Medway Middle School 2020-2021 Program of Studies Proposed Updates - - PowerPoint PPT Presentation

Medway Middle School 2020-2021 Program of Studies Proposed Updates

School Committee Presentation January 23, 2020

2019-2020 Curricular Priority Areas

History/Social Sciences

• New Civics Course in 8th Grade
• Revised scope and sequence in 6th-7th

Grade History/Social Sciences

• Full year implementation of the DBQ

(Document Based Question) Project focusing

• n argumentative writing

Mathematics

• Full year pilots of Ready Mathematics in

Grade 5 and Big Ideas and IXL in Grades 6-8

• Newly redesigned 7th Grade Accelerated and

Grade Level Math classes Science/Technology/Engineering

• New Science resources in Grade 5

English/Language Arts

• Grade 6-12 Curriculum Review Process

underway Social and Emotional Learning

• Grade 5-8 SEL Steering Committee learning

and prioritization of actions

2020-2021 Curricular Priorities in Support of Improved Student Learning

• Respond to English /

Language Arts Curriculum Review Process, 6-8

• Enhance use of ELA and

Mathematics data to inform instruction and small group instructional practices

• Maximize opportunities to

engage students in meaningful, aligned, relevant learning

2020-2021 Program of Studies’ Recommendations

• 1. Mathematics Course Leveling Shift in Grade 8
• 2. Addition of “Flex” Block Within the Schedule

Recommendation 1: Mathematics Course Leveling Shift in Grade 8

• This year 8th Graders were enrolled in the

previously defined Grade Level and Accelerated levels. ○ Focus on 8th grade standards, different pacing

• Proposed Grade 8 Accelerated Math for

2020-2021 ○ 8th grade will address remaining 8th grade standards and 9th Grade Standards ○

• pportunity to accelerate math

coursework entering high school

• Grade 8 Grade Level Math

○ Grade 8 Standards ○ Grade Level Math still provides a pathway to HS Calculus and Statistics

Recommendation 1: Mathematics Course Leveling Shift in Grade 8 Accelerated Learner Characteristics

• Grasps concepts quickly; self directed
• Demonstrates fluidity with difficult math

skills and concepts

• Attempts and motivated by challenge
• Solves problems in creative, resourceful,
• r efficient ways demonstrating analytical,

symbolic and/or abstract reasoning

• Tackles multi-step problems in a focused,

and exploratory way

• Readily applies concepts to new contexts;

makes connections between concepts and real-world examples

• Thirsts for greater knowledge and/or

depth, and pursues it independently

• Asks questions that push learning beyond

comprehension

Recommendation 1: Mathematics Course Leveling Shift in Grade 8

Course Selection Criteria and Process for Grade 7 and 8

• Moving forward with 8th Grade selections,

we will continue to: ○ Assess performance based criteria to provide well rounded picture of student ○ Not “lock” students into either pathway ○ Monitor student performance in first trimester to ensure proper placement ○ Placement decisions will occur in May and June.

• Students can gain entry by meeting

specified criteria and/or by completing summer work on the content not covered in previous grade level class

Recommendation 1: Mathematics Course Leveling Shift in Grade 8

Criteria to be Finalized for Leveling Recommendations

• For Current 7th Graders, student

placement was based on: ○ MCAS Performance ○ Class Performance ○ iReady Data ○ Characteristics of a Learner

• This criteria will be re-evaluated

this Spring based on current student performance to ○ ensure proper placement of students. ○ provide an accurate performance picture of each student.

Recommendation 1: Mathematics Course Leveling Shift in Grade 8

Course Leveling Input from Parents & Students

• If placement decision based on criteria

is not in line with parent and/or student aspirations, an “override” can be requested

• Override process

○ consultation with Curriculum and Instruction Leader and/or building administrator and parent/student ○ Examination of student performance information ○ Student Input ○ Input from previous year’s teacher

• Overrides granted on a case by case

basis

Recommendation#2: Addition of “Flex” Block Within the Schedule

Goal: Provide students with additional time for intervention and enrichment within the school day

Recommendation#2: Addition of “Flex” Block Within the Schedule

Current Reality

• Desire to reduce number of

students pulled from Allied Arts and World Languages for support classes

• Students being supported with

“check-out” accommodation leave class early

• Limited time in current schedule

for extra help, pre-teaching and re-teaching

• Recommendation from the

Superintendent’s Task Force on Student Stress focused on providing additional time for students

Recommendation#2: Addition of “Flex” Block Within the Schedule

Anticipated Benefits

• Special meetings and programs (with a

high level of discretion)

• Special student experiences to enrich
• r enhance such as:

○ Expanding WEB Leaders work in Grade 5 ○ Peer Leaders’ work in Grade 6

• Small group, targeted support outside
• f Allied Arts block

○ Organizational Support

○

Math/Reading support both tutorial and with online intervention platforms

○

Social-Emotional small groups providing Tier #2 support

Recommendation#2: Addition of “Flex” Block Within the Schedule

Vision for Structure and Function of “Flex” Block

• Reduce each class length by ~ five

minutes to provide an additional period of time in the day ○ School start and end times would not be impacted. ○ “Flex” time would be designed so that it is included in Time on Learning calculations

• Final “Flex” Block parameters to be

determined as part of collaborative process in late winter/early spring ○ Length and frequency ○ Location within daily schedule ○ Clarity of expectations for students and teachers

Questions?

Thank you!