7th/8th Grade at Albert D. Lawton

What is Middle School Philosophy?

Middle school philosophy cornerstone  

“… no other age level has so clear and legitimate a claim to the designation of unique as does this period of transition between childhood and full-blown adolescence, roughly ages ten to fourteen.” (NMSA, 2003, p. 4)  

Middle School Philosophy Continued

Strives to avoid specialization and departmentalization of junior high school model

 Fosters programs that keep uniqueness of clientele at forefront decisions

Who are Our Middle School Students?

Intellectual Characteristics:Wide Range – moving from concrete to

abstract thinkingMost are concrete thinkers throughout

time at ADL Only some have the ability to think in the

abstract 5% of 11 year olds 12% of 12 year olds 20% of 13 year olds 24% of 14 year olds

Intellectual Characteristics Continued:

Learn best when skills are practiced around concrete, visible, memorable activities, or real experiments (learning from tangible contexts)

Intensely Curious –love to pursue their own questions and interests.

Physical Characteristics:

Growth/development more rapid than during any other developmental stage except infancy

Wide range of differences around weight, height, heart size, lung capacity, muscular strength and sexual development Variations by as much as 6 inches in height, and

60 – 70 pounds in weight.

Physical Characteristics Continued:

Most girls mature 2 years before boys

Bone growth may exceed muscle development Results in lack of coordination and awkwardness

Bones may lack protection of covering muscles and tendons Leads to discomfort when sitting for long periods

of time

Emotional Characteristics:

Strong Emotions – often triggered by chemical and hormonal imbalances

Optimistic and hopefulHeightened sensitivity to personal

shortcomingsSelf-conscious and struggle with

self-esteem issues (everyone is watching me).

Social Characteristics:

Need frequent affirmation that significant adults love and accept them

Challenge authority figures and test limits

Still strongly dependent on parental values

Extremely loyal to peer group values

What do Responsive Middle Schools Provide?

A curriculum that is challenging, integrative, and exploratory

Varied teaching/learning approaches Assessment and evaluation that promote

learning Flexible organizational structures Programs and policies foster health, safety,

and wellness Comprehensive guidance and support

services  (NMSA, 2003)

The Teams

• Discovery• Multi-age grades 7 and 8

• Approximately 45 students• Two teachers

• Alchemy• Looping grade 7 then 8

• Approximately 90 students• Four teachers

Students on team for two years (looping)

MathDiscovery

• Kathleen Legg• 7th grade curriculum

• 8th grade curriculum

• Alchemy• Janet Watts

• 7th grade curriculum

8th Grade Algebra 8th Grade Algebra

Social Studies

Discovery Alchemy John Pontius TBD (year one)

Multiage classes Amanda Eldridge (year two) Ancient Cultures (year

one) U.S. history (year two)

Science

Discovery Alchemy

Kathleen Legg Roger Bisson

Multiage classes

Life science (year one)Physical science (year

two)

Language Arts

Discovery• John Pontius• Single grade level classes

Year One

Year Two

• Alchemy• Jody Gendron

Special Education

Discovery• Mark Zizis

• Case manager

• Kathleen Laverty• Instructional assistant

• Alchemy• Alda Norcross

• Case manager

• Lisa Brigham• Carol Weed

Instructional assistants

FAMILY AND CONSUMER SCIENCE TERRY POTVIN

MUSICASIAT ALI - STRING INSTRUCTION

GARY MOREAU – GENERAL MUSIC AND CHORUSADAM SAWYER – BAND INSTRUCTION

VISUAL ARTS TINA LOGAN

Arts

In addition to individual curriculums:

Service Learning projects Grade 7 Grade 8

Physical Education and Health

With a focus on personal fitness and personal improvement, ADL students work on developing skills and knowledge for a lifetime of healthy activity.

Kevin Barber, Ashley Stebbins, Kerry LeClair

Foreign Language

le françaisSusan Plunkett-DunningMary Rosner

el españolVictoria AnelliSusan Plunkett-Dunning

“Knowing how, when, and why to say what to whom” (ACTFL)

We listenWe speakWe readWe writeWe use technologyWe travelForeign language is an academic class that

meets daily and is a two year commitment.

Why Multiage/Looping?

Two Year Relationship Facilitates Frequent Curriculum

Connections

Two Year Relationship Allows For Continuous Improvement

•Hit the ground running

•Facilitates two year goals

Deeper Relationships Between Students, Staff and

Parents

“Relationships among students, teachers, and parents are enriched as a result of working together for more than one year. Both students and parents have a greater sense of security, and relationships between school and home are more meaningful.” (Fox, 1997; Stone, 1995; Mazzuchi & Brooks, 1993; Anderson & Pavin, 1993)

Can Reduce Anxiety In Year Two

Students change from one grade to the next with a minimum of anxiety (Grant & Johnson, 1995).

Why Two Options?

Very similar but each has advantagesTwo teachers or four?

Tighter community or… bigger pool of students Two personalities or… four

One age or two ages More differences make it easier to fit in or… more

similarities make it easier to connect

Team Assignment Process

Student survey

Parent/guardian survey6th grade team inputGuidance/ALPHA team inputBalance out the teams in regards

to: Achievement levels Behavior needs Gender Learning Styles Special Education/504/ELL/EST Plans

Questions?