A Middle Level Education Update 1996-1997 Summary

July, 1997

Introduction

The 1996-1997 school year marked the second year for implementing recommendations concerning the reorganization of education for grades 5 through 8 in Oak Park Elementary School District 97. These recommendations were made by the Middle Level Education Steering Committee in August, 1995 in the document Promise and Possibilities. The test of this report is available from the district office and can be found on the District 97 home page:

http://www.math.uic.edu/edu/oakpark/district97

On May 28, 1997, the Middle Level Innovation Coordinator and member of the Ad Hoc Committee presented the second annual Middle Level Education Report to the Board of Education. In a effort to keep parents and community informed concerning the progress of middle level education in District 97, what follows is a summary of the Board Report.

Leadership and Coordination

Over the past year the Ad Hoc Steering Committee for Middle Level Education has served as the monitoring group for the implementation of middle level education in District 97. This group consists of board members, parent/community, district administrators and teachers.

Ad Hoc Steering Committee Members

Joe Coglianese

Robert Spatz

Ellen Holleman

Lance Taylor

Stephen Huth

Lynn Taylor

Les Kreyer

Lois Tosto

Kathy Lamarr

Carmen Waters

Simin Rassmussen

Peggy Wilson

Mary Schneider

Barbara Mason, Chair

The committee utilized several strategies to better monitor the implementation process.

School Visits

Members of the committee visited each building to observe and dialogue with staff regarding the progress of the three middle level practices recommended for the 1996-1997 school year. These middle level practices were identified as interdisciplinary team organization, advisor-advisee programs and articulation.

Middle Grade School Self-Study

District 97 is currently in the third year of its participation in the Middle Grades School Self-Study. This process, developed by the Center for Prevention Research and Development (CPRD) at the University of Illinois, in conjunction with the Association of Illinois Middle Schools (AIMS) is designed to "provide schools with reliable and systematic school improvement efforts." The survey is administered to students, teachers and principal in the 5th through 8th grades. Using baseline data gathered from the initial survey in Spring 1995 and the results form each yearly survey, the district and individual schools are able to better monitor the effectiveness of the implementation of middle level practices.

Parent Survey

In conjunction with the Middle Grade School Self-Study, a parent survey was mailed to each parent of a child in grades 5-8 during the Spring of 1997. The purpose of the survey was to gather feedback from parents regarding the education of their child. Information from the surveys is currently being analyzed by CPRD, and the results of the survey will be reported in the fall.

Looking Back: Reviewing the Recommendation for 1996-97

The Ad Hoc Steering Committee identified three essential middle level practices as the focus for implementation during the 1996-97 school year. A brief description of their progress follows:

Interdisciplinary Team Organization- This is an important component in the middle school concept. It involves a group of two or more teachers from different subject areas who work as a team with a common group of students, a similar schedule with common planning, and share the same part of the building.

As identified in middle level practices, the team has four important functions:

  • coordinate curriculum and instruction

  • coordinator and monitor student assignments, homework, progress, etc.

  • coordinate parent communication and involvement

  • coordinate the teams efforts with other members of the building staff, including media specialist, special are teachers, school nurse, etc.

As a result of the collaboration, teams are able to better address the academic and affective needs of their students.

While some of our schools have used a similar structure for the past few year, the 1996-97 school year gave all buildings the opportunity to build on and expand the concept in a number of ways. These have included:

  • setting goals for student learning

  • working together on the presentation of units of student

  • increasing parent communication through team newsletters, individual meetings with the team, curriculum nights, etc.

  • providing opportunities for students to present what they have learned for parents and others

Advisor-Advisee Programs- This program provides every student with one adult advisor who serves as an advocate and a small group leader. This group meets frequently and on a regular basis and typically focuses on personal/social development, education advisement, school-wide communication and home-school-community relations.

A District 97 committee with representation from each building was formed to design a curriculum resource for teacher use. With input form teachers and students, the committee developed a philosophy statement, program goals, and student learner outcomes. The curriculum outlines areas which focus on both the academic and person/social skills of the middle level student. Areas such as study, communication skills, goal setting, problem solving, decision making, and career awareness are covered through the many activities.

During this year, building have had the opportunity to pilot these activities. One of the most successful strategies utilized this year has involved students in school-wide community service activities. Advisor-Advisee programs are to be in place by the Fall of 1997.

Articulation- Substantial progress was made in the level and quality of articulation among District 97, 90 and 200 over the past year. Curriculum reviews in the areas of math and health have further strengthened the coordination of these subject in grades 5-8. Partnerships with the Oak Park Township, Youth Network, Steckman Studio of Music and the Oak Park Library have been fostered to enhance opportunities for student to learn. In addition, students were involved in such activities as the Middle School Math Event and classroom partnerships with connecting building, further the concept of "long hallways."

Looking to the Future: Recommendations for 1997-98

District 97 continues implementation of Middle Level Education for students in grades 5 through 8. In a report to the Board by the Ad Hoc Steering Committee, the following recommendations were made for the 1997-98 school year:

1) Team leaders/facilitator will be established an/or enhanced for middle level teams in each building. All team leaders will receive facilitator training.

2) Staff in grades 5-8 will receive training in teaming. Teams at each school will be responsible for setting goals and developing strategies to reach each goals and assess the level of attainment.

3) Each school will report how they are accomplishing District 97 goals for Advisor-Advisee programs in their buildings.

4) Teachers at grade levels 5-7 will meet three times during the year for structured articulation.

5) Articulation between Districts 200, 90, and 97 will be expanded so that "long hallways" connect one school community to another.

6) Collaboration between Emerson and Julian Schools will increase. This collaboration will include staff and students.

7) Activities will be developed to increase positive interaction among students in grades 5 through 8 and to facilitate a smooth transition from grade 6 to 7.

The committee stressed that Promise and Possibilities recognizes that full implementation of all recommendations will take several years. Members also stated the importance of a comprehensive staff development program and expanded opportunities for students and parents to learn about the middle level education program.

(Reprinted from Board Briefs, June, 1997)

A Final Word

As we enter year three of the implementation process, the AD Hoc Steering Committee is reminded of its original vision for middle level education and the recommendation found in Promise and Possibilities.

The Steering Committee envisions our school settings as environments:

  • Concerned about the way each and every child learns and works for success;

  • Respect of staff and student engaged in active learning, rich in integrative curriculum, the arts, and technology;

  • Cognizant of the continual process required to create our vibrant communities for learning;

  • Promoting self-understanding and acceptance of each other.