Common Core Standards Increased rigor for all students - - PowerPoint PPT Presentation
GGW / Focus School In-School Achievement Gap Additional supports for our struggling learners Establish more time for Math and LAL Update cycle courses Provide flexibility in our master schedule Common Core
Anne Marie Garrett Kerry Plattel Carol Hudzik Kim Schmidt Clarie Fahy Maria Ives Daniel Burzinski Mike Rosenberg Deidre Donovon Nancy Sakolosky Eileen Kherli Noreen Hajinlian Elisa Sweeny Renee Shalhoub Henry Schuck Rick Spirito Jeanette Horning Stacey Belhumer Jenn Rascher Steve Droske Jenna Pizzo Sue Pausz Jessica Weisman Karen Gonnella Karen Santos Katie Ratner
Scheduling Committee
Reviewe viewed d rese sear arch ch data a on best t mi middle ddle school hool practi actices: ces:
Information shared via our consultants Discussions held in committee mtgs. Site visits to 3 exemplary middle schools
Eisenhower, Wyckoff Eastbrook, Paramus Fieldstone, Montvale
al of crea eating ting a new master ter sche hedu dule le
tings ngs with th all l stakeholder eholders s for
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This We Believe (NMSA, 2003), Turning Points 2000 (Jackson &
Davis, 2000), and the National Forum (1998) point out the benefits
relationships between and among students and teachers.
In their research on the effects of teaming, Flowers, Mertens, and
Mulhall (1999) found that teaming improves school climate, increases contact with parents and families, improves job satisfaction, and has a positive effect on student achievement. NMSA Research Summary: Characteristics of Exemplary School for Young Adolescents (December 2007)
Most exemplary middle schools use some form of flexible
wider variety of instructional strategies that were more consistent with their students' learning needs under block scheduling than they had used previously under traditional
Teachers describe[d] implementing several changes in their instructional strategies that benefit students: providing greater
critical and creative thinking through extended opportunities for manipulation of concepts and principles; and use of more student- to-student collaborative learning experiences. (p. 9)
NMSA Research Summary: Characteristics of Exemplary Schools for Young Adolescents (December 2007)
“The school provides, for those students needing additional
help to meet the State’s standards, opportunities for additional time, instruction, and personal support.”
“Accelerated, short-term interventions for students with similar
needs that are fluid and do not become low-level or permanent tracks.”
The National Forum to Accelerate Middle School Reform, “Essential Elements: Schools To Watch Rubric”
“Teams operate most productively when team members have
designated roles, including a team leader (Pounder, 1998, p.78)
“Team leaders are facilitators, and their primary
responsibilities are to guide day-to-day team functioning and to keep the team focused on team and school level tasks related to improving teaching and learning.
TURNING POINTS 2000
“When students make a lasting connection with at least one
caring adult, academic and personal outcomes improve. A significant adult who provides support and direction during difficult times is an important factor in helping students avoid academic failure and a variety of other problems (Galassi, Gulledge, & Cox, 1997, p. 303)
TURNING POINTS 2000
Teaching Teams in all grade levels Homeroom – 10 minutes
1 Day of Extended HR (52 minutes) 1X a week
Maintained 8 Period Day Core Classes (ELA, SS, SCI, MATH)
56 minutes, up from 45 minutes
Creative Arts (Student selection offered in grades 7-8) 42 minute periods for PE-H / World Language 5/6 Lunch remains 42 minutes 7/8 Lunch reduced to 28 minutes
Approximately 135 students broken in to 1.5 Teams
Each team will consist of one Language Arts, Math, Science, and Social
Studies teacher. Also, one Special Education teacher will be assigned to each team.
7th Grade Teacher Teams:
LA – Mrs. Gonnella LA - Mrs. Reese Math – Mrs. Davis Math - Mrs. Klaube SS – Mrs. Ives SS – To be hired Science - Mr. Abrey Science – To be hired
Approximately 185 students broken in to 2 Teams
Each team will consist of one Language Arts, Math, Science, and Social
Studies teacher. Also, one Special Education teacher will be assigned to each team.
8th Grade Teacher Teams:
LA – Mrs. Gallo LA - Mrs. Hudzik Math – Mr. Schmidt Math - Mrs. Garrett SS – Mr. Burzinski SS – Mrs. Leara Science – Ms. Cannella Science – Ms. Douglass
GRADE 7 Students will have choice and only participate in 3 cycle classes (1 per trimester):
Examples: Art, Videography, Consumer Life, Tech. Lab, Computers,
Chorus, Media, Music GRADE 8 Students will have choice and only participate in 3 cycle classes (1 per trimester):
Examples: Art, Videography, Consumer Life, Tech. Lab, Computers,
Chorus, Media, Academic(Math & LA)
Language Offerings –
Spanish / Italian Grades 5/6 – Spanish Only Grades 7/8 – Spanish or Italian
Programming Changes:
addition of Math Support
GRADE 5
PE/H every other day – Opposite World Language
GRADE 6
PE/H every other day – Opposite World Language
GRADE 7
PE/H every day - Opposite World Language
GRADE 8
PE/H every day - Opposite World Language
Goal is to minimize pullouts during the school day and still provide
students with an opportunity to participate in these important programs. CHORUS:
Chorus will be a cycle in grades 7/8 Chorus will meet during Enrichment Period in Grades 5/6
INSTRUMENTAL MUSIC:
Advanced and Intermediate Ensemble will rehearse during
extended HR or Enrichment Period (1x a week)
Lessons will continue to follow a pullout model
We will continue to have a BSI program. Options for additional support:
“The ways schools organize teachers and group and
schedule students have a significant impact on the learning environment. Interdisciplinary teams, common planning time, block scheduling, and elimination of tracking are related conditions that contribute to improved achievement.”