Outstanding Practices  

Making Middle Grades Work is built upon a comprehensive improvement framework of key elements and conditions that successful schools address to raise student achievement. MMGW schools are developing practices for each of the elements and conditions that promise improvement in student achievement. The goal for all MMGW schools is to increase the percentages of eighth-graders who perform at the NAEP Proficient level in core academic subjects and who leave eighth grade ready for college-preparatory work in high school.

MMGW staff selected one or two practices for each key element to provide a sample of the promising practices in network schools. MMGW released an outstanding practices publication in 2002-2003 that describes more fully the practices in MMGW schools that have evidence of significant gains in student achievement.

For reference purposes, keywords are highlighted in each description. To learn more about the practices and programs, contact the school directly.

An academic core curriculum that is aligned to rigorous content and performance standards

Elbert County Middle School, Georgia, worked with a consultant from a state-funded educational service center to address reading achievement. "Reading for Rate" is one strategy the school uses to develop fluent readers. Students practice in pairs and give each other feedback on words missed while practicing reading skills. Students are taught to listen to a partner read aloud and chart their performance. The objective is to improve the words per minute that a student can read and improve the ideas that a student can remember after they have read a passage. As fluency develops, pairs work on comprehension skills. Contact: Martha Noble, Principal, (706) 283-2275 or mnoble@elbert.k12.ga.us.

A belief that all students matter, supported by a comprehensive guidance and advisement system that connects students and families to the school and that helps students develop educational and personal growth plans for the future

Pickens Middle School, South Carolina, developed its teacher-adviser program to better ensure a positive school climate. The Wednesday schedule was altered to add STAR time to reflect, read and reach out. Guidance counselors assign 15 to 20 students to each adult and provide guiding questions on different topics and issues. Advisory groups discuss issues such as careers, time management, service learning and citizenship. In eighth grade, STAR focuses on careers and choices. In the job-shadowing component, students must select a different job and person each year. Contact: Rick Evans, Assistant Principal, (864) 878-8735 or evansrd@pickens.k12.sc.us.

Holston Valley Middle School, Tennessee, partners with East Tennessee State University, a local university, on a talent search program that works with students twice a month on study skills and building confidence to select challenging classes. A new exploratory class provides opportunities for the counselor to discuss various topics with students. A special weekly counseling session, CHAT, is held for a group of 10 to 12 students at each grade level. An Orientation Day for incoming sixth-graders is held prior to the beginning of school to help students with the transition into middle school. Contact: Jess Lockhart, Principal, (423) 354-1880 or jesslockhart2003@yahoo.com.

High expectations and a system of extra help and time

Northwest Rankin County Middle School, Mississippi, teachers and administrators have high expectations for all students and provide extra help to ensure student success. A "Fast Track" class for fifth- and sixth-graders accelerates learning for students two to three years below grade level. The goal is to close the gap by completing two years in one. Teachers expect at least 70 percent of the students will meet the goal. A looped, interdisciplinary-teamed class serves seventh- and eighth-graders who fall short in academic achievement. The two-person teacher team provides interdisciplinary, highly interactive instruction in all core subjects and strong support for these students. Students' reading and mathematics scores show an average gain of two years. Total mathematics growth for students in the program for two years is 5.7 years. Teachers say the key is HOW content is delivered, and they are now sharing “lessons learned” with other teachers in the district. Contact: Bishop Prince, Assistant Principal, (601) 992-1329 or bprince77@hotmail.com.

Terrell Lane Middle School, North Carolina , provides multiple opportunities for students to receive extra help and time to work on academics. An after-school tutorial program meets weekly for mathematics and twice a week for reading. The Saturday Academy meets twice a month to help students in reading and mathematics. Students may also be tutored by peers during advisory time on certain days, and teachers can assign volunteer retired teachers to work with struggling students during elective class time. Teachers planned summer school instruction different from the regular, year-long instruction in the classroom to motivate improved performance. A new Civil Air Patrol Cadet Program provides mentoring, career exploration opportunities, summer activities and a performance component. Students work on career goals and are required to attend the Saturday Academy and tutorials. Contact: Novella Brown, Principal, (919) 496-1855 or brownn@franklinco.k12.nc.us.

St. Michael's Middle School, Maryland, employs an inclusive approach. Almost all special needs students are served in core classes and included in all exploratory classes through a co-teaching model. All teachers have high expectations for inclusion students, and special needs students receive acceptance and support from their peers. A daily enrichment and interventions period offers mathematics and language enrichment, reading workshops and catch-up opportunities. “Correctives” are scheduled for 30 minutes directly after school each day, and students can get extra help or assistance with homework. After-school tutoring and extra help in mathematics and reading are available through a 21st Century grant. A Math, Engineering and Science Achievement (MESA) program targets 15-20 minority and female students with special mathematics/science exploration. Volunteer tutors work with students at a community center and high school students serve as mentors. Contact: Frank J. Hagen, Principal, (410) 745-2852 or fhagen@tcps.k12.md.us.

