1. Making Middle Grades Work
Technical Assistance Visit
Southern
Regional
Education
Board
2. Making Middle Grades Work
Technical Assistance Visit
Southern Regional Education Board/
Making Middle Grades Work
Kenton Middle School
Southern
Regional Exit Report
Education
Board
4. MMGW Technical
• “Snapshot” as
seen by those
external to your
school
• Baseline data
Southern
Regional
Education • Use as a tool to
Board
5. TAV TEAM
Tom Buroker, English
Meghan Smith, Counselor
Shannon Kuhlman, Mathematics
Kevin Kapanka, Science
Kenton High School
Karen Jesionowski, Teacher
Espy Elementary School
Southern
Connie Dyer, Teacher
Regional
Education
Jamie Sanders, Teacher
Board Upper Scioto Valley Middle
7. MMGW 10 Key Practices
• High expectations • Teachers working
- Extra help/ together
extra time • Students actively
• Upgraded Core engaged
Academics • Using technology
• Strong leadership for learning
• Qualified teachers • Support from
parents
Southern • All students
Regional matter – guidance • Using data
Education
Board
9. Components of the
For each goal, the TAV team
identified
Actions the school has taken
Southern
Regional Next Steps
Education
Board
Challenges and Action Steps
11. Closing the Gap
Summary of data and
findings to support the
challenges
– Achievement Gap
– Opportunity Gap
– Expectation Gap
Southern
Regional
Education
Board
13. Closing the Gaps
The overriding challenge is for
Kenton Middle is to close
achievement, opportunity and
expectations gaps in student
achievement in order to meet the
goals outlined by No Child Left
Behind (NCLB) by 2014.
Southern
Regional
Education
Board
14. Meet district, state, HSTW/MMGW
and federal targets with a focus on
high expectations/extra help
next steps
Extra semester of reading intervention for
SWD 8th grade studentsRotate teachers to
re-teach content of 6th and 7th grade prior to
state testing in social studies & science
Align 6th and 7th grade math curriculum to
prepare all students for Algebra I
Southern
Regional
Education
Board
15. Meet district, state, HSTW/MMGW and
federal targets with a focus on high
expectations/extra help
Significant increase over past 3 years of
students scoring basic [composite scores
Prof. and Adv. decreased and Basic
increased]
SWD students’ scores lower every year
TA team members question if
Southern
Regional
Intervention Specialists are being fully
Education utilized in inclusion classes
Board
Extra help not required for struggling
16. Meet district, state, HSTW/MMGW and
federal targets with a focus on high
• Increase co-teaching practices
• Increase SWD interaction and challenge in
inclusion setting
• Concur with planned next step of developing
Pyramid of Interventions in math
Southern
• Establish year-long after-school tutoring
Regional program – seek ways that athletes can also
Education
Board participate [students requested]
17. Meet district, state, HSTW/MMGW and
federal targets with a focus on high
expectations/extra help
Implement Power of I/A, B, C, Not Yet
policies
Refer students immediately when they
begin to struggle/fall behind using
multiple assessments
Southern
Regional
Education
Board
18. Goal I. Increase academic rigor
promising practices
• Added 2nd Algebra I class [dramatic increase
in number of students enrolled]
• Added advanced science class
• Added 4 Gateway to Technology [grades 6-8]
• Adopted common assessments in all subjects
• Added advanced math classes in grades 6 and
7 [pre-algebra]
• Variety of elective classes offered
Southern • Evidence of students outside reading
Regional
Education • PLTW summer academy for incoming 7th
Board graders
• Some teachers effectively used questioning
19. Goal I. Increase academic rigor
next steps
• Review and revise common assessments
• Increase Gateway To Technology course
offerings
• Administer EOC GTT assessments
• Use pre-algebra EOC assessment to determine
students’ mastery levels & readiness for
Algebra I
Southern
Regional
Education
Board
20. Goal I. Increase academic rigor
challenges
• Team members observed rigor levels of
classes:
•19 at the basic level
•24 at the proficient level
•11 at the advanced level
• Ensure that advanced science class provides
more challenging, in-depth and rigorous tasks/
assignments
• Expand literacy efforts to ensure students
Southern not only read [through AR] but comprehend at
Regional
Education higher levels
Board
21. Goal I. Increase academic rigor
recommendations
• Assist teachers in determining proficiency
levels of assignments and assessments and
modifying to increase rigor levels
• Increase use of reading and writing strategies
across the curriculum
• Develop schoolwide literacy plan to address all
5 SREB literacy goals over next 3 years
