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Navigating Middle School

WORKING TOGETHER �FOR A SUCCESSFUL TRANSITION

TO MIDDLE SCHOOL

Meet the Staff

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Dr. Tammy Jones, Principal

Ms. Jen Blasko, Assistant Principal

Mr. Derek Toth, Assistant Principal

Ms. Viktoria Schofield, Counselor

Ms. Elizabeth Zinger, 6th grade Team Leader

Mr. Mark Dunbar, GT Resource Teacher

We want to inspire and engage every student to discover and reach their full potential.

MHMS VALUE STATEMENTS

ACADEMIC

We value student-centered learning to support academic growth and social-emotional well-being in an environment that respects the diversity of our students.

COMMUNITY

We value engaging all students, families, and staff in a caring environment that promotes success and belonging.

SCHOOL ENVIRONMENT

We value an environment where all students and staff feel safe, supported, challenged and valued.

EMBRACING DIVERSITY

We value the unique and diverse backgrounds and strengths of our students and motivate them to celebrate their inherent worth with passion and purpose.

BELIEVE, BELONG, BECOME

SYSTEM PRIORITIES

Middle school is a time when students discover interests, skills, strengths and begin to connect these attributes to postsecondary pathways and prepare students for the future.

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MIDDLE SCHOOL STUDENTS

• Experience rapid, irregular growth
• Undergo bodily changes that may cause awkward, uncoordinated movements
• Have varying maturity rates
• Experience restlessness and fatigue

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www.aacap.org. American Academy of Child and Adolescent Psychiatry

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MIDDLE SCHOOL STUDENTS

• Struggle with their sense of identity
• Focus on self, alternating between high expectations and poor self-esteem
• Moodiness
• Mostly interested in the present, with limited thoughts of the future
• Interests influenced by peers
• Less overt affection shown to parents, occasional rudeness
• Complaints that parents interfere with independence
• Test rules and limits

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www.aacap.org. American Academy of Child and Adolescent Psychiatry

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MIDDLE SCHOOL STUDENTS

• Intellectual interests expand and gain in importance
• Greater ability to do work (physical, mental, emotional)
• Capacity for abstract thought
• Intensely curious
• Prefer active over passive learning

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www.aacap.org. American Academy of Child and Adolescent Psychiatry

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Self Awareness

Career Awareness

Career Exploration

Who am I?

Students shall acquire and apply self-knowledge to develop personal learning and career goals.

What Careers Exist?

Students shall use the Maryland Career Clusters and career pathways including Career and Technology Education (CTE) programs of student to understand their relationship to educational achievement and lifelong learning.

What Careers Interest Me?

Students shall assess career clusters and related career pathways including Career Technology Education (CTE) programs of study to develop an academic and career path.

College & Career Readiness Framework

College & Career Readiness Framework

Career Preparation

Career Training

How Does My Pathway Connect to a Career?

Students shall prepare for post-secondary and career success through a sequenced academic and technical program of study and related workplace experiences.

How Do I Prepare for a Career?

Students shall demonstrate skills to secure, maintain, and advance in employment

Academics

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Agenda

• Overview of the Middle School G/T Education Program
• Placement Process
• Questions

Program Components

• Talent Development Offerings
• G/T Classes and Curricular Extensions

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Talent Development Offerings:

G/T Instructional Seminars

Instruction in Advanced-Level Skills

Open to All Interested Students

Creative Production or Inquiry

G/T Instructional Seminars

at MHMS

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• Book Club
• Debate
• Digital Media
• Leadership
• Math Games

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G/T Instructional Seminars

at MHMS

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• Minecraft Coding
• MHTV
• Photography
• Writers’ Workshop

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Middle School G/T Classes

G/T Math

G/T English

G/T Science

G/T Social Studies

G/T Mathematics

Provides an accelerated and enriched sequence that follows a curriculum of concepts at least two years above the general education curriculum.

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• 6 - Pre-Algebra G/T
• 7 – Algebra I G/T
• 8 - Geometry G/T

Accelerated G/T Math

The Accelerated G/T Mathematics Program is provided for students who demonstrate a need for further acceleration beyond the G/T mathematics sequence.

• 6 - Algebra 1 G/T
• 7 - Geometry G/T

8 - Algebra 2 G/T

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Accelerated G/T Math Placement

Students are automatically reviewed for placement in this program by G/T Office staff based upon the following initial criteria:

• 99th percentile for both the CogAT Quantitative and Quantitative-Nonverbal composite
• 99th percentile MAP-Math scores
• 4th grade MCAP performance of 810 or higher
• outstanding performance in 5th grade G/T Mathematics.

