Welcome to Middle School

Parent and Student Presentation

Grade 6

June 2010

Agenda

6:00 Welcome - Introductions

6:00 A Word from 2 Current Grade 6’s

6:05 Opening Interactive Activity*Individually list what you/your child are looking forward to regarding MS•Individually list what you/your child are concerned about regarding MS*As a group pose 3 questions you have about MS

6:25 Living with a Middle Schooler Donna Connolly & Kevin Rose• What this means to Parents• WAB’s Approach • Developmentally Appropriate MS 7:00 Transition from PYP to MYP Rebecca Butterwoth

Explanation of Transition Week Gillian White

8:00 Questions and Answers

Wrap Up

Introductions

• Kevin Rose, MS Assistant Principal• Rebecca Butterworth, MSHS Assistant Principal –

Curriculum – MYP Coordinator• Karin Shipley, MS Counselor• Gillian White, Grade 6 Level Leader• Nicole Davidson, Grade 5 Level Leader• Karen O’Connell, ES Principal, Deputy Director• Amanda Clark, ES Assistant Principal• Donna Connolly, MS Principal

Opening Activity

• Individually list what you/your child are looking forward to regarding MS

• Individually list what you/your child are concerned about regarding MS

• As a group pose 3 questions you have about MS

The Three C’sThe Three C’s

At WAB we want our middle school students to feel that they are:

Capable Connected Contributing

1. The characteristics of young adolescents

2. The Core Values of Middle School

3. The structures that will meet the needs of our students

To achieve our Mission we must understand:

To achieve our Mission we must understand:

Characteristics of Young AdolescentsCharacteristics of Young Adolescents

Physical Needs 1. Irregular growth spurts 2. Fluctuations in basic

metabolism causing restlessness 3. Ravenous appetites

Intellectual Needs 4. Highly curious 5. Prefer active over passive learning 6. Egocentric

Psychological Needs 7. Highly sensitive to criticism 8. Often moody and self-conscious 9. Seeking acceptance from peers

Social Needs 10. Rebellious toward parents and

authorities 11. Fiercely loyal to peers 12. Often aggressive and

argumentative

Moral and Ethical Needs 13. Idealistic 14. Strong sense of fairness 15. Reflective and introspective

Major Stressors for Young Adolescents

Major Stressors for Young Adolescents

1. Onset of puberty

2. Friendship issues

3. Transition to a new school level

4. Family instability

5. Self-concept, self esteem concerns

Concerns About SchoolConcerns About School

Students are worried about:

Being picked onHarder workloads (more homework)Failing in front of their peersLosing friendsTransitions to a new school / larger

facility

Multiple Life ChangesMultiple Life Changes

“In no other stage of the life cycle are the promises of finding oneself and the threat of losing oneself so closely allied.”

Erik Erikson, 1963

Students experiencing many life changes are at greater risk of failing to cope successfully with these changes.

This We Believe…and Now We Must Act

This We Believe…and Now We Must Act

• Given the characteristics and changes that are happening in early adolescents, educators have recognized the need to structure a program that meets their unique needs.

Exemplary Middle SchoolsExemplary Middle Schools• Practices National Middle

School Association (2001) believes that developmentally responsive middle level schools are characterized by:– a shared vision – educators committed to young

adolescents – a positive school climate – an adult advocate for every

student – family and community

partnerships – high expectations for all

• Therefore, they 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 that foster health, safety, and wellness

– comprehensive guidance and support services

Major Distinctions between WAB Middle School and Traditional Junior High

Major Distinctions between WAB Middle School and Traditional Junior High

MIDDLE SCHOOL• Is student-centered• Focuses on creative exploration &

experimentation of subject matter• Encourages multi-materials

approach to instruction• Organizes teachers on

interdisciplinary teams with common planning time

• Emphasizes both affective & cognitive development of student

• Offers Personal-Social Education teacher/program

JUNIOR HIGH SCHOOL• Is subject-centered• Focuses on mastery of

concepts & skills in separate disciplines

• Depends on textbook-oriented instruction

• Organizes teachers in departments with no common planning time

• Emphasizes only cognitive development of student

• Offers access to counselor upon request

Characteristics of Successful Middle Schools

Characteristics of Successful Middle Schools

• Exemplary middle level schools address the distinctiveness of early adolescence with various instructional and organizational features. Five key components are generally recognized by educators, associations, foundations, boards of education, and researchers. Both empirical data and conventional wisdom support these components.

• Personal Social Education

• Interdisciplinary Teaming

• Varied Instruction• Exploratory

Curriculum• Flexible Schedule

1. Personal Social Education1. Personal Social Education

• Traditionally, the schooling process has emphasized the three R’s – reading, writing and arithmetic.

• In a developmentally responsive middle school, there is a need to recognize a fourth R, referred to as “relationships.”

• An effective advisement program (Personal Social Education) is a key element to helping students to connect with significant adults.

Goals of Personal Social EducationGoals of Personal Social Education1. To connect students with a caring and concerned adult

who looks at the students in a holistic manner.

2. To guide middle school students toward both academic and social success in middle school.

3. To involve students in personal planning of long and short term goals in the areas of education, careers and social development.