• Increase teachers’ use of rubrics [provide
more professional development on developing/
Southern
Regional accessing quality rubrics] and post rubrics
Education with student work
Board
• Help teachers use questioning that elicits
22. Goal II. Strengthen the curriculum
actions the school has taken
• Content area teams working with
Curriculum Consultant to align content
indicators/curriculum and identify what
students need to know and be able to do
by every grade level – focus on high-
leverage standards
Southern
Regional
Education
Board
23. Goal II. Strengthen the curriculum
actions the school has taken
• Content area teams working with
Curriculum Consultant to align content
indicators/curriculum and identify what
students need to know and be able to do
by every grade level – focus on high-
leverage standards
Southern
Regional
Education
Board
24. Goal II. Strengthen the curriculum
next steps
Review data, create assessments and
curriculum maps, identify criteria for mastery
of indicators, develop rubrics through
scheduled professional development
Southern
Regional
Education
Board
25. Goal II. Strengthen the curriculum
challenges
• Standards posted in few classrooms and
not stated in students’ language
• Few teachers set the purpose for
learning in the lesson or closed with
summary or reflection on the content of
the lesson
Southern
Regional
Education
Board
26. Goal II. Strengthen the curriculum
recommendations
• Have teachers use Ohio Alignment Tool Kit in
curriculum alignment meetings
• Incorporate higher levels of Bloom’s taxonomy in
lessons
• Have teachers establish focus for lessons that
reflect the standards
• Provide closure activities or checks for student
understanding
Southern • Post and refer to learning objectives
Regional
Education
Board
27. Goal III. Student engagement in
challenging work
Small classes and student groups
enhanced student engagement in many
classrooms
Some classes were engaged in doing
research to complete interdisciplinary
projects
Southern Some teachers use reading and writing
Regional
Education strategies across the curriculum to
Board
increase students’ comprehension and
28. Goal III. Student engagement in
challenging work
Students reported that they
experienced many hands-on lessons in
science classes that made the content
“come to life”
GTT classes highly engaging and
relevant
Teachers reported that they provide
Southern
Regional many opportunities for public display of
Education
Board student work [art competitions, county
fair, superintendent’s office,
29. Goal III: Student engagement in
challenging work
next steps
Review, select and utilize additional
MAX reading and writing strategies
from CDs
Opportunity to attend follow-up MAX
training at another school
Plan grade-level research projects
Incorporate additional 15 minutes per
Southern
Regional week of SSR and journal writing as part
Education
Board of Character Education program
30. Goal III. Student engagement in
challenging work
Team members observed little use of
technology by students and teachers
in most core classes
Team members did not observe
teachers’ use of varied strategies to
address students’ learning styles and
needs [differentiated instruction]
Southern
Regional
Education
Board
31. Goal III. Student engagement in
challenging work
• Have teachers develop assignments that
incorporate more technology
• Encourage teachers to differentiate lessons
to address student learning levels and styles
• Develop MMGW school-wide plan that includes
actions to implement literacy and numeracy
across the curriculum
• Identify one research-based instructional
strategy as focus for year-long training and
Southern implementation school-wide
Regional
Education
• Make student-centered instructional
Board practices the focus of faculty and team
meetings [ex., have teachers share/model
32. Goal IV. Comprehensive Guidance and
Advisement System
Evidence of very respectful relationships and
high levels of rapport between students and
adults. A parent commented that, “NMS staff
and administrators at every level of child’s
schooling were there for the child – not just
teaching but helping to shape child(ren).”
Students reported that teachers now ‘live’
character education – teachers model and
reinforce character traits such as respect
Students stated they have a staff member to
Southern whom they can turn
Regional
Education Progress Book used widely [students, teachers,
Board parents] as communication tool
Character Education Program going well- high
33. Goal IV. Comprehensive Guidance and
Advisement System
Counselor has established high level of
rapport with entire school community –
determine student needs & interests,
sits in on classes, etc.
