Our Initiatives
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Within the five identified themes, we identified a total of eighteen initiatives intended to shift systems for our middle-grades learners. These were based on current research, best practices from other institutions, guidance from Association for Middle Level Education survey feedback, professional expertise from the Office of School Performance, the Office of Teaching and Learning, and the Office of Student Support Services.
Our goal was to start broad and identify a wide array of initiatives that could shift outcomes for middle-grades èßäÊÓƵ in èßäÊÓƵ. Our initiatives support the adolescent learner and aim to transform the èßäÊÓƵ experience for all 6th-8th grade èßäÊÓƵ. Each èßäÊÓƵ year we will select two to three initiatives to prioritize and support deeply.
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Theme: Integrated Adolescent Supports Initiative #1: Provide all middle grades èßäÊÓƵ with access to advisory programs Advisory programs create time for teachers to thoughtfully and intentionally foster a sense of belonging, community, and social-emotional well-being for èßäÊÓƵ, staff and families. Advisory programs exist in approximately two-thirds of our middle grades presently, but these programs will become available for all middle grades èßäÊÓƵ during the 2023-2024 èßäÊÓƵ year. The programs will utilize social-emotional learning curricula. Initiative #2: Expand extracurricular opportunities Extracurricular activities are critical to adolescent development. Based on student interest, learning needs, èßäÊÓƵ capacity, and community partnerships, we will increase access to a wide variety of extracurricular activities. This includes expanding summer academic and enrichment experiences. Initiative #3: Provide opportunities to develop college and career readiness Middle grades èßäÊÓƵ are years away from ending their PPS journey, but they should begin thinking about the post-secondary possibilities available to them. We will implement career and college readiness at each middle grade level, and AVID at each èßäÊÓƵ. Students will complete at least two activities in CIS Jr. at each grade level, and eighth graders will reflect on those activities as part of refining their Education Plan and Profile. Initiative #4: Provide comprehensive social-emotional and mental health services Adolescent social-emotional and mental health have received significant attention in research, and it was top of the mind during our redesign conversations. To meet growing needs, we will provide all middle grades èßäÊÓƵ with core counseling services, and curricula covering social-emotional learning and mental health literacy. Each K-8 and middle èßäÊÓƵ will also have a School Climate Specialist beginning in the 2022-2023 èßäÊÓƵ year.
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Theme: Inclusive and Differentiated Teaching and Learning Initiative #5: Implement engaging, grade-level, and standards-aligned curriculum, and responsive classroom instructional practices Across all grades, we’re adopting high-quality learning materials that are aligned with state standards and best practices. As we implement these, we need to be responsive to the varied needs of middle-grades èßäÊÓƵ – especially their social-emotional needs. We will train instructional staff to use our multi-tiered systems of support and create responsive classrooms. Initiative #6: Implement project-based learning During adolescence, èßäÊÓƵ strengthen their capacity to assess themselves and benefit from hands-on learning opportunities. We will therefore develop more courses with project-based learning options, including connections to high èßäÊÓƵ career and technical education. These courses will include culturally-relevant examples of how èßäÊÓƵ can demonstrate their skills and knowledge. This shift will culminate with a new districtwide requirement for eighth graders: a capstone (Initiative #11). Initiative #7: Implement equitable grading and assessment Equitable grading and assessment recognize that mistakes are part of the learning process, and shifts from emphasizing those to more summative assessment. Inspired and guided by Joe Feldman’s Grading for Equity, we will shift grading and assessment practices across middle grades. Examples include shifting from grading incompletes and missing assignments as zeros, and bolstering our use of mathematically-sound calculations and scales. These shifts will include professional learning opportunities, both content-specific and general.
