Middle School Assessment Chart

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.

1. The school expects high-quality work from all students. Teachers, counselors, and others make sure that each student produces it.
   • All students are held to high standards. This means students with disabilities or limited English, too.
   • Students get help as soon as they need it. The school offers tutoring, mentors and after school programs that are connected to what students are learning in the classroom.
   • There are no low-level tracks or permanent tracks of any kind.
2. Students can take different approaches to learning. They can also show that they have learned in many different ways.
   • Teachers know about different learning styles. Their teaching incorporates the arts, technology, and other creative strategies to get material across to students.
   • Students can display and explain their work in many ways. They might diagram a chemical reaction, make a clay model of the food chain, or develop software to tally a survey.
   • Students help develop projects which allow them to explore and present material in ways that make learning easy for them. They might put on a play or hold a debate rather than turning in a written report.
3. The school is always improving its curriculum, teaching, and assessment.
   • The school schedule and program change to meet students' needs.
   • If students need more time to master a subject, they get it.
   • The staff meets often to consider how students are doing. They look at student work, not just at test scores.
   • Teachers don't expect students to adapt to them. Instead they try out new approaches and materials based on what their students need.
4. All students take part in challenging classes and high-level learning activities.
   • All classes have high-level content that challenges students. All students use technology, do research and analyze data, read more than textbooks, and understand how to solve problems.
   • Students with disabilities learn in the regular classroom whenever possible. The majority of students with disabilities take classes along with other students.
   • Classes are co-planned and co-taught with support from a special education teacher.
   • Students who are ahead help students who are behind.
5. Students learn about their own and others' cultures. The many cultures in the school (and our country) provide a learning opportunity for everyone.
   • The media center and libraries have books and materials on many cultures. The cultures of students' families are well represented.
   • Students often do projects and learn about other cultures, not just in social studies. Families often come and talk to classes about their traditions and beliefs.
   • Teachers use multi-cultural materials and methods. Class discussions examine issues from different points of view.
6. The school knows every student well. Each student is appreciated and respected.
   • Every student has an adult advocate and supporter in the school.
   • Staff members do not refer to students by negative labels. Staff and teachers see the whole child, not just the problem.
   • All students' voices are well heard. Teachers make an effort to reach students who are shy or quiet, or troubled.
7. The school makes sure that all families are part of the school.
   • "Families" includes parents who don't live with the student, relatives, foster parents, and others acting in place of the child's family.
   • The school has a parent organizer to reach out to families.
   • Parents and families tour the school and visit classes. The principal's door is always open. Family members are encouraged to participate in school events.
   • The school offers transportation, meals, childcare, and translation/interpretation so all families can visit and attend school activities. Sometimes, the school holds events and meetings in the community.
8. The school recognizes the contributions of all students.
   • Awards are not just for sports and academic honors. For example: citizenship, courage, the arts, and community service are rewarded, too.
   • Students' successes and good deeds are noticed all the time.
9. Teachers and staff come from many backgrounds.
   • The staff is culturally and linguistically diverse and comes from a variety of backgrounds. The staff is a good match for the community.
   • The principal, counselors, and staff know all the neighborhoods that feed into the school. They can relate to all kinds of family backgrounds.
   • For every family that does not speak English, the school has identified someone on staff or in the community who can communicate with that family in their home language.
10. The suspension rate is low (less than 2% at any time).
    • The school has rules that are both clear and fair. Students know exactly what will happen if they break the rules.
    • Students are rarely suspended. Teachers who make frequent referrals get help with class management.
    • The office keeps track of student referrals and makes sure that students lose little instructional time. Instead of out-of school suspension, students do community service, tutor, or do a special assignment.
    • The school studies its suspension data by classroom. It makes sure no group of students is singled out.

Support for School Improvement

High-performing middle schools are communities where people are learning all the time. They set high standards for themselves and are always trying to improve. That means they take the time to look at how they can be better. Then they set up the structures and get the resources to make it happen.

1. Everyone in the school community is inspired by its vision for excellence. This shared vision drives constant improvement.
   • There is a single, complete, credible plan for reaching the vision. Everyone knows what the plan is and the vision is posted everywhere.
   • The whole school community helped to develop the vision and the plan. That means students, parents, teachers, administrators, and community members.
2. Leadership of the school improvement efforts is clear. The principal or committee chair has the authority and responsibility to convene a team and lead the improvement efforts.
   • The school improvement team represents the whole school community.
   • The group reviews the vision and all programs regularly. It insists on change when the data shows programs/practices are not working.
   • The team makes sure that the day-to-day work of school improvement really happens. They meet regularly to organize, coordinate, and communicate with the whole school to ensure improvements.
3. At this school, learning is everyone's job. It's a place that is all about thoughtful change.
   • The principal and teachers participate in professional development.
   • The principal and teachers often visit other classrooms.
   • Teachers introduce new ideas and teaching practices into their classrooms. They discuss these ideas with colleagues, parents, and students.
   • The principal and teachers reflect on and study the impact of the changes they're making.
4. Teachers get high quality help to reach the school vision.
   • The school constantly invests in its staff by providing ongoing professional development.
   • Teachers and administrators together decide what they want to learn. Parents take part too.
   • Opportunities for learning increase teachers' knowledge and skills, challenge their current beliefs, provide support in the classroom, and engage them in studying and changing the school.
5. The school learns from many partners.
   • The school works with community groups, businesses, and colleges. It draws on networks of educators.
   • Teachers, parents, and staff visit other schools and districts to learn about new approaches.
   • Neighborhood service groups and religious associations help the school reach out to families.
   • Business and community partners contribute materials, money, and volunteers.
6. The school holds itself accountable.
   • The school constantly compiles data and checks on its progress to make the vision real. The school studies itself constantly.
   • The staff and parents demand change when data proves that programs and practices are not working. The school makes changes based on careful analysis of its data.
   • Current data on student progress is posted all over the school -- in the office, hallways, and classroom.
   • The school does not blame students and families. Its job is to make sure all students learn.
7. At this school, barriers are seen as challenges, not problems.
   • Strong leaders are personally committed to overcome barriers and inspire others to create positive change.
   • The principal and teachers have a reputation for getting things done. No excuses are accepted for poor performance.
   • Parents, teachers, and students know how to make the system work for them. The principal backs them up.
8. The school works with local teacher education programs to recruit, prepare, and mentor teachers who share its vision.
   • The school is a site for practice teachers. The vision of the school shapes local teacher training programs.
   • College and university faculty members often visit the school and work with the staff.
   • The parents and staff actively recruit high quality teachers and administrators from the local teacher education program. They recruit a diverse faculty that is a good match for its students and families.
9. Families and community members are full partners in the school's improvement efforts.
   • Families and the community know what's going on in the school.
   • Community members, families, kids, and staff have regular discussions about tough issues, like drugs and racism, and work together to build consensus and make decisions regarding school improvement.
   • The school has written policies that support family involvement and families' rights. Funds for involving families (child care, food, space, transportation, supplies, translators) are in the school budget.