Middle School Committee Recommendations January 14, 2019 Presented to the Shoreline School Board by: Brian Schultz, Assistant Superintendent Anzara Miller, Director of Professional Practice
Committee Purpose & Charge
Committee Charge The Middle School Committee will develop recommendations to the Superintendent regarding: 1. Program offerings, instructional delivery models and supports that provide open access to rigorous coursework and best meet the needs of ALL students. a. Elective offerings b. Content specialists vs. generalists in certain content areas c. Content blocking d. Honors 2. Schedules and configurations to support program offerings. a. Class period configurations b. Daily class schedule
Considerations of Committee In making recommendations the Committee will be asked to reflect on and align with information such as: ● Recommendations from the 2016 Instructional Program Planning Committee regarding instructional priorities; ● The District’s Race and Equity Policy; ● The Instructional Strategic Plan; ● Special education review report; ● Honors theme summaries; ● Secondary Highly Capable Committee recommendation; ● Best practices in instruction for middle school students; ● Best practices to meet middle school students’ social-emotional needs; ● Standards alignment and requirements; ● Opportunities for students to gain credits to help them meet the 24-credit graduation requirements; ● Other
Co-Chairs: Anzara Miller, Director of Professional Practice & Brian Schultz, Assistant Superintendent Bammert, Tess - KEL behavior tech Lane, Mariko - EIN music teacher Brandon-Felder, Tanisha - Director of Equity & Family Lucas, Weston - SC Assistant Principal Engagement McMaster, Shannon - EIN parent Chamberlin, Megan - PW 6th grade Nunes, Elizabeth - RC Principal Cruz, Diana - KEL special ed teacher Paulhamus, Lauren - EIN counselor Drammeh, Saihou - Cascade K-8/EIN parent Perez, Melba - KEL student Fredrickson, Julie - K-6 STEM TOSA Petersen, Cathy - KEL ELA teacher Fritz, Nyla - EIN Principal Rozema, Leann - KEL music teacher Gallagher, Dan - CTE Director Simpson, Pam - KEL math teacher Harrington, Andy - LFP 6th grade Soares, Sarah - KEL Spanish teacher Hiatt, Heather - KEL Principal Stevens, Maria - Director of Teaching & Learning Holsten, Andie - EIN math teacher Thurber, Mary - EIN science teacher Hoskins, Wayne - HT 6th grade/dean Valder, Jeff - EIN behavior tech Irwin, Scott - Director of Secondary Student Services Warren, Dan - LFP/SC parent Kim, Nara - EIN/SW student Zwack, Kathryn - EIN psychologist Committee Members
Committee Details ● Committee meetings, 2-3 hours: ○ September 20 ○ October 4 ○ October 18 ○ November 1 ○ November 8 ○ November 15 ○ November 29 ○ December 6 ● Determined a consensus of 85% for recommendations to move forward.
Committee Process Race & Equity Policy Data Research Discussion Recommendations
Race & Equity Policy 0150 The Committee reviewed the entire Race & Equity Policy 0150 - highlighting the following areas: ● The Shoreline School District acknowledges that institutional racism exists within public school systems and is committed to working until race is no longer a predictor of overall student outcomes. ● The District will prioritize eliminating racial disparity and disproportionality in all aspects of our educational system. ● The School Board shall charge and hold the Superintendent accountable for taking steps to implement the goals of this policy including enacting the following: ○ Provide additional and equitable resources both inside and outside the classroom to support the success, well-being, and belonging of all students, particularly students of color.
Data Considered ● Who are our kids? ● Who is taking honors? ● Who is not taking honors? ● Is there disproportionality in enrollment between honors and standard classes?