Notifications of placement are sent in late April.

G/T English

Extends the Maryland College and Career Ready Standards for English Language Arts through

• an accelerated pace,
• reading and analyzing challenging and complex literature and literary nonfiction independently,
• writing a variety of interpretive and analytical pieces,
• and conducting independent research.

Differentiated tasks and texts are included at

all grade levels.

G/T Science

An enriched and accelerated curriculum where students explore cross-cutting concepts, as well as science and engineering practices.

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6 - Earth Science G/T

7 - Life Science G/T

8 - Physical Science G/T

G/T Social Studies

Provides an enriched and accelerated curriculum, including differentiated objectives, where students explore civic and cultural principles and engage in inquiries that focus on essential, related questions.

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6 – Geography and World Cultures G/T

7 – Geography and World Cultures G/T

8 – United States History G/T

Placement Process for Middle School G/T Classes

5^th Grade and Throughout Middle School

• ALL students reviewed for placement
• Multiple criteria examined (CogAT, MAP, MCAP, class performance)
• CogAT administered to all students in 3rd grade and all new HCPSS students in grades 4-8

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Family Input in Placement Process

Families may enroll middle school students in G/T classes via the Course Request Process via HCPSS Connect if the desired course differs from the school recommendation.

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Who can initiate the placement process in middle school?

• Families
• Teachers
• Students

Middle School G/T Research Class

• Authentic research to address real-world problem
• For students enrolled in G/T Math and G/T English based upon G/T Placement Committee recommendations

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Research

• Original
• Primary Research Methods
• Authentic Product
• Authentic Audience
• Contribution to the Community/Field

Opportunities for Family Engagement

• HCPSS G/T Website:

https://www.hcpss.org/academics/

gifted-and-talented/

• G/T Parent Academies
• HCPSS News for G/T Program Information

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Contact Information

• Mark Dunbar
• 410-880-5897
• mark_dunbar�@hcpss.org

The Middle School Schedule

All students are enrolled in seven �50-minute classes four days a week. One day a week students have an alternate schedule that includes flex time.

Grade 6 Example Schedule

• English Language Arts
• Fine Arts
• Health
• Mathematics
• Physical Education
• Science
• Social Studies

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English Language Arts, Social Studies, Science, and Mathematics offer a Gifted and Talented (G/T) option for instruction. Mathematics has an above-grade level course in addition to the G/T options.

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In accordance with state requirements, each year middle school students receive instruction in the following areas:

Students are also required to receive instruction in the following during their middle school experience:

• Technology
• Financial Literacy
• Careers

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Fine Arts Options

Students in grade 6 will choose from the following options:

• Band
• Chorus
• Orchestra
• Art/General Music/Theater Arts combination

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Additional Courses Added to Your Schedule

• Family and Consumer Science
• G/T Research or Seminars/Interventions in reading and/or mathematics
• Reader’s and Writer’s Workshop
• Boost Your Brain
• 21st Century Learning
• Additional Fine Arts Classes
• Other Elective Course Offerings

Finding the Right Balance Between

• Course Placements
• Rigor
• Personal Interests
• Student Success

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Course Selection Consideration Steps

Ask teachers their input on best fit.

Balance is critical.

Challenge yourself.

Don’t forget to factor in outside activities.

Every student needs to schedule a course load that allows them to get at least 8 hours of sleep.

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https://www.hcpss.org/connect/guides/

The earlier a student develops important academically-related behaviors, the more likely these behaviors are to become a habit.

Source: The Forgotten Middle: Ensuring that All Students Are On Target For College and Career Readiness Before High School, ACT, 2008.

At our school, staff and students:

• Start with the goal in mind
• Celebrate effort and achievement
• Engage in positive experiences each

school day

• Create excitement for the future

Supporting Academic Behaviors

Tips For Parents

• Talk to your child about school and how they are feeling.
• Work with your child to create routines around school preparation, HW, bedtime, and screen time.
• Encourage your child to be responsible, for example regularly checking Canvas.
• Acknowledge that all students will struggle at times and it is healthy to reach out for help.
• Take school attendance seriously.
• Build your student’s confidence and identify areas of strength.

Important Dates

Any Questions?