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GGW / Focus School In-School Achievement Gap
Additional supports for our struggling learners
Establish more time for Math and LAL
Update cycle courses
Provide flexibility in our master schedule
Common Core Standards Increased rigor for all students
Student-centered approach to teaching and learning
PARCC Assessments College & Career Readiness
Anne Marie Garrett Kerry Plattel
Carol Hudzik Kim Schmidt
Clarie Fahy Maria Ives
Daniel Burzinski Mike Rosenberg
Deidre Donovon Nancy Sakolosky
Eileen Kherli Noreen Hajinlian
Elisa Sweeny Renee Shalhoub
Henry Schuck Rick Spirito
Jeanette Horning Stacey Belhumer
Jenn Rascher Steve Droske
Jenna Pizzo Sue Pausz
Jessica Weisman
Karen Gonnella
Karen Santos
Katie Ratner
Scheduling Committee ◦ Reviewed research data on best middle school
practices:
Information shared via our consultants
Discussions held in committee mtgs.
Site visits to 3 exemplary middle schools
Eisenhower, Wyckoff
Eastbrook, Paramus
Fieldstone, Montvale
◦ Goal of creating a new master schedule
◦ Meetings with all stakeholders for feedback
WHAT DOES THE RESEARCH SAY?
This We Believe (NMSA, 2003), Turning Points 2000 (Jackson &
Davis, 2000), and the National Forum (1998) point out the benefits
of small communities for learning as the foundation for positive
relationships between and among students and teachers.
In their research on the effects of teaming, Flowers, Mertens, and
Mulhall (1999) found that teaming improves school climate,
increases contact with parents and families, improves job
satisfaction, and has a positive effect on student achievement.
NMSA Research Summary: Characteristics of Exemplary School for
Young Adolescents
(December 2007)
Most exemplary middle schools use some form of flexible scheduling. In a study by Brown (2001) teachers reported a wider variety of instructional strategies that were more consistent with their students' learning needs under block scheduling than they had used previously under traditional scheduling. Brown concluded:
Teachers describe[d] implementing several changes in their instructional strategies that benefit students: providing greater opportunities for student reflection; designing activities that promote critical and creative thinking through extended opportunities for manipulation of concepts and principles; and use of more student-to-student collaborative learning experiences. (p. 9)
NMSA Research Summary: Characteristics of Exemplary Schools for
Young Adolescents (December 2007)
“The school provides, for those students needing additional
help to meet the State’s standards, opportunities for additional
time, instruction, and personal support.”
“Accelerated, short-term interventions for students with similar
needs that are fluid and do not become low-level or
permanent tracks.”
The National Forum to Accelerate Middle School Reform, “Essential
Elements: Schools To Watch Rubric”
“Teams operate most productively when team members have designated roles, including a team leader (Pounder, 1998, p.78)
“Team leaders are facilitators, and their primary responsibilities are to guide day-to-day team functioning and to keep the team focused on team and school level tasks related to improving teaching and learning.
TURNING POINTS 2000
“When students make a lasting connection with at least one
caring adult, academic and personal outcomes improve. A significant adult who provides support and direction during difficult times is an important factor in helping students avoid academic failure and a variety of other problems (Galassi, Gulledge, & Cox, 1997, p. 303)
TURNING POINTS 2000
Teaching Teams in all grade levels
Homeroom – 10 minutes
1 Day of Extended HR (52 minutes)
1X a week
Maintained 8 Period Day
Core Classes (ELA, SS, SCI, MATH)
56 minutes, up from 45 minutes
Creative Arts (Student selection offered in grades 7-8)
42 minute periods for PE-H / World Language
5/6 Lunch remains 42 minutes
7/8 Lunch reduced to 28 minutes
Approximately 135 students broken in to 1.5 Teams
• 7A – 90 STUDENTS
• 7B – 45 STUDENTS (Team of teachers will teach two 7th grade sections)
Each team will consist of one Language Arts, Math, Science, and Social Studies teacher. Also, one Special Education teacher will be assigned to each team.
7th Grade Teacher Teams: LA – Mrs. Gonnella LA - Mrs. Reese
Math – Mrs. Davis Math - Mrs. Klaube
SS – Mrs. Ives SS – To be hired Science - Mr. Abrey Science – To be hired
Approximately 185 students broken in to 2 Teams
• 8A – 92 STUDENTS
• 8B – 93 STUDENTS
Each team will consist of one Language Arts, Math, Science, and Social
Studies teacher. Also, one Special Education teacher will be assigned to
each team.
8th Grade Teacher Teams:
LA – Mrs. Gallo LA - Mrs. Hudzik
Math – Mr. Schmidt Math - Mrs. Garrett
SS – Mr. Burzinski SS – Mrs. Leara
Science – Ms. Cannella Science – Ms. Douglass
GRADE 7
Students will have choice and only participate in 3 cycle classes
(1 per trimester):
Examples: Art, Videography, Consumer Life, Tech. Lab, Computers,
Chorus, Media, Music
GRADE 8
Students will have choice and only participate in 3 cycle classes
(1 per trimester):
Examples: Art, Videography, Consumer Life, Tech. Lab, Computers,
Chorus, Media, Academic(Math & LA)
Language Offerings – Spanish / Italian
Grades 5/6 – Spanish Only
Grades 7/8 – Spanish or Italian
Programming Changes: • Continue exemption for “At Risk” learners for Reading and the
addition of Math Support
GRADE 5
PE/H every other day – Opposite World Language
GRADE 6
PE/H every other day – Opposite World Language
GRADE 7
PE/H every day - Opposite World Language
GRADE 8
PE/H every day - Opposite World Language
Goal is to minimize pullouts during the school day and still provide
students with an opportunity to participate in these important
programs.
CHORUS:
Chorus will be a cycle in grades 7/8
Chorus will meet during Enrichment Period in Grades 5/6
INSTRUMENTAL MUSIC:
Advanced and Intermediate Ensemble will rehearse during
extended HR or Enrichment Period (1x a week)
Lessons will continue to follow a pullout model
We will continue to have a BSI program.
Options for additional support:
Enrichment Period – All Grades
Extended HR period – one day a week
In lieu of World Language
In place of a cycle class for designated students
“The ways schools organize teachers and group and
schedule students have a significant impact on the
learning environment. Interdisciplinary teams, common
planning time, block scheduling, and elimination of
tracking are related conditions that contribute to
improved achievement.”