● American Indian/Native ● Asian ● Black African American ● Hispanic ● Native Hawaiian/Other Pacific Islander ● Two or more races ● White Race: Social Studies Classes Honors # Standard # American Indian/Native 1% 4 1% 4 Asian 13% 82 12% 81 Honors Standard Black African American 5% 30 8% 53 Social Social Hispanic 9% 58 18% 117 Studies Studies Native Hawaiian/Other Pacific 0% 0 1% 5 Islander Two or more races 13% 85 11% 71 White 59% 376 49% 323 Total 100% 635 100% 654 Social Studies: Middle School Honors vs. Standard Enrollment by Race, Fall 2018
● American Indian/Native 14% ● Asian ● Black African American ● Hispanic ● Native Hawaiian/Other Pacific 46% Islander ● Two or more races ● White 19% Race: ELA Classes Honors # Standard # American Indian/Native 1% 3 1% 6 Honors Standard Asian 13% 78 14% 98 ELA ELA Black African American 5% 30 8% 60 Hispanic 8% 46 19% 136 Native Hawaiian/Other Pacific 0% 1 1% 6 Islander Two or more races 13% 76 11% 82 White 60% 365 46% 329 Total 100% 599 100% 717 English Language Arts: Middle School Honors vs. Standard Enrollment by Race, Fall 2018
● American Indian/Native ● Asian ● Black African American ● Hispanic ● Native Hawaiian/Other Pacific Islander ● Two or more races ● White Race: Science Classes Honors # Standard # American Indian/Native 0% 2 1% 6 Honors Standard Asian 14% 105 11% 58 Science Science Black African American 5% 40 8% 44 Hispanic 10% 75 19% 100 Native Hawaiian/Other Pacific 0% 1 1% 4 Islander Two or more races 11% 87 13% 69 White 60% 451 47% 248 Total 100% 761 100% 529 Science: Middle School Honors vs. Standard Enrollment by Race, Fall 2018
Percentage of all students receiving Percent of special education Percent of special education special education services students in honors classes students in standard classes Distribution of Special Education Students in Middle School Honors vs. Standard Enrollment Fall 2018
Percentage of low income Percentage of low income Percentage of all students identified students in standard classes students in honors classes as low Income Middle School Honors vs. Standard Enrollment, based on socio-economic status, Fall 2018
Research Considered Race & Equity ● Five Strategies for Advancing Racial Equity in Public Education (6 page blog post) Social Emotional Needs ● Chapter out of Best Schools, by Thomas Armstrong. A little dated, but good insight into the specific developmental needs of middle schoolers along with developmentally appropriate practices for schools. (12 pages) Middle Schools: Social, Emotional, and Metacognitive Growth ● A brief look at the impact of mental health issues on students. Speaks to the need for strong community partnerships to meet the mental health needs. (12 pages) Mental Health Needs ● Pulls out specific characteristics of adolescents. (5 pages) The Young Adolescent Learner ● A research study on the importance of comprehensive transition programs. A little heavy on the statistical side, but good information. (12 pages) Importance of Transition
Research Considered General Middle School Model ● A relatively recent report researched and written for a school district. Offers some clear best practices to accommodate the unique needs of middle schoolers. Teaming and focusing on purposeful, robust transition programs (elementary to middle and middle to high) are highlighted. (33 pages) Best Practices ● Middle School Concept (3 page blog post) Middle School Concept ● Ten best practices for middle schools. A focus on identifying at-risk students and high quality guidance and advisement. (36 page report) Ten Best Practices Schedules and Configurations ● Designing Middle School Schedules - guiding questions and schedule options (ppt presentation- 73 slides) Block Scheduling and Team Teaching (21 page report) Implementing Block Scheduling ● ● Middle School Electives (2 page blog)
Research Considered Adolescent Brain ● John Medina is interviewed by Arik Korman on his book Attack of the Teenage Brain (42 minute podcast) ● John Medina -review of Attack of the Teenage Brain (2 page blog post) ● Habits of Mind (1 page) Highly Capable/Honors ● (HC) Talented and Gifted in the Middle Schools (4 pages) Meeting the Needs of Highly Capable Learners in the Middle Grades ● (HC) Committing to the challenge of addressing the needs of gifted learners at the middle level (4 pages) That Was Then This is Now, Gifted in the Middle ● (HC) Meeting the Needs of Highly Capable Learners in the Regular Classroom Differentiation for highly capable students (4 pages) ● (HON) Honors Classes a Need for More Diversity (3 page blog post) ● (HON) Perceptions of Teachers and Students Regarding the Middle School Honors Program (32 pages)
Research Considered Middle School Concept This We Believe: Keys to Educating Young Adolescents, Association of Middle Level Education, the core beliefs that build a strong case for basing all decisions about middle grades education on the unique developmental needs of 10-15 year olds. ● Introduction ● Essential Attributes and Characteristics ○ Curriculum, Instruction & Assessment ○ Leadership & Organization ○ Culture & Community Representatives of the committee, Anzara Miller and Julie Fredrickson attended the National Middle School Conference in October.
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