Goals & Conditions for Continuous Improvement

Overview

Goals & Conditions for Continuous Improvement

MMGW Goals for Continuous Improvement

The mission of Making Middle Grades Work (MMGW) is to create a culture of high expectations and continuous improvement that prepares middle grades students for challenging high school studies. To achieve this mission, MMGW has set several goals for continuous improvement:

  • Increase the percentages of students who meet the MMGW performance goals in reading, mathematics and science on the Middle Grades Assessment to 85 percent.
  • Increase the percentages of all students who perform at the Proficient level to at least 50 percent in reading, mathematics and science, as measured by the Middle Grades Assessment.
  • Increase annually the percentage of students entering high school prepared to succeed in college-preparatory courses.
  • Increase the percentage of students who transition into grade nine and complete high school four years later to 90 percent.
  • Reduce the failure rate in grade nine by ensuring middle grades students receive the preparation they need to succeed in rigorous ninth-grade courses such as Algebra I and college-preparatory English and science.
  • Advance state and local policies and leadership initiatives that sustain a continuous school improvement effort.

MMGW Conditions for Accelerating Student Achievement

MMGW believes that everyone — teachers, school leaders, district leaders, and local and state leaders — must work together to create the conditions in which student achievement, graduation rates and school culture can improve.

  • A clear, functional mission statement: A clear, functional mission statement defines the purpose of the middle grades school: to prepare students for rigorous, college-preparatory courses in high school.
  • Commitment: State partners, the school board, district leaders and the community are fully committed to implementing the comprehensive MMGW improvement framework.
  • Planning for continuous improvement: District and school leaders create an organizational structure and process that ensures continuous involvement with the faculty on what to teach; how to teach it; what students are expected to learn; how to assess what they have learned; and how district and school leaders support each other, the students, students’ parents and the community.
  • Curriculum: District leaders support and encourage a curriculum review that aligns all curricula to state, national and international standards. Performance standards define the quantity and quality of work expected at each grade level throughout the system.
  • Support for professional development: District and school leaders provide leadership and financial support for professional development directly connected to academic standards and student achievement. Professional development includes support for teachers as they develop the capacity to implement teaching practices.
  • Teacher preparation: The local school board helps teachers without a major in their subject area upgrade their content knowledge through planned and approved learning experiences. The school board strives to hire new teachers with subject-area majors that match their teaching assignments