Middle Level Standards

 

             The mission statement describes the school’s role as an integral part of the educational  community. The mission statement emanates from the school’s beliefs about education and its purpose, and leads to a set of expectations enabling the school and its community to assess its effectiveness.

 

1.      The school has a mission statement, which addresses the school’s beliefs about teaching and learning and reflects the character of the school, the unique developmental characteristics of the middle level child and the values of the community and its educators.

 

2.      The school has high, clearly stated and measurable expectations for academic achievement for all students. These expectations include a description of the different levels of performance as well as indicators of the successful attainment of each.

 

3.      The school has high, clearly stated expectations for social behavior, which are developmentally appropriate and address the needs of the middle level child.

 

4.      The school community establishes, accepts and supports the mission statement and expectations for academic achievement and social behavior.

 

5.      The school provides observable and measurable examples of adherence to the mission statement and expectations for academic achievement and social behavior. 

 

6.      The school sets a clearly defined cycle for the review and revision of the mission statement and expectations to ensure that they adapt to the changing needs of the students and the educational community.

 Curriculum

 

            The curriculum is the formal plan designed by the school to carry out its mission statement and to meet its expectations for academic achievement and social behavior.  The curriculum links expectations for student learning to instructional and assessment practices.  The strength and effectiveness of the curriculum are dependent upon the commitment of the school and district to a continuous process of implementation, review, evaluation and revision of the curriculum which leads to improved student learning. 

 

1.      The school’s formally written and implemented curriculum is aligned with the school’s stated expectations for students’ academic achievement and social behavior.

 

2.      Each curriculum area has clearly articulated learning standards that support the school’s academic expectations. 

 

3.      The content of the curriculum is intellectually challenging, respectful of diversity and allows for the authentic application of knowledge and skills.

 

4.      The curriculum includes coursework, co-curricular activities and other school approved educational experiences which meet the needs of the middle level child.

 

5.      Effective curriculum coordination, integration and articulation exist between and among all subject areas within the school as well as with all receiving and sending schools.

 

6.      There is an ongoing process for curriculum review and revision which actively involves the school’s faculty and takes into account the stated academic expectations and assessments of student performance.

 

7.      The written curriculum incorporates classroom and school-wide library resources.

 

8.      The written curriculum incorporates classroom and school-wide technological resources.

 

9.      The school provides sufficient staffing, time, professional development, fiscal resources, materials, technology, and supplies to implement and support the written curriculum.
 

             Effective instruction is the single most important factor affecting the quality of student learning. It is aligned with the mission statement and expectations for academic achievement and is the connection to curriculum and assessment, as well as student performance. It takes into account individual student needs, learning differences, interdisciplinary activities and student engagement in a variety of ways. Self-reflection and interactive dialogue with colleagues is necessary to ensure success.

 

1.      Classroom instruction is based on current research and embodies the school’s stated beliefs about teaching and learning.

 

2.      Classroom instruction is designed to enable all students to meet the school’s high expectations for academic achievement.

 

3.      Instruction facilitates learning by including practices that are personalized, exploratory, self-directed, authentically based, reflective and integrated across the curriculum.

 

4.      Instruction ensures the development and application of higher order thinking skills and problem solving abilities. 

 

5.      Instructional strategies incorporate various technologies to improve student learning.

 

6.      The school provides sufficient staffing, time, professional development, fiscal resources, materials, technology, and supplies to support effective instruction.

 

7.      Ongoing discussion of improving instruction as it relates to student learning is a significant part of the professional culture of the school.

 

8.      Teacher supervision improves instruction and enhances student learning.

 

Effective assessment practices ensure that student progress is measured in relation to the school’s stated academic expectations. Assessment also provides teachers with opportunities to evaluate and adjust instructional practices to improve student learning. Assessment and its analysis provide the opportunity to develop long and short-term strategies to improve curriculum and instruction across the school. Assessment results inform the school community about school progress. 

 

1.      The school utilizes an ongoing assessment system that embodies the mission statement and expectations for academic achievement and measures progress in meeting those expectations.

 

2.      Classroom assessment strategies, reflective of current assessment research, are integrated with instructional practices.

 

3.      Student assessment results are analyzed, discussed and used by the faculty and administration in the review, evaluation and revision of the curriculum and the improvement of instructional strategies.

 

4.      Students are active learners who reflect upon and assess their own learning.

 

5.      The assessment of student learning is communicated regularly to parents through a variety of procedures. 

 

6.      There are identified learning standards for each subject area which are the basis for grading and reporting.

 

7.      The school provides sufficient time, staffing, professional development, fiscal resources, materials, technology, and supplies to support effective assessment procedures.

 

8.      The school systematically interprets and reports assessment results to the community.

 

 

            Leadership is the collaborative responsibility of administration, faculty and support staff to achieve the mission and expectations of the school. The manner in which a school organizes itself, makes decisions and treats its members affects the atmosphere in which  teaching and learning take place. The school climate fosters mutual respect, as well as  opportunities for reflection and growth among students and staff and welcomes the meaningful involvement of parents and community  members.

 

1.      The principal, in conjunction with the educational community, provides leadership by developing and maintaining a vision which ensures a focus on the academic and social growth of the middle level child.

