Coolville Middle School
D E V E L O P M E N TA L LY RESPONSIVE MIDDLE SCHOOL Mission Statement Coolville Middle School strives to provide a challenging learning environment that promotes high expecta ons for success. This success is reached through interdisciplinary team instruc on that allows teachers to prepare coopera vely taught interdisciplinary lessons involving shared objec ves and concepts that are able to be explored by more than one discipline.
Ashley McCray, Louise Cline, and Steven Cox
School Layout
Picture Source: h p://www.chesterfield.k12.sc.us/newsLJHplans.html
The design of the school helps to insure minimal distrac ons when students are changing classes, going to lunch, or going to non‐core classes. It is vitally important to recognize that the areas of Development‐physical, intellectual, moral, psychological, and social‐emo onal are inexorably intertwined, making the achievement of academic success highly dependent upon the other developmental needs also being met .” (TWB, 2010)
Non‐Core Curriculum Classes
Cluster Classes
Lunch Lunch Room Room
8th Grade Hall
6th Grade Hall
7th Grade
Advisory Program Our program implements a tutor/mentor se ng that provides academic guidance, civic responsibility, a sense of belonging, open discussion, support, and other skills for future success. Our advisors and students will work together to plan ac vi es, carry out service projects, and spend me discussing ma ers that that are important in students’ lives. In order to build a strong founda on we feel it is important to have small groups of like gender adolescents. This allows the students to feel more free to discuss gender specific issues, insures that every student has a chance to express themselves, and gives every student a chance to find out his or her strengths and weaknesses in a safe environment. By having advisory teams composed of students from varying backgrounds, the students have a chance to overcome stereotypical thinking and can become be er prepared for high school, college, and the workforce.
Role of the Advisor 1.) Promote a safe learning environment 2.) Ins ll a sense of ownership 3.)Build self‐esteem 4.)Advocate for the student 5.)Provide support and commitment through prepara on and planning (Stevenson, 2002)
Role of the Students 1.) Write a Code of Conduct 2.)Plan a Public Service Project 3.)Help Plan Ac vi es 4.)Vote on Responsibili es
Advisory Projects
6th Grade Sponsor a Career Fair Food Drive Fundraiser for the Team Recycling Project Personal Hygiene
7th Grade Health and Wellness Nursing Home Project (Pen pals) Wellness Project Abuse Project Fundraisers for a School Organiza on
8th Grade Safe Driving Project Fundraiser for the Community Fundraisers for a School Organiza on Visit the Local High School Plan Overnight Trip & Fundraiser
Organiza onal Components Key Components to a Developmentally Responsive Middle School:
Interdisciplinary teams * Advisory programs * Integrated curriculum * Exploratory programs * Transi ons
A DRMS provides students with challenging, integrated curriculum through interdisciplinary teaming, advocacy within a warm, safe learning environment. Interdisciplinary teaming along with family and community support provides young adolescents with advo‐ cacy, support and exploratory program opportuni es that will expand their intellectual growth and provide life‐long learning op‐ portuni es.
“The importance of achieving developmentally responsive middle level schools cannot be overemphasized. The nature of educa onal programs young adolescents experience during this forma ve period of life will, in large measure, determine the future for all of us.” –This We Believe, 1995
Organiza onal Pa ern: Why 6,7,8?? Research as shown that Middle School func on be er and produce be er results when including 6, 7 and 8 grade students. Some benefits and reasons for 6, 7, 8 are , support young adolescent development , pivotal me for psychological, biological and mental development, peer, family rela onships, junior high’s tend to “group” students in terms of social/grades/development and offer no individual development/guidance. 6‐8 offers be er interdisciplinary team involvement and personal rela onships and 6‐8 be er bridges the gap between elementary and high school and offers students the best chance at succeeding. There are 300 stu‐ dents in this middle school, 100 students per grade, 4 teams per grade, 4 teachers per team, and a total of 48 teachers and support