4. To develop positive student climate and culture.

2. Interdisciplinary Teaming2. Interdisciplinary Teaming

Teaming is the sharing of students by several teachers who together are responsible for the students. The adoption of teaming provides a structure that creates a school-within-a-school.

– Shared classroom procedures & expectations– Common discipline measures– Effective communication with parents– Sense of community that promotes feeling of

belonging

3. Varied Instruction3. Varied Instruction

• To maximize individual student learning we must use a wide range of instructional strategies (based on best practices) to meet the diverse needs of our students.

4. Exploratory Curriculum4. Exploratory Curriculum

The rationale for exploratory classes is that young adolescence is a time for tremendous growth of personal interests. What better way to expose young people to all that life has to offer in terms of hobbies, fine arts, and careers than to offer exploratory courses.

5. Flexible Structure5. Flexible Structure

Our timetable is designed to meet the needs of middle school students.

reduce the # of teacher contactslimit the # of periods/daybalance the length of each classprovide for flexible time

Timetable Structure

• The MS follows an 8-day rotating timetable. The key purposes of a multi-day rotating timetable is to ensure:

• All subjects are equally scheduled into optimal learning times.

• All classes get the proper amount of time allocated to them.

How a Multi-Day Rotating Timetable Works:

• Different schools choose different types of multi-day rotating timetables.

• For our MS rotating timetable WAB has chosen an 8-day rotating timetable.

• When four subjects are offered per day, it takes 8 days for each subject to appear in each possible timeslot.

8-Day Rotating Timetable Structure

Day Day 11

Day Day 22

Day Day 33

Day Day 44

Day 5Day 5 Day Day

66

DayDay

77

Day Day 88

Per 1Per 1 AA EE BB FF CC GG DD HH

Per 2Per 2 BB FF CC GG DD HH AA EE

Per 3Per 3 CC GG DD HH AA EE BB FF

Per 4Per 4 DD HH AA EE BB FF CC GG

Making Connections• Developmentally appropriate education: Elementary School

Middle School High School• Primary Years Programme (PYP) Middle Years

Programme (MYP) Grade 11/12 (incl. Diploma Programme [DP])

• PYP is for students in Nursery - Grade 5• MYP is for students in Grades 6 - 10 • DP and High School Courses are for students in Grades 11 -

12• MYP prepares students for Grades 11 -12 (DP and other

high school courses)

PYPPYP

MYPMYP

What do you want your child to learn in Middle School?

• Imagine your child in the year 2025.

• What are the 5 most important things you hope your child will have learned in Middle School?

• Write each thing on a different post-it note.

MYP Areas of Interaction• Approaches to Learning (PYP transdisciplinary

skills)• Community and Service (Action in PYP)• Environments (PYP transdisciplinary themes)• Health and Social Education (PYP transdisciplinary

themes)• Human Ingenuity (PYP transdisciplinary themes)

Areas of InteractionAreas of Interaction are contexts for inquiry that are contexts for inquiry that connect school learning to life beyond the connect school learning to life beyond the classroom classroom

1. Language A - Language of instruction (English) or Mother Tongue

2. Humanities - Integrated and covers History and Geography3. Technology - Design Technology & Information Technology4. Mathematics - Mathematics & Extended Mathematics5. Arts - Music, Art & Drama (MAD)6. Sciences - Integrated Science (inc. biology, chemistry, earth

science, physics)7. Physical Education - Health & Physical Education (HPE)8. Language B - Mandarin, French, Spanish, English 9. Optional Third Language - Language A or Language B (during

lunch or after school)

MYPMYP at WAB at WAB

Differences Between Differences Between PYPPYP & & MYPMYP

• Developmentally appropriate for Middle School learners

• Subject-based learning - with interdisciplinary links

• More teachers - all are subject specialists

• Areas of Interaction are contexts for inquiry that connect school learning to life beyond the classroom

• Formal assessment e.g. major projects and tests

• MYP assessment criteria for each subject

• External moderation in Grade 10• MYP Personal Project - compared to PYP Exhibition

and DP Extended Essay

• Prepares students for Grades 11 -12 (DP and other High School courses).

Differences Between Differences Between PYPPYP & & MYPMYP

How Can I Find Out More About How Can I Find Out More About the the IBIB Programmes? Programmes?

• MYP parent workshops:• Introduction to the MYP - September• Subject-Sampler Workshop - October• Assessment and the MYP - October

• MS Open House - Meet the teachers:• Monday, 27 September 6 p.m. - Be a

Student Again•

• IB website: www.ibo.org

Quality Extra-Curricular and Recreational Activities

After School Extra- Curricular Team Coaching Music Groups - band & choir

Homework ClubLibrary Hours

Activities Program

WABX Activity Program (After school and Weekends)• Fitness & Recreation Centre• Organized MS Activities

• Movie Evenings• Dances• Sporting Events• Weekend Trips

Questions and Answers

• For further information please do not hesitate to contact:

Donna Connolly, MS Principal

Kevin Rose, MS Assistant Principal

Rebecca Butterworth, MSHS Assistant Principal – Curriculum