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Theme: Embracing Change Initiative #8: Foster effective transitions to middle èßäÊÓƵ We recognize that the transition from fifth to sixth grade is significant, especially when a student shifts from an elementary èßäÊÓƵ to a comprehensive middle èßäÊÓƵ. We will utilize eighth graders to welcome sixth graders and foster a sense of belonging. As with Connect to Kindergarten, we will ensure families feel a heightened sense of engagement with their èßäÊÓƵ’ middle èßäÊÓƵs and are thoroughly informed about deadlines, resources, and opportunities. Initiative #9: Continuously improve Through our district’s strategic plan, each èßäÊÓƵ has already created a continuous improvement plan, complete with metrics to monitor progress. Into those plans, we will integrate feedback and learning from the Association of Middle Level Education. This partnership will ensure each èßäÊÓƵ’s plan accounts for the specific needs of adolescent learners. Initiative #10: Craft Innovative Schedules In shifting to middle èßäÊÓƵ, èßäÊÓƵ’ schedules become more complicated than in elementary èßäÊÓƵ. For the first time, they must get themselves and their supplies around a building, shifting subjects as they move spaces. Schedules changes are, Dr. Ann McCarty Perez writes, “one of the most useful and impactful tools that a leader can use to address student needs, implement new initiatives (see page 10), and drive process.” We will craft new, creative schedules that make equitable space and time for this plan’s initiatives. Initiative #11: Standardize eighth grade field trips and capstones As we implement project-based learning, we will build toward two culminating experiences. An eighth grade trip will use place-based learning to engage community and environment, and offer our èßäÊÓƵ an opportunity to reflect as they prepare to transition to high èßäÊÓƵ. Eighth grade capstones will also afford an opportunity for èßäÊÓƵ to reflect with particular attention to their academic progress.
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Theme: Racial Equity and Social Justice Initiative #12: Invest resources with culturally specific and multi-racial organizations èßäÊÓƵ provides significant investment in racial equity and social justice through both culturally specific partnerships and the SUN system. We identified a district need to broaden partnerships in middle èßäÊÓƵs and extend racial equity and social justice strategies to all middle and K-8 èßäÊÓƵs. Initiative #13: Fully implement a Restorative Justice framework Our redesign team felt strongly that increasing conflicts in èßäÊÓƵ require robust restorative justice systems. These will already be implemented across the district, but we invite specific, prompt middle grades implementation, including collecting baseline data, providing professional learning, and expanding staffing and programming. To support this, each K-8 and middle èßäÊÓƵ will have a Restorative Justice Coordinator during the 2023-2024 èßäÊÓƵ year. Initiative #14: Create meaningful opportunities for same race mentoring and leadership Research has shown, again and again, the power of mentorship. Our team also recognized that, if èßäÊÓƵ are to embody our graduate portrait by the end of high èßäÊÓƵ, we must do a better job nurturing their leadership in middle èßäÊÓƵ. We can do this by expanding access to same-race mentors, and by elevating BIPOC student voices in èßäÊÓƵ and district decision making, and in adult professional learning. Initiative #15: Create culturally affirming opportunities through affinity groups Our team recognized that middle èßäÊÓƵ is a time when all èßäÊÓƵ struggle with belonging but especially BIPOC èßäÊÓƵ. We have seen an increase in hate-based incidents across middle èßäÊÓƵs, and these must be addressed with fidelity and consistency. A strong affinity group framework can address both challenges. Staff and families should also be trained on how to encourage positive cultural identity.
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Theme: Professional Excellence and Support Initiative #16: Provide educators with consistent opportunities for planning and collaboration As middle-grade èßäÊÓƵ move between learning spaces, and interact with multiple educators, there is significant potential for needs to go unmet. The solution is clear: dedicate time for communication, collaboration, and coordination. We will do this alongside a systemwide shift to èßäÊÓƵ-based professional learning. With middle grades educators, we will dedicate particular attention to adult learning theory. Initiative #17: Provide targeted professional learning and support As èßäÊÓƵs shift to site-based professional learning, we will integrate context about adolescent learners and middle-grades education, and best practices from the Association of Middle Level Education. Designated Lead Teachers from the middle grades will support math, English language arts, social studies, and science. Initiative #18: Implement interdisciplinary eighth grade success teams The research is unequivocal: when “adults and èßäÊÓƵ share many common experiences during the daily tasks of the èßäÊÓƵ day,” educators can align strategies to ensure success. We will pilot and launch interdisciplinary teams to ensure our eighth graders succeed. Those teams will meet regularly, strategize about how to transition èßäÊÓƵ to ninth grade, and review key qualitative and quantitative data (academic performance, high èßäÊÓƵ readiness, student and family feedback, etc.).