Success in the Middle Act

This past week something of significance occurred on Capitol Hill and I almost missed it. One could hardly place blame for missing this small bill introduction, especially from the beaches of South Carolina. The Success in the Middle Act (H.R. 1547/S. 833) was reintroduced by Representative Raúl Grijalva (D-AZ) and Senator Sheldon Whitehouse (D-RI) to renew an effort to strengthen middle level education as a way to increase high school graduation rates; something that many reform efforts have neglected.

In Senator Whitehouse’s statement on the Senate floor, he stated, “This bill recognizes the role of the middle grades as a tipping point in the education of many of our nation's students, especially those who are at risk of dropping out…" He continued to say, "Success in the Middle invests much-needed attention and resources in middle grades education, requiring states to create plans to specifically address the unique needs of students in the age group, and focusing on schools that feed into some of our country's most dropout-prone high schools so they are ready for the curriculum and the unique social pressures they will encounter there."

This bill is a collaborative vision from NASSP, NMSA, and the National Forum to Accelerate Middle Grades Reform, as well as many other educational groups. Furthermore, it incorporates many of the practices outlined in Breaking Ranks in the Middle and The Essential Elements of a Standards-Focused Middle-Level Schools and programs. Specifically, it would:
• Authorize $1 billion annually for grants to local school districts to improve low-performing schools that contain middle grades.
• Require states receiving grants to implement a plan that describes what students are required to know and do to successfully complete the middle grades and transition to and succeed in an academically rigorous high school that prepares them for postsecondary education and the workplace.
• Require states to develop early warning and intervention systems to identify those students most at-risk of dropping out and intervene appropriately to help them succeed.
• Encourage states and districts to invest in proven strategies, such as: 1) Providing professional development and coaching to school leaders, teachers and other school personnel in addressing the needs of diverse learners and in using challenging and relevant research-based best practices and curriculum; 2) Developing and implementing comprehensive, school-wide improvement efforts in eligible schools; and 3) Implementing student supports, such as extended learning time and personal academic plans that enable all students to stay on the path to graduation.
• Authorizes an additional $100 million to facilitate the generation, dissemination, and application of research to identify promising practices in middle grades education, as well as review existing research on middle grades education practices.

I was extremely pleased to see this bill brought back to life with lawmakers. To me, it signifies a sense of intelligence as we seem to be enduring too few thought-out manifests coming from the government regarding education. I believe in having a strong middle-level as a way to improve the high school dropout situation. This is not to understate the importance of other levels, it is simply my belief that without a middle-level which incorporates the principals of the Essential Elements, we are not providing the education our children need and will be unable to improve the dropout situation. I encourage you to contact your federal representatives and tell them that you support Success in the Middle Act (H.R. 1547/S. 833).

Have a great weekend.

Team Leader's Attend Meeting

This past week your Team Leaders spoke at a Board of Education Finance Committee meeting. Their words touched many who listened, including me. I am humbled to be in the presence of these great educators. While their words were much-to-kind to me, they do cut to the heart of what a middle school can and should be.

We are here this afternoon representing the A.A.K. family – the teachers, faculty, and staff. We at A.A.K. wish to commend those of you on the school board, Mr. Brady, Mr. Cruikshank, and the other administrators who are working to devise a plan to continue the excellent programming offered to the students of our district during these difficult budgetary times. Your job is not an easy one.

Besides commending you on your hard work, the teams at A.A.K. want to encourage you to revisit the New York State Essential Elements when considering the impact of any cuts at the Middle School. While we consider all programming to be important in developing well-rounded students, we also understand that cuts are unavoidable. These cuts will affect everyone, especially our students. Because of the numerous funded and unfunded state mandates placed upon the Middle School, we realize the difficulty currently faced by decision-makers.

Simply put, A.A.K. received the “Schools to Watch” designation in 2009, making us one of only 200 middle schools nationwide to earn this recognition. We believe in and practice the principles of the Essential Elements every day. Schools to Watch site evaluators - and our own students - recognize and appreciate the team concept and flexible block scheduling that allow the invitational environment and approach that are necessary for the complete development of the middle level child – socially, emotionally, and academically. The STRIDES program, the 7th grade advisory program, the Greek mythology project in Grade 6, and the 5th grade Latin American project are just a few of the experiences and opportunities that benefit our students. Our students like to be at school.

Four years ago, Mr. Cruikshank saw something special at A.A.K. His insight was validated when we earned our distinction. He supported us then, and we support his efforts to maintain our excellence now. We trust him and all of you charged with making these difficult decisions.

What is a Middle School?

Last spring, I was speaking with Amy Guiney from SUNY Potsdam. You may have heard of her, she is responsible for many areas involving the education students, including observation and student teacher scheduling. During our discussion she asked what SUNY Potsdam could do to improve their program. This was the “in” that I needed. I framed my reply beginning with, “Well, since you asked…” and ended with a question: “What specific middle-level concepts do you teach?” I knew the answer, but wanted her to state that they didn’t have any specific courses involving the middle-level. After this wonderfully productive discussion, I have found myself being asked to periodically lend my perspective to various graduate and undergraduate classes.

Today I will be speaking to a group of student teachers, fresh from their first high school experience. Almost all of the students joining me will be moving into their second placement at a middle school. I think this is why I was asked to speak to this specific group; to help prepare them for our mysterious world called middle school. I’m sure that most of them will be spewing with confidence as they stroll into their next placement. I also think it’s safe to say they have a solid grasp of the subject matter. However, I’m positive that … they really have no idea what they’re about to encounter.

The root of my discussion will center on the title of this Friday Focus. Furthermore, I hope to discuss what a middle-schooler is. By investigating the concept of a middle school, I hope to introduce to them the Essential Elements, for this is the blueprint of a successful school. These elements indirectly tell us about the actual middle-schooler: development (body and mind), coping skills (or lack thereof), relationships (teacher-student, student-student, and even teacher-teacher), and the necessity of co-parenting for 6 ½ hours each day with their guardians.

I would encourage you to personally reflect on what you would say to a group of bright-eyed future teachers. This exercise has been invaluable for me.

I hope you enjoy your weekend.