Class Scheduling Each day is either an A Schedule or a B Schedule. It switches every other day to allow longer class periods. This enables teaches to get students more involved in lessons. 7:55 ‐ 8:20 6th Grade Advisory 7th Grade Exploratory 8th Grade Exploratory
8:25 ‐ 9:55 6th Grade Core1 7th Grade Core1 8th Grade Non‐Core
10:00 ‐ 10:55 6th Grade Non‐Core 7th Grade Core2 8th Grade Core1
11:00 ‐ 11:35 6th Grade Lunch 7th Grade Core 2 8th Grade Core 1
11:40 ‐ 12:15 6th Grade Non‐Core 7th Grade Lunch 8th Grade Advisory
12:20 ‐ 12:55 6th Grade Exploratory 7th Grade Advisory 8th Grade Lunch
1:00 ‐ 2:30 6th Grade Core 2 7th Grade Non‐Core 8th Grade Core 2
2:35 ‐ 2:55 Club Mee ngs, Research, Tutoring, Assemblies, Homeroom
3:00 ‐ 3:20 Car Riders 1st Load Busses
3:25 ‐ 3:42 2nd Load Busses
A & B Core Schedules Team 1 A‐Schedule Core 1 ‐ Math Core 2 – Language Arts B‐Schedule Core 1 – Social Studies Core 2 ‐ Science
Team 2 A‐Schedule Core 1 – Language Arts Core 2 – Social Studies B‐Schedule Core 1 ‐ Science Core 2 – Math
Team 3 A‐Schedule Core 1 – Social Studies Core 2 ‐ Science B‐Schedule Core 1 ‐ Math Core 2 – Language Arts
Team 4 A‐Schedule Core 1 ‐ Science Core 2 ‐ Math B‐Schedule Core 1 – Language Arts Core 2 – Social Studies
A & B Non‐Core Schedules 1st 9 Weeks
2nd 9 Weeks
A‐Schedule Team 1 ‐ Music Team 2 ‐ Art Team 3 ‐ Computers Team 4 ‐ PE B‐Schedule Team 1 ‐ Careers Team 2 ‐ Foreign Language Team 3 ‐ Drama Team 4 ‐ Health
Interdisciplinary Teaming
A‐Schedule Team 1 ‐ PE Team 2 ‐ Music Team 3 ‐ Art Team 4 ‐ Computers B‐Schedule Team 1 ‐ Health Team 2 ‐ Careers Team 3 ‐ Foreign Language Team 4 ‐ Drama
3rd 9 Weeks A‐Schedule Team 1 ‐ Computers Team 2 ‐ PE Team 3 ‐ Music Team 4 ‐ Art B‐Schedule Team 1 ‐ Drama Team 2 ‐ Health Team 3 ‐ Careers Team 4 ‐ Foreign Language
4th 9 Weeks A‐Schedule Team 1 ‐ Art Team 2 ‐ Computers Team 3 ‐ PE Team 4 ‐ Music B‐Schedule Team 1 ‐ Foreign Language Team 2 ‐ Drama Team 3 ‐ Health Team 4 ‐ Careers
* Promotes a posi ve environment for learning, * Provides personal rela onship opportuni es * Increases communica on between teachers ,students and parents* Helps with students transi on from elementary school *Collec vely allows teachers to focus on student needs * Provides teacher support and be er work rela ons Each interdisciplinary team consists of : 1 Language Arts * 1 Math * 1 Science * 1 Social Studies * 25 Students Per Team Com‐ mon planning for teams is 1 period per day (1 ½)
Ra onale: Interdisciplinary teams provide varied instruc onal strategies, and a balanced curriculum base on the needs of students, recognizing that learning occurs I context, not in isola on. The importance of cohesiveness is paramount to middle school students. (NCMSA.net) Interdisciplinary teaming allows teachers to have control over the amount of me spent in a par cular area. In fact, all classes do not need to meet the same number of periods per week for the same amount of me each week (NMSA, This We Believe, p. 17).
Total School Curriculum: The perfect total school curriculum for students is one that is relevant, challenging, integra ve, and exploratory. This layout of the curriculum is intended to assist educators as they create condi ons that enable students to learn and that encourage their desire to learn. Overall, our middle school offers a rich curriculum designed to engage students in rigorous, mul ‐faceted ways pro‐ mo ng co‐curricular growth. Classes align with the developmental growth of our students and are taught with an awareness of each individual's strengths and learning styles. Interdisciplinary teaching, integrated curriculum, and thema c instruc on are terms used interchangeably to promote one idea – teaching across subjects and skills brings meaning to knowledge.
Core Curriculum (h p://www.dpi.state.nc.us/curriculum/ ) There are four core subjects that students are required to take in middle school. They consist of language arts, social studies, math, and science. All of these subjects are incredibly important in the overall educa on of a middle school student.
1.) Language arts is important in the aspect that the ul mate purpose of the Language Arts curriculum is to teach students the language abili es they need to communicate effec vely as individuals and as contribu ng members of society. It is the job of the teacher, according to the words of the North Carolina Standard Course of study, to turn these students into self‐directed learners, collabora ve workers, and complex thinkers.
