Middle School Assessment Chart

Strong Academics

High-performing middle schools offer high-quality classes. They challenge all students to use their minds well. All means all.

1. All students are expected to meet high academic standards.
   • To explain the expected standards, teachers provide students with examples of high quality work by other students at their grade level. Teachers also develop and use scoring guides for all major projects.
   • Students know what high quality work should look like. The expectations are clear.
   • Conferences with families focus on learning goals and student's progress towards meeting them.
2. High standards provide a clear picture of what students should know and be able to do. Instruction, curriculum, and assessment together reinforce this picture of student learning.
   • Students, teachers, and families understand what students are learning and why.
   • The course of study flows logically from year to year. Each piece fits with the others.
   • Students do not repeat material needlessly from year to year.
   • The work is demanding and moves forward at a steady pace. The level of student work clearly increases between fall and spring, and from one grade to the next.
   • Assessments cover what students are really learning.
3. Students learn important concepts and skills.
   • Learning goals push students to understand "big picture" ideas, draw connections between subjects, and apply what they learn to solve real-world problems.
   • Students learn problem solving skills and how to think critically about issues. They learn
   • how to research and analyze rather than just memorize facts for a test.
   • Students draw on what they are learning in all their subjects. For example, they use math in social studies and writing in science.
4. Teachers use a variety of methods to help students master the standards.
   • Class activities are interesting to students and clearly related to the concepts and skills being taught.
   • Students are excited about what they're doing and want to talk about it.
   • Students have chances to solve problems that interest them and often design their own projects.
   • Teachers invite students to think about how they can use what they're learning. Students can explain the learning goals for each project and class activity.
   • Teachers use many different instructional strategies to reach students. These strategies include use of computers and other technology, the arts and other media, and students working together in groups.
5. Teachers use a variety of methods to make sure students have learned the material and to asses their progress. They don't just rely on paper and pencil tests.
   • Students can explain their work and judge its quality against the standards. Students know how to use scoring guides to critique their own and each other's work.
   • Students have varied chances to demonstrate what they're learning. They give talks, perform their works, and debate each other.
   • Students often exhibit their work so that parents and community members can come to see and hear about it.
6. The school makes sure that students have enough time and chances to learn.
   • The school schedule is flexible. There are blocks of time for extended projects and hands- on experiences.
   • Students can have more time to learn content, concepts or skills if they need it.
   • Class time is spent learning and using knowledge, concepts, and skills. Little time is needed for discipline and students see their job as learning, not doing what teachers tell them to do.
7. If students need extra help or support, they get it.
   • Teachers understand students' learning styles and offer students different ways to learn.
   • Teachers know what each student has learned or not yet learned. They make sure no one falls seriously behind.
   • Students get extra help as soon as they need it. This may mean help from a tutor, resource teacher, or another student.
   • If students have trouble learning, they can take extra time. They revise their work until they get it right. Extra learning time is built into the class and school schedules.
8. The school staff members are always improving their knowledge and skills.
   • Teachers work with each other to improve their practice. They look closely at student work in order to improve their teaching and help students learn.
   • Teachers visit and observe each other's classrooms, and the principal visits several classrooms each week.
   • The principal and teachers review their progress by looking at data on student performance. Then they decide what the staff learning program should be.

Respect for Students' Needs and Interests

High-performing middle schools understand students this age. They know what it's like to be a young adolescent. And they respond readily and well to students' needs and concerns.

1. The school is personal and friendly. All students feel they belong.
   • Small groups of students and teachers work closely together. Every student has a mentor, advisor, advocate, or other adult he/she trusts.
   • Teachers know students by name and treat them with respect. They use planning time each week to confer about their students, so they really know how students are doing.
   • The school is broken into several small learning communities (houses, clusters) that range from 50-100 students. The school attempts to keep students with the same teachers for two or more years.
2. Students with difficulties can get help. So can their families.
   • The school has a wide range of supports - nurses, counselors, resource teachers - to help students and families who need special assistance. The school refers students and families to services that they do not offer, such as health care or job training.
   • Teachers are trained to recognize and handle student problems. Teachers, counselors and other staff members make home visits, when needed.
   • A school support team (guidance counselor, nurse, teachers, school psychologist) meets regularly to identify recurring problems and design school-wide programs - e.g. drug prevention or conflict resolution.
3. Using a variety of engaging activities, teachers encourage students to explore their interests and be creative.
   • In the classroom, teachers use a variety of fun activities that foster curiosity and creativity. These activities include computers and other technology and the arts.
   • Teachers discover what excites students. Then they show students how they can use what they're leaning to pursue their interests.
   • Many classroom activities involve group work and help students learn to interact well with their peers.
4. The topics covered in class are relevant to students' lives and interests.
   • Students talk about issues in their daily lives, their community, and the world. Teachers and students often discuss how to use what they're learning to solve real-life problems.
   • In any class, students can explain why what they are learning is important.
   • Students identify topics that interest them and design projects to study this area in-depth (these projects are based on standards and clear learning goals).
5. Teachers help students make exciting connections across the different subjects.
   • Students learn how to use many different subjects to study an issue or problem.
   • Students work on the same project in several different classes. Example: In English, they read a historical novel from a time period they are studying in history. In music, they explore music from that era.
   • Teachers merge standards and work together across subjects so students can see how the subjects relate.
6. The school offers many activities and programs for students to develop and expand their interests and learn what they're good at.
   • Students develop their interests and talents through activities and programs offered at school.
   • Teachers and counselors push students to challenge themselves and set high goals. Students, families, and staff have time to discuss students' personal goals and how they will achieve them.
   • Students and advisors often talk about goals for the future.
7. Students have a real say in the school.
   • Students sit on the school council and on committees to improve the school. They have a voice in major decisions and help write the rules.
   • The principal's door is always open to students. Students feel free to express their opinions - and to disagree with decisions or policies.
   • In class, students help teachers develop lessons and scoring guides for their work.
   • Students participate in parent-teacher conferences and have a say in decisions that will affect them.
8. Students' families are part of the school community. Teachers and family members are partners in making sure students succeed.
   • Parents and family members are advocates and decision-makers, not just volunteers. They serve on the school council and key committees.
   • The school communicates with families in many ways: e-mail, homework hotlines, class meetings. The principal knows most families by name. Teachers contact every family at least twice a semester.
   • Family members are involved in the decisions that affect their children. Teachers consult parents whenever students have a problem. Families meet with their child and his/her teachers to help students set and meet high academic goals.
   • Families are invited to visit the school, help plan and participate in class projects and after school activities, and view student exhibits.
9. The school is part of the local community. Students offer services to the community and the community offers services to the school.
   • Students study the community. They learn its history and study its problems. Students take on projects to improve the community.
   • The school gym, meeting rooms, and media/computer rooms are open to the community. The school offers adult education and recreation classes. Students invite community members to school activities and exhibits.
   • Community members and business partners volunteer and offer resources.
10. The school offers programs and activities for students during and after school.
    • Activities cover a wide variety of interests, and students have a say in what is offered. In addition to team sports, activities include programs to promote health and a rich arts program.
    • All activities attract and include boys and girls, beginners and advanced students.
    • Transportation and meals are provided so that all students can participate.

Equal Access to a High-Quality Education

All students get high-quality teachers and take challenging classes. If they need extra help to succeed, they get it - as soon as they need it. There are no low-level programs. All students fly first-class.