Classroom practices that actively engage students in their learning

Burns Middle School, Kentucky, is building a culture that engages students in their learning by tapping into their interests and relating instruction to the world outside of school. Teachers at Burns use thematic units, grade-level fairs and expositions to deliver content, skills and real-world applications. The annual Reality Fair involves about 50 community volunteers and addresses economics, financial planning and life skills. The Culture Fair features different countries, and students use “passports” to multiple sessions and complete open-response items aligned with the state assessment. Other examples of activities include the Art Fair, the Science Expo, a Math Marathon, a Social Studies Quest and a Practical Arts Review. Contact: Tony Bryant, Assistant Principal, (270) 685-5191 or tbryant@daviess.k12.ky.us.

Marley Middle School, Maryland, celebrates student work by displaying it prominently throughout the school. Teachers engage students through reading to learn strategies such as anticipation guides to activate prior knowledge. Interdisciplinary units and various performance assessments to demonstrate mastery make learning exciting. Students engage in substantive conversations with each other and teachers on content, and demonstrate respect for each other through their active listening. Teachers use cooperative groups of students and power writing strategies to challenge students to collaborate and communicate effectively. A recent “Spring Fling” showcased student work in mathematics, and the mathematics department sponsors parent nights so parents can learn what their students are studying and how they can help. Reciprocal teaching and literature circles provide other ways for students to participate and receive feedback.

Service learning provides additional ways for students to be active learners and contribute in meaningful ways to their school and community. Contact: Susan Cassidy, Principal, (410) 761-0934 or scass4293@aol.com.

Teachers working together supported by time and structure

Stemmers Run Middle School, Maryland , established formal committee and subcommittee structures to ensure consistent and ongoing communication about school priorities and goals. Professional development is linked to goals and priorities and occurs within the different committees as well as in the grade-level teams and departments. In addition to the school improvement team and grade-level teams and departments, four standing committees are in place: academic, attendance, school climate and student advisement. An administrator is assigned to each committee, and a form for each meeting summarizes the goal/strategy discussed, agenda items, actions, follow-up or new actions, persons responsible and relevant dates. A similar form is used by each grade-level team for team meetings. The grade-level team forms also include the instructional focus for the week and student issues discussed. Administrators and department chairs meet monthly to share samples of student work. Team meetings and meetings of team leaders also focus on sharing samples of student work. Contact: Michael Johnson, Principal, (410) 887-0177 or mjohnson4@bcps.org.

Exploring and using technology to advance learning

Centreville Middle School, Maryland, has excellent technology support. An open laboratory in the media center is available for classroom use, and another laboratory is part of the technology education program. One science classroom is equipped with computers for specific science work, and all computers have Internet accessibility. Each classroom has a computer with e-mail, and the school maintains an active Web site that allows families to communicate with individual teachers. Teacher and student use of technology supports learning of complex concepts. One classroom created original stories for a radio production. Students also develop a weekly television show which integrates materials from classrooms across the school. One foreign language classroom even delivers the weather in Spanish. Contact: Robin Laird, Media Specialist, (410) 758-0883 or cms-rl@qacps.k12.md.us.

Use of data

Muscle Shoals Middle School, Alabama, looked at their scores in writing on Alabama's writing assessment as an opportunity to make some changes. Fifth-grade scores were low, but they were even worse by seventh grade, and there was little emphasis on writing except in grades five and seven when students were assessed. With the help of the assistant superintendent, a school task force examined data and the curriculum and teaching practices from grades three through eight. The task force met five times over the summer in day-long meetings to develop common editing and grading practices and to plan professional development that would help teachers select the appropriate materials and instructional practices to match different modes of writing.

In semi-monthly meetings after school, teachers developed writing notebooks that contained examples of writing prompts, examples of papers for students to examine and score, and papers that met state writing standards to share with parents. Additionally, teachers collected writing samples resulting from their instruction and worked together on learning to score like the experts scoring the state assessment. As a result of their work, all students write once a week in every class. In one year, the percentage of students who scored at the proficient and advanced levels on the state writing assessment rose from 25 percent to 88 percent. Contact: Contact: Dr. Mary Ann Stegall, Principal, (256) 389-2640 or mastegall@mscs.k12.al.us.


Strong leadership

Elkins Middle School, West Virginia provides for the active participation of all stakeholders in making decisions and implementing school improvement efforts. A coordinating council includes administrators, counselors and team coordinators from the eight grade-level teams at the school. The premise that drives the site-based management structure is that the collective intelligence is far greater than the individual's. Communication focuses on identifying important issues, airing concerns, maximizing input, and reaching decisions through consensus. School and faculty leaders demonstrate that learning is a lifelong process by their willingness to grow professionally and stay current in their subject field and teaching practice. Contact: David Roth, Principal, (304) 636-9176, droth@access.k12.wv.us.

For more information, e-mail Toni Eubank at toni.eubank@sreb.org.

For more information, please contact Kathleen Carpenter, kathleen.carpenter@sreb.org.