6→7 Transition Night

Mt Abraham Union MS/HS

Welcome

Middle school students :

• Engage in strong, intense interests, often short lived
• Prefer interactions with their peers
• Prefer active to passive learning

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Middle school students :

“The middle school brain is just discovering the higher peaks of thinking, and its owners are ready to explore, understand, and maximize their developing abilities. Young people experience tremendous brain growth during the adolescent years.”

Athletics

Devin Wendel

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How is interdisciplinary curriculum different from traditional curriculum?

Why interdisciplinary?

Stronger Relationships

Students on interdisciplinary teams have stronger relationships with each other and with their teachers. These relationships are critical at this developmental stage (Caskey 2007).

Improved Mental Health Outcomes

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In one study, schools that carried out interdisciplinary teaming with high fidelity had higher levels student self-esteem than schools that carried it out with less fidelity or who did not do interdisciplinary teaching (Felner et al., 1997).

Another study found improvement in student self-reported outcomes (e.g., depression, self-esteem, behavior problems, academic efficacy).

Higher Academic Achievement

Numerous studies show students on teams that carry out interdisciplinary studies with fidelity score higher on multiple measures of academic achievement, including standardized tests.

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Two of the most notable studies were Lee and Smith (1993) and Mertens, Flowers and Mulhall (1998).

Transferable Skills

This model enables all teachers to focus on the same transferable skills at the same time.

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Relevance

This type of curriculum helps our students connect the disciplines to each other and to real world problems.

Example Unit: Survival

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Essential Question: How have humans adapted and survived for so many years?

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Negotiated Curriculum

School Counseling

Ann Fisher

School Counseling Department

Ann Fisher, MS School Counselor

Tier One services, all students:

Individual, small groups, classroom or “push in” services

Tier Two services, students needing more than the universal approach

• Referrals, work with families who experience school absences, EST team, weekly on-going counseling during the school day

Typical Day for a 7th Grader

Personalized Proficiency-based Learning

Gabe Hamilton

Transformational Learning

Engagement

Direction

Purpose

Skills

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Proficiency Based Learning

Clear Goals/Targets

Intentional Design

Targeted Feedback

Meaningful Reporting

Personalized Learning

Voice/interests

Co-creation

Self Discovery

Social Construction

Adapted from Emily Rinkema & Stan Williams, “Proficiency, Personalization, and a Cocktail Napkin”, Learning Personalized, 2018

Why?

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• GROWTH: Learning focuses on growth and the belief that all can learn and demonstrate proficiency
• CLARITY: Goals (learning targets) are more clear
• FLEXIBILITY: Increase student voice/choice
• Flexible pathways to graduation
• Increased personalization of learning
• PREPARATION: Better preparation for college and career

State Law: Education Quality Standards and Act 77

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Learning Target Score: Overall score determined by calculation method of that learning target.

Academic Course Grade:

Weighted Average of all Academic Learning Targets within a course

Transferable Skill or Content Proficiency:

Weighted Average of Learning Targets Across Courses that fall under a particular Transferable Skill or Content Proficiency

Course-based

Proficiency-based

Assessment: Aligned to 1 or more Academic and or HOW learning targets.

HOW Course Grade:

Weighted Average of all HOW Learning Targets within a course

Learning Target Score: Overall score determined by decaying average..

PDSA

COURSE GRADES:

2 grades are reported per course.

Proficiency Tracking

Required Transferable Skills:

As demonstrated in portfolio portion of PLP.

Required Content Proficiencies:

As demonstrated through courses and other learning experiences. Recorded in gradebook.

Benchmark: Usually:

Novice→ 7-8

Intermediate → 9-10

Advanced→ 11-12

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Not Required Proficiencies

Reported but not required.

Evidence of proficient work at this level for graduation.

Course Tracking

JumpRope - Student/Parent Portal

• Students and parents share login information.

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• Works with any browser (so on any device connected to the web.)

Personalized Learning Plan

Track and plan learning of transferable skills and content proficiencies

Collect evidence of transferable skills proficiency

Set goals and reflect on progress

Dream about your future

Share your story!

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What you’ll see...

Progress Reports and Report Cards that...

• separate Habits of Work and Academic Achievement
• report progress on specific Learning Targets

Transcripts that...

• Summarize Course grades for HOW and Academic
• Report Proficiency across courses/learning experiences for content and transferable skills

PLPs that…

• Help organize and connect future plans with learning

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Eligibility and Interventions/Support

Eligibility for co-curricular activities (includes athletics, musicals, some clubs)

• HS student must carry at least 6 courses in a semester.
• Student that earns below a 2.0 in their Habits of Work grade in 2 or more classes (as reported on bi-weekly progress checks):
• 1st time - probation (full participation; working with teachers to improve scores; re-entry based on approval from Athletic/Activities Director)
• 2nd time - ineligible (no games/events; working with teachers to improve scores; re-entry based on approval from Athletic/Activities Director)

Interventions/Support

• Any student on probation or ineligible as per above criteria are assigned to the Habits of Work learning commons during FIT block for intervention and support.

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Upcoming Events

Fall Musical Informational Meeting - Monday, June 11th, 6:00 pm Mt Abe auditorium **Yes, incoming 7th graders are encouraged to attend!

Fall Sports Meeting - June 4th

Step Up day - June 5th

Personalized Proficiency-based Learning Info Sessions - TBD

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Thank you