developmentally responsive middle school
DESCRIPTION
TRANSCRIPT
Developmentally
Responsive Middle
School
New Hope Middle School
By: Molly McRorie, Erin Layton, and Heather McNeil
New Hope Middle School
Our Philosophy
Recognizing the unique needs of a middle school learner, the New Hope Middle School community is committed to promoting a program that offers a balance between academic achievement and the social-emotional development of all of our students; one which strives to inspire and empower our students to become respectful, responsible lifelong learners in the 21st century.
H ands-on
O pportunities
P romoting
E ducation
Why Middle School (6-8)?
Young adolescents undergo many physical, social, emotional, and intellectual changes that heavily impacts their learning.
Placing 6th graders with 7th and 8th graders will facilitate positive learning experiences and nurture their growth.
Important to have a school that places major emphasis on 10 to 14 year olds’ developmental and instructional needs and
Bridges the gap between elementary and high school.
Teaming
6TH GRADE: 2 teams made up of 3 teachers each Navigators Explorers
7TH GRADE: 2 teams made up of 3 teachers each Voyagers Challengers
8TH GRADE: 2 teams made up of 4 teachers each Titans Warriors
• Teaming builds a strong learning community with its sense of family and helps students feel safe and supported
• Effective teams lead to improved student achievement and positive student attitudes
Block Scheduling
Large blocks of class time allows for more valuable and enriched teaching time
Teachers are able to conduct valuable learning experiences, such as field trips, debates, mock trials, science experiments, etc.
Students can be provided with remedial support or participate in enrichment activities
More time to develop student/teacher relationships
“Chat Time” Mediators
Connects students to a caring and involved adult in the school
Connects them to a group of their peers in a more personal manner
Teaches them necessary skills for their success in school and in the community
The presence of an adult advocate who is personally connected to the student helps each individual student academically, emotionally, and socially.
Advisory Topics/Activities
Citizenship OrganizationStudy skillsCurrent eventsPeer
relationships/Friendships
Drugs/AlcoholDecision-makingGoal settingCommunity service
Clean up trash around school (community service)
Role Playing (decision making/ drugs & alcohol)
Journal writing/sharing voluntary
Debates (current events)
Support Personnel
Speech Therapist
ESL Teacher
School Secretary
Librarian
Media/Technology Specialist
Parents and Community
Teachers!
Principal
Assistant Principal(s)
Guidance Counselor
School Psychologist
Special Education Teacher
Resource Officer
School Nurse
Total School Curriculum
“Successful middle schools for young adolescents provide curriculum that is relevant, challenging, integrative, and exploratory.” (TWB)
Units are organized around a theme and ask essential questions which are relevant to students’ lives
Stretches students to new levels of learning and contains personal meaning
Studies important and worthwhile issues in-depth
Helps students make sense of their lives and the world around them
Exploratory classes reflect the needs of young adolescents and provides them with choice and discovery, as well as prepares them for adult life and job opportunities.
Core Curriculum
Core Subjects: Language Arts/Reading Social Studies Math Science
These core classes are aligned with the Standard Course of Study
Curriculum for the 21 st Century
Integrated, blended, and inter-disciplinary
Non-Core Curriculum
Advisory
Exploratory Classes
Clubs
Sports
Intramurals
Yearbook
Debate
Newspaper
Band
Art
Chorus
Health/PE
Foreign Language Courses
Instructional Strategies
Differentiated Instruction
Interactive lessons
Mini lectures
Discussion
Demonstration
Model problem solving
Technology
Projects
Inquiry Based Learning
Grouping Practices
Students will be placed in teams randomly
They will not be placed in classes by academic abilities or disabilities
Focus is on multiple forms of intelligences
Many instructional arrangements are used
Students are encouraged to work in groups, helping each other if needed.
Exceptional Learners
AIG/Gifted Students Independent Study
Projects Odyssey Of The Mind Science/Math Club After school programs
ELL/ESL Student Rosetta Stone Bilingual Programs ESL Teacher who works
closely with the students
Learning Disabled
Special Education teacher works along side the classroom teacher
IEPs Accommodations for all
students based on their abilities
Assistive Technology
Deaf and Blind Students Speech Access Software Braille books Qualified ASL teacher
Family & Community Relationships
“Research studies clearly link the involvement of both family and other adults in the community with higher levels of student achievement, improved student behavior, and greater overall support for schools.” (TWB)
Parents should be aware of the physical and emotional changes that adolescent’s go through and be a support system for their child.
Stay involved! Parents should communicate with the teachers regularly and monitor closely their child’s homework and grades.
Go to open house, as well as visit the teacher’s classrooms and participate in any activities/lessons/field trips
Involve themselves in and attend their child’s extracurricular activities (sports, clubs, debates)
Be active in decisions concerning what classes their child is taking (exploratory classes) and any extra curricular activities they wish to take part in.
Family & Community Relationships
Help create, initiate, and run fundraisers
Participate in PTA
Local businesses can form business partnerships with the school in order to support them (pizza donation, field trip tours)
Participate in school “spruce up” days
Donate materials to aide school
Be translators to help
language minority families communicate with teachers and school
Sponsor clubs and special events (dances, field trips)
Assist in the school office or library
Tutor/mentor students
Community can offer after-school programs