2.) Math is a challenging subject that some students do not enjoy at all. It is up to the teacher to engage the students and get them interested in the subject of math. Through their classroom prac ces, teachers promote students' mathema cal reasoning, challenge them with rich problems through which they learn to value mathema cs, and provide them with a strong founda on for further study. Most of all, teachers encourage and support their students' development of mathema cal power.
3.) Social studies, along with math, is a subject that some students just do not get excited about. Students do not understand that the purpose of this course is to make them produc ve ci zens of this country. By learning the history of this country and their state, they can be er understand the geography, civics and government, economics, and psychology that make this country what it is. With more informed and produc ve ci zens that develop in our educa on system, the be er off we will be.
4.) Science at the middle school level involves quite a bit of understanding. The choices that every individual makes regarding sci‐ ence, health, and the environment impact other people on both a local and global level. Therefore, it is impera ve that science educa on is taught to all children in the elementary and secondary years. The focus of science educa on should instruct children in the proper care and use of the environment, nature, and health and safety issues. By understanding science, children will grow into adults who will understand that the decisions that they make today will impact the future. Whether it is looking for alterna‐ ve fuel sources, protec ng the Ozone layer, or developing strategies to conserve our natural resources science educa on is the key to unlocking the strategies that will make a be er future for all ci zens.
Non‐Core Curriculum: (h p://www.ericdigests.org/2001‐3/middle.htm ) For many students, middle school may be the last opportunity to explore new subjects and interests, the last me to learn to play the flute, learn to speak Spanish, or learn to cook a new dish. Another benefit for many students is that exploratory courses such as art, drama, and technology ac vely engage students, allowing them to learn new skills and try out new ways of thinking. The purpose of exploratory courses, whatever the label and whatever the content, is to offer wide‐ranging opportuni es and experi‐ ences that students would not otherwise have.
Bloom’s Revised Taxonomy In order to promote higher level thinking skills we incorporate Bloom’s Taxonomy. This process outlines cogni ve development throughout a student’s educa onal experience. By u lizing assessment throughout lessons, teachers are able to determine where students are and what goals should be set to reach the next level. Please see the chart below that outlines this academic process.
Faculty and Staff It is our belief that every adult in our school has an opportunity to offer support to our students. All of members of our staff have a ended mul ple workshops on developmentally responsive middle school prac ces. We have also provided all staff members a copy of “This We Believe.” All members of our staff have also undergone training in adolescent crisis management.
Our principal is has a doctorate in Middle Level Educa on. Both of our assistant principals have a master’s degree in Middle Level educa on. They work together with our teaching teams to provide developmentally responsive teaching strategies, advisory teams, and special interest classes. A well‐trained administra on is an impera ve first step in crea ng a developmentally respon‐ sive middle school.
Our school counseling team is composed of a licensed occupa onal therapist, three licensed guidance counselors, one licensed school psychologist, three social workers, and two licensed speech therapists. The psychologist is head of our counseling team. She helps to create schedules, write IEPs, and put together advisory teams. One of our speech therapists is specially trained to work with special needs children. He works directly with our cluster teachers and occupa onal therapists to find crea ve ways to improve all areas of speech and communica on. Our other speech therapist works with non‐cluster students and assists with the cluster students. Our occupa onal therapists works with students that need extra help with everyday skills. She finds fun and cre‐ a ve ways to teach skills such as working in teams, accep ng responsibility, and doing your best. One example of a lesson is for students to plan meals, go shopping with a budget, cook, and explain why they prepared and planed that par cular meal.
Our counseling team also works with parents to help them stay involved in their children’s educa onal process. It is vital that par‐ ents be informed and involved in their children’s educa on. They send home surveys that can be filled out either on‐line or by re‐ turning the papers to school anonymously. These surveys ask the parents, students, staff, and community leaders ques ons that help us to improve the quality of our middle school. We have a dedicated social worker and guidance counselor for each grade lev‐ el. They work as a team to help students with both educa onal and personal needs. We that if students we want students to be able to concentrate and enjoy learning, they can’t spend all of their me worrying about situa ons they have no control over.
We have six safety officers that have been trained to work with middle grade students, two officers work with each grade level. It is their responsibility to keep our students safe and insure our school remains, drug free, tobacco free, and is a bully free zone. They do this by monitoring students and visitors. Our safety officers work as advisory leaders along with all of our staff members. It is our hope that, by having our trained safety officers work directly with at risk students, we can help prevent future problems and give students a chance for a brighter future.
