, and addresses the fact that the transitional nature of the fifth grade may appropriately be addressed through either elementary or middle school licensure. Ninth grade, in the vast majority of schools in this state, is no longer contained in middle or elementary school, and ninth graders, while benefiting from many aspects of middle school philosophy, should be taught by those with high school licensure. The task force will delay discussions of this recommendation until after the June 30, 2006 mandated requirements for highly qualified teachers for No Child Left Behind are implemented.
  4. The Commission on Teacher Quality should develop standards for literacy (reading comprehension, writing, and English as a Second Language) to ensure that all teachers develop the knowledge and needed skills.

ORGANIZATION & CULTURE

Most elements of education reform at the elementary, middle, and high school level have focused on curriculum, instruction, and testing issues. Middle level educators are aware that relationships do matter, and form a critical link between the teacher and the student, and between the student and his/her team. Research demonstrates that students do try harder and achieve more if they believe that their teacher is interested in their success and if they feel they are part of a group of peers and adults who support each other in their efforts to achieve (Goodenow, 1993). Likewise, research also shows that students who feel "left-out" of the process, who feel that their success does not matter, or that their teachers believe them incapable of academic success, will lower their own expectations accordingly (Kraner, 1992). It is the classic "self-fulfilling prophecy" in action. Half a century of research also tells us that teachers who believe their students are bright and capable will have higher achieving classrooms than those who believe their children are not high achievers (Arnold, 2001).

Given that we know the importance of teacher-student relationships to student success, it is critical that middle level schools are organized in ways that maximize the creation and growth of high-achieving, supportive, learning communities. Schools organized around the middle school concept of the team quite simply achieve more; have better attendance, and have fewer discipline problems than schools that do not use teams (Pounder, 1998). A recent important study of education in North Carolina's middle grades found that schools recognized as "exemplary" by the state's accountability program are more likely to have an organizational culture that reflects middle school philosophy (McEwin, Greene, & Jenkins, 2001). The use of teaming and interdisciplinary teaching, flexible scheduling, and an emphasis on de-tracking students is not only good for adolescent development, but also for high achieving and high performing schools.

It is the recommendation of the task force that:

  1. Middle level schools have an advisory program to address the academic, social, emotional, and citizenship development of responsible young adolescents. The curriculum and instruction of this program must be carefully planned, articulated, and implemented. Administrators, teachers, counselors, and other staff must understand and contribute to the school's plan for and implementation of its student advocacy, guidance, and advisory program. Every middle level student will have an adult advocate.
  2. Middle level administrators, teachers, counselors, and other staff have the knowledge, skills, and display dispositions reflecting middle level organization and philosophy. To this end, district and school administrators will require and support middle level principal and staff participation in professional development activities—both in-service and conference—focused on middle level organization, philosophy, practices, and assessment. To achieve this, the task force encourages the consideration of an additional five days of employment at regular salary for middle level staff to provide training on middle school organization, programs, and practices.
  3. Middle level schools will look at what teachers, students, parents/ community, test scores, and other data, say about the performance of the whole school, and of groups within the school. If there are differences, the next step is to examine the curriculum and instruction practices that affect each group of students, keeping in mind that the North Carolina Standard Course of Study represents a minimum set of requirements, and that all students should be challenged and grow.
  4. Middle level schools have a "living" School Improvement Plan that ensures every student's success and is focused on effective middle school research. Expectations for middle level organization, staffing, administration, curriculum and instruction, special programs, student activities, assessment/evaluation, and parental involvement will be addressed. It is not sufficient to set goals for improved test scores if those increases come at the expense of a quality middle level experience for all students.
  5. Middle level teachers, in order to maximize the teaching/learning process, must have the structure and flexibility in the schedule that provide opportunities for teacher collaboration and planning to focus on:
    1. Curriculum alignment
    2. Reading and writing across the curriculum
    3. Integrated/interdisciplinary instruction across all content areas
    4. Development of policies concerning instruction, homework, assessment and evaluation, discipline, etc. that can be consistently implemented across all content areas
    5. Vertical articulation with elementary and high school
  6. Middle level schools must recognize the importance of individual and team planning time and keep such time inviolate. Teachers, like other professionals, require protected time in which to plan. Middle level educators need, and must wisely utilize a "team-planning" time during the instructional day.

PARTNERSHIPS

Many educators and researchers have stated the obvious point that involvement by parents, family, and the community has a profound impact on student success (Henderson and Berla, 1994). Regardless of race, socioeconomic, or other factors, students who have significant adults actively involved in their education are more successful than those whose parents are not involved. A large body of research supports the fact that parents—even those very active in the elementary school—become scarcer at the middle level. Over 90% of parents in a recent survey believed that distancing themselves from direct involvement in their child's schoolwork was an important part of maturation. Some parents become intimidated by the increasing difficulty of coursework at the middle level. Still others may not have had positive middle school experiences themselves. To engage parents and the community in meaningful ways, effort must be made to lower existing barriers. To clear these barriers requires constant and effective efforts on the part of the school to reach out to the school community. Forming partnerships is an essential part of that outreach. In addition, it is essential that partnerships are formed among and between key players in the school, business, and other communities.

It is the recommendation of the task force that:

  1. Teams and teachers in the middle school are the primary partner with parents in their child's school. Schools and teachers can cultivate parent involvement by preparing teachers and teams to include, communicate with, and respond effectively to parents.
  2. School Improvement Plans must address the active involvement of parents and extended family members in their child's educational learning experience. Conscientious and strategic efforts should be made to educate parents on how children learn, the middle school concept, the nature of young adolescents, and specific instructional program opportunities.
  3. Schools should provide ample opportunities for parent involvement in their child's education. Some ways schools can encourage parents to be involved include tutoring, mentoring, taking part in career development plans, grade level or team parents, direct communication with their child's teachers, school committees, Parent Teacher Association, and Parent Teacher Organization.
  4. Local districts will develop plans to establish partnerships at the local education level within school attendance zones to provide seamless transitions from elementary to middle school and from middle to high school and post-secondary institutions.
  5. The North Carolina Department of Public Instruction, in conjunction with the North Carolina Middle School Association and North Carolina Parent Teacher Association will establish a state Middle School Council, with regular meetings, inclusive of policy makers, educators, family, community groups and agencies, and businesses to advocate for best practices in middle level education.
  6. School districts are encouraged to forge collaborative connections that are persistent and flexible among schools, families, communities, businesses, and institutions of higher education. These connections should provide students and family access to services, career exploration opportunities, expand learning beyond regular school hours and outside of school walls, and advocate for school improvements critical to ensuring success for every student at all levels.
  7. School districts are expected to develop a meaningful two-way communication process that is interactive and integrated. Multiple strategies such as public forums, focus groups, community forums, use of technology, web pages, newsletters, speaker's bureaus, communication with community centers and faith-based institutions, and other means can be utilized to promote communication about middle level education among all stakeholders.

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