The Middle School Concept:

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The Middle School Concept Why It Works
A Research-Based Communication Tool
Developed by National Middle School Association
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Two Centerpiece Reports
-This we Believe
-Turning Points
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This We Believe
Developmentally Responsive Middle Level Schools

• Originally published in 1982, the position
  statement was recreated and issued as a new
  release in 1995.

• The most complete and contemporary explanation of
  the middle school concept.

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Turing points
Preparing American Youth for the 21st Century

• First published in 1989 by the Carnegie Council
  on Adolescent Development.

• Provides recommendations for the transformation
  of middle level schools.

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Developmentally Responsive Middle Level Schools
are Characterized By. . .

• Educators committed to young adolescents

• A shared vision

• High expectations for all

• An adult advocate for every student

• Family and community partnerships and

• A positive school climate.

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Therefore, Developmentally Responsive Middle
School Provide. . .

• Curriculum that is challenging, integrative, and
  exploratory

• Varied teaching and learning approaches

• Assessment and evaluation that promote learning

• Flexible organizational structures

• Programs and policies that foster health,
  wellness, and safety and

• Comprehensive guidance and support services.

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Carnegie Turning Points Recommendations
1. Create a community for learning.
2. Teach a core of common knowledge.
3. Ensure success for all students.
4. Empower teachers and administrators.
5. Prepare teachers for middle grades.
6. Improve academic performance through better
health and fitness.
7. Engage families in education.
8. Connect schools with communities.
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There is agreement and overlap between National
Middle School Association and the Carnegie
recommendations.
Each recognizes the need to. . .

• engage in curriculum

• respond to the developmental needs of the
  student

• create a safe and welcoming place

• employ staff prepared to work with students and
  parents and the community and

• structure school for productive assessment,
  evaluation, and learning for students.

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Show Me

• Do more students do better?

• Are high achievers challenged?

• Is there less failure?

• Is the a rigorous curriculum?

• Do students engage in their education?

• Do fewer students engage in nonproductive
  behavior?

• Is there a catch?

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Project on High Preformance Learning Communities
(HiPLaCes)

• Longitudinal study (seven years and ongoing)

• Results presented here represent 31 schools that
  began the change from junior high to middle
  school during the 1991-1992 school year

• Measured the degree to which recommendations are
  implemented and called these measures Level of
  Implementation (LOI)

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Do high levels of implementation result in
increased student achievement?
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Summary of Project HiPLaCes/Illinois Middle
Grades Network Data Collection 1991-1997
Year of of of of TSRSs
of Collection Schools Students Collected Administ
rators 1991 11 4,548 4,794 11 1992 31 15,762
14,347 29 1993 44 23,258 21,542 34 1994 52 25
,434 24,865 44/28 Asst. 1995 58 28,413 27,459 51/
44 Asst. 1996 73 34,587 33,217 57/48
Asst. 1997 97 In Process In Process In Process
Teacher Student Rating Scales
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Preview of upcoming charts. . .

• Comparing student achievement scores in math,
  language arts, and reading.

• Average changes in sixth and eighth grade reading
  and math scores across two years time.

• Ratings of student aggression, moodiness/shyness,
  and learning difficulties.

• Student self-reports of worry, fear, and
  self-esteem.

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Teacher ratings of student behavior
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Students Self-Reports of Adjustment
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Pattern of Impact of Levels of Turning Points
Implementation for Higher-Risk Students
Non Partially Intermediate
High Level of Implementaion
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Summary
When the recommendations of Turning Points are
implemented comprehensively and with consistency,
they show improvement in academic achievement,
mental health , and health practices.
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HiPLaCes Findings
1a. Our findings indicate that if the
recommendations of Turning Points are implemented
comprehensively and with fidelity, students show
improvement in achievement, behaviors, mental
health, and health practices.
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HiPLaCes Findings
1b. A corollary of this is that for teachers,
the implementation of Turning Points
recommendations creates a work environment are
more effective. Teacher stress and absenteeism
are also reduced in these settings.
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HiPLaCes Findings
2. In order to effectively implement the
recommendations of Turning Points, schools need
structural resources, such as adequate levels
of common planning time, attention to the size of
teaching teams, and advisory periods.
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HiPLaCes Findings
3a. Schools need to have effective and clear
processes for school improvement planning,
monitoring, and professional development if they
are to capitalize on the opportunities provided
by structural resource enhancements.
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HiPLaCes Findings
3b. A corollary is that state criteria for
review of schools should be consistent with the
development and approach of school improvement
plans that support and facilitate the
implementation of Turning Points recommendations.
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HiPLaCes Findings
4. Schools (and states) need procedures that can
guide data-driven decision-making throughout the
course of the implementation of the recommended
restructuring of the teaching processes and the
learning environments. These procedures should
be reliable and have been demonstrated to relate
to ultimate improvements in student achievement
and adjustment.
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Implementing Turning Points A Web Not A Checklist
Create small communities for learning
Empower teachers and administrators
Reengage families in the education of young
adolescents
Staff middle grade schools with teachers who are
experts at teaching young adolescents
Ensure Success for all students
Connects schools with communities
Teach a core academic program
Improve academic performance through fostering
health and fitness
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Structural features

• Do I have the
• opportunity to do it?

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Normative/attitudinal features

• Do I believe in it?
• Do I want to do it?

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Skill and professional preparation features

• Do I know how to do it?

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Climate and interactive processes

• Do I have an environment that enables me and
  supports me in doing it?

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Instructional/practice featues

• Do I do it?

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This We Believe Developmentally Responsive
Middle Level Schools is available from National
Middle School Association 1-800-528-NMSA (6672)
For reprints of the special middle-grades insert
of the March 1997 issue of Phi Delta Kappan call
the Kappan Order Department, 1-800-766-1156 or
write to Phi Delta Kappan, Kappan Department PO
Box 789, Bloomington, IN 47402. Http//www.pdkintl
.org/kappan/kfel12973.htm
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Randy JensenPrincipal, William Thomas Middle
School

• randyj_at_sd381.k12.id.us
• 226-5203
• Website wtms_at_sd381.k12.id.us/