Our school also has middle grade licensed music, chorus, band, drama, art, computer, career explora on, second languages, health, and physical educa on teachers. Each of these teachers also spends me as advisory team leaders. It is our goal to place students in advisory groups that are responsive to students’ interests and needs. Our school nurse is a RN and has undergone train‐ ing on working with middle grades students. Students and parents are welcome to visit with our school nurse during regular school hours. Like all other members of our staff, he is the head of an advisory team.
Instruc onal Strategies and Grouping Prac ces Our instruc onal strategies are designed to be challenging, exploratory, integra ve, and relevant. We provide mul ple ac ve and crea ve learning opportuni es for our students. We also use varied assessments to evaluate student learning at all stages of learn‐ ing. Our teachers use assessments to evaluate where each student is at the beginning of each lesson. Using these assessments al‐ lows teachers to make sure that lessons are challenging to students. Students that are challenged are able to assume control of their own learning.
Adolescents are curious by nature. We strive to make as much of our curriculum exploratory as possible. Students are encouraged to ask ques ons and find solu ons on their own at every opportunity. Our media center offers many ways for students to do re‐ search including, but not limited to, books and computers. Our teachers work together to make lessons integra ve. Integra ve les‐ sons provide students the opportunity to have mul ple exposures to informa on. Integra ve lessons also allow students to see how things are related. Our teaching teams use common planning me to work together to make lessons integra ve and relevant.
Adolescents need to see how what they are learning is relevant to them. When students are given work that pertains to their lives and interests they are more willing to learn. Students enjoy learning about things they find relevant to their lives. They also need to move. Si ng s ll and listening to lectures is not the ideal learning situa on for most adolescents. Our teaching teams use ac ve, hands on, lessons. Students work in groups and create presenta ons and other physical evidence to show what they have learned. We realize that occasionally teachers will have to lecture; however, we strive to keep lecture to a minimum.
Excep onal Learners We have three cluster classes. These classes are for excep onal needs students that cannot excel in non‐ cluster classrooms. Each class is composed of two licensed teacher assistants, one teacher who has a degree in middle grades educa on and special needs. Our school counseling team also spends me working in the cluster classes. Our cluster classes are divided by grade level. Students must be placed into the cluster class by an IEP team composed of parents, teachers, administrators, and specialists. The IEP team will meet twice a year to ensure that IEP goals are being met. We also have trained ESL teachers to help English language learners, and more challenging educa onal opportuni es for gi ed students.
Family Involvement It is impera ve that families know and are involved in their student’s educa onal process. We make it a point to communicate with parents by email, phone, and personal mee ngs. It is our goal to work hand in hand with parents to insure student success. Weekly newsle ers, updated web pages, parent‐teacher conferences, and monthly family nights are all ways we keep parents in‐ formed. Student led conferences help students to communicate what they are learning and gives them ownership of their work. Parents are encouraged to volunteer at school events such as fundraisers, dances, field trips, spor ng events, and a er school ac‐ vi es.
Community Involvement It is an old cliché that it takes a village to raise a child. It is also a very true statement. Every month we have a successful member of the community speak to our students in a ques on and answer session. Field trips are u lized during our career explora on. Stu‐ dents visit local businesses and learn about their community and what is expected in the workforce. Our school sponsors several local chari es. We encourage student and parent involvement at events help for these chari es. Helping others is a great way for students to learn ci zenship skills. According to “This We Believe’” In today’s society, genuine family and community involvement are fundamental components of successful schools for young adolescents. (TWB 17)
Coolville Middle School
Sources Cited: Stevenson Chris. (2002). Teaching ten to fourteen year olds. (3rd ed., pp. 320‐321). Boston: A Pearson Educa on Company. DOI: www.ablongman.com Associa on, N. M. S. (2012). This we believe, keys to educa ng young adolescents. Westerville, OH: Na onal Middle School Associa on. Brazee, E. (2000, December). Exploratory curriculum in the middle school. Retrieved from h p://www.ericdigests.org/2001‐3/ middle.htm Department of public instruc on. (n.d.). Nc standard course of study. Retrieved from h p://www.dpi.state.nc.us/curriculum/ Associa on for middle level educa on. (2012). Retrieved from h p://www.amle.org/portals/0/pdf/advocacy/messages/ Execu ve_Summary.pdf Associa on for middle level educa on. (2012). Retrieved from h p://www.amle.org/Research/ResearchSummaries/Counseling/ tabid/1739/Default.aspx North Carolina Middle School Associa on. (2012) Retrieved from h p://h p://www.ncmsa.net/ressum17.htm