Students participate in Individual
Academic Career Plan through Ohio
Career Information System
Southern
Regional Conduct group sessions for career
Education
Board exploration 5-year planning & course
scheduling
34. Goal IV. Development of a
Comprehensive Guidance and
Advisement System
Have Guidance Focus Team develop a
more comprehensive guidance program
Get parents more involved in developing
students’ 5-year plans
Develop a plan to support transitions
from elementary to middle and middle
Southern
Regional to high [vertical teams]
Education
Board Assess effectiveness of guidance
35. Goal IV. Development of a
Comprehensive Guidance and
Advisement System
Students interviewed reported little
involvement in career exploration activities
and planning for high school and beyond
Lack of well-designed transition activities
between elementary/middle/high
Parents reported they review list of courses
for high school and sign off on student’s
Southern schedule
Regional
Education Lack structured teacher-based advisory
Board program
36. Goal IV. Development of a
Comprehensive Guidance and
Advisement System
• Involve parents in planning for
program of study for high school and
one year beyond
• Plan and implement a teacher-based
advisory program
• Establish a Transitions Team to
Southern
Regional develop coordinated plan for
Education
Board elementary to middle and middle to
37. Goal V. Leadership & Support for
teachers to work together
collaboratively
Southern
Regional
Education
Board
38. Goal V. Leadership & Support for
teachers to work together
collaboratively
Curriculum Consultant hired to work with
teacher teams to map & align curriculum
Southern
Regional
Education
Board
39. Goal V. Leadership & Support for
teachers to work together
collaboratively
Curriculum Consultant hired to work with
teacher teams to map & align curriculum
BOE and administrator support for
consolidating elementary schools into single
campus
Southern
Regional
Education
Board
40. Goal V. Leadership & Support for
teachers to work together
collaboratively
Curriculum Consultant hired to work with
teacher teams to map & align curriculum
BOE and administrator support for
consolidating elementary schools into single
campus
Administrative support for common planning
time for core content teachers
Southern
Regional
Education
Board
41. Goal V. Leadership & Support for
teachers to work together
collaboratively
Curriculum Consultant hired to work with
teacher teams to map & align curriculum
BOE and administrator support for
consolidating elementary schools into single
campus
Administrative support for common planning
time for core content teachers
Administrative commitment to excellence
Southern
Regional
Education
Board
42. Goal V. Leadership & Support for
teachers to work together
collaboratively
Curriculum Consultant hired to work with
teacher teams to map & align curriculum
BOE and administrator support for
consolidating elementary schools into single
campus
Administrative support for common planning
time for core content teachers
Administrative commitment to excellence
Southern
Regional Teachers reported strong support for
Education
Board professional development
43. Goal V. Leadership & Support for
teachers to work together
collaboratively
Curriculum Consultant hired to work with
teacher teams to map & align curriculum
BOE and administrator support for
consolidating elementary schools into single
campus
Administrative support for common planning
time for core content teachers
Administrative commitment to excellence
Southern
Regional Teachers reported strong support for
Education
Board professional development
School established common goals, mission
44. Goal V. Leadership & Support for
teachers to work together
collaboratively
Southern
Regional
Education
Board
45. Goal V. Leadership & Support for
teachers to work together
collaboratively
Increase teacher awareness of and
support for SIP and MMGW goals and
practices
Southern
Regional
Education
Board
46. Goal V. Leadership & Support for
teachers to work together
collaboratively
Increase teacher awareness of and
support for SIP and MMGW goals and
practices
Continued emphasis on data-driven
reflection and analysis to inform
instructional modifications
Southern
Regional
Education
Board
47. Goal V. Leadership & Support for
teachers to work together
collaboratively
Increase teacher awareness of and
support for SIP and MMGW goals and
practices
Continued emphasis on data-driven
reflection and analysis to inform
instructional modifications
Southern Establish MMGW Focus teams
Regional
Education
Board
48. Goal V. Leadership & Support for
teachers to work together
collaboratively
Southern
Regional
Education
Board
49. Goal V. Leadership & Support for
teachers to work together
collaboratively
Lack of awareness of MMGW key
practices and conditions
Southern
Regional
Education
Board
50. Goal V. Leadership & Support for
teachers to work together
collaboratively
Lack of awareness of MMGW key
practices and conditions
Teacher reliance on principal to provide
data
Southern
Regional
Education
Board
51. Goal V. Leadership & Support for
teachers to work together
collaboratively
Increase the use of data
Establish a Data Focus Team to
gather, synthesize and disseminate
school data
Support teachers’ use of data to drive
decisions and use student work and
Southern
Regional short-cycle assessments as part of
Education
Board data analysis
53. What’s Next?
• Review all data including TAV report
• Explore what is happening in other
MMGW schools
• Use your data and MMGW
Benchmarks to select and prioritize
action steps
• Divide actions among team structure
• Develop/integrate three-year action
Southern
Regional plans
Education
– Steps
Board
– Interim Timelines and Benchmarks
54. TAV Team Appreciation
The Technical Assistance
Team wishes to thank you for
your hospitality, cooperation,
and helpfulness during the
site visit. THANK YOU!
Southern
Regional
Barbara Moore, Team Leader
barbara.moore@sreb.org
Education
Board
Notas do Editor
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps
The TAV exit conference has the following components:
Highlighting what outstanding practices the TA Team have found
Reviewing next steps as identified by the school site
Areas of improvement found by team consensus and data analysis with suggested action steps