 

2.      Professional and support staff share the responsibility for implementing the school’s mission and to maintain the academic and social expectations for students. 

 

3.      The principal provides meaningful opportunities for the staff to assume leadership roles.

 

4.      Student grouping practices reflect an understanding of the unique learning and social needs of the middle level child and demonstrate an awareness of the diversity of the student body.

 

5.      The school implements a process of clear, consistent and meaningful communication within the building, within the district and throughout the community.

 

6.      The school establishes developmentally appropriate rules and consequences for student behavior that ensure the well-being and safety of students, which are understood and supported by the educational community. 

 

7.      The school has a climate that is positive, respectful, structured and safe. It is highly energized and encourages growth, change, renewal and constructive risk-taking among students and staff.

 

8.      There is evidence of mutual respect, common purpose and support among all members of the school community.

 

9.      The work, contributions and achievements of all students and school personnel are regularly acknowledged and celebrated and appropriately displayed throughout the school.

 

10. The school has a clearly defined process for the evaluation and supervision of faculty, staff and administration which is used to improve student learning.

 

11. The school has a planned orientation and program for administrators, faculty and support staff.

 

12. The school has clearly defined crisis/emergency response plans and all occupants are familiar with these procedures.

 

13. Parents, teachers and community members feel welcome at the school. They are encouraged and provided with meaningful opportunities to participate in the school’s decision-making process.

 

14. There is a planned program of professional development, collaboratively structured by administration, faculty and staff which supports the school’s mission and expectations for academic achievement and social behavior.

 

School Resources for Student Learning 

 

            Student support services and programs are designed to enable each student to participate in and benefit from each of the educational programs within the school and to meet the expectations for academic achievement and social development. The school provides a range of services which include guidance, library and media services, special education services, and health services.  

 

 

1.      The school provides student support services, programs and resources to ensure that each student has an equal opportunity to achieve the school’s expectations for academic achievement and social development.

 

2.      The school’s student support services are designed to support the learning and emotional needs of the middle level child and are consistent with the school’s mission and expectations for academic achievement and social development.

 

3.      Student support services personnel interact and work cooperatively with other school personnel and community resources to address the academic, social, emotional and physical needs of the middle level child and to enhance student learning opportunities.

 

4.      The school’s student support services programs are housed in areas which are appropriate to the support provided and ensure privacy and confidentiality.

 

5.      There is an effective and ongoing system of communication with students and parents which keeps them informed and knowledgeable about available student support services.

 

6.      All school support services for learning are regularly evaluated, reviewed and revised to support improved learning.

 

7.      There shall be sufficient certified/licensed personnel and support staff to provide effective counseling, health and special education services.

 

 

8.      The school shall provide a full range of guidance services, including: individual and group meetings with guidance personnel; student course selection assistance; collaborative outreach with community mental health agencies and social service providers; and appropriate support for the delivery of special education services for students 

 

9.      There are opportunities for advisories, teams, and students to receive peer and adult support through small communities (i.e. teams, group counseling) and through various programs that instruct and/or counsel students in effective decision making.

 

 

10. The library and media services program is housed in an area with adequate physical space and is staffed by professionally trained and qualified personnel

and supervised by a certified library/media specialist. 

 

11. The library and media services program is readily accessible to students as an integral part of their educational experience, fostering independent and collaborative learning, and supporting the research needs of the students. 

 

12. Library and media services personnel are knowledgeable about the curriculum and support its implementation and integration.    

 

13. A wide range of materials and information resources is available to students and faculty in a variety of formats, to meet the learning needs of the middle level child and to improve teaching and learning.     

 

14. Policies are in place for the selection and removal of resources and materials and the use of technologies and the Internet.

 

 

15. The school’s health services include:   

- preventive health services and direct intervention services

- emergency response

- ongoing student health assessments

- appropriate referrals

 

 

16. The school provides special education services related to the identification, monitoring, and referral of students in accordance with local, state, and federal laws. 

 

 

            The community supports the school by providing consistent and sufficient funding for programs, services, personnel, and facilities. It sustains a learning environment that    ensures the safety and well-being of all students. Active community and parent  involvement is essential for the achievement of the school’s mission and expectations. 

 

1.      The community, through the district’s school board, sets and implements district and school policy and ensures that an adequate and dependable source of revenue creates a framework for educational opportunity for all students.

 

2.      The community, through the district school board, provides and maintains appropriate middle level programs, personnel, professional development, facilities, equipment, technological support, materials and supplies for student learning.

 

3.      There is ongoing planning by the school and the school district to address future programs, staffing, facility and technological needs as well as capital improvements.

 

4.      Faculty and building administrators have active involvement in the budgetary process including its development and implementation.

 

5.      There are meaningful opportunities for parental involvement in the student’s academic achievement and social growth as well as decision-making at the school.

 

6.      The school seeks strong community relationships through productive partnerships with businesses, higher education and community groups and provides opportunities for mutual interaction between the students and the community.

 

7.      The school site, plant and equipment support and enhance all aspects of the middle level educational program and support services for student learning.

 

8.      There is a planned and adequately funded program of building and site management that ensures the maintenance and cleanliness of facilities and equipment as well as the health and safety of all who use the facility. 

 

9.      The physical plant and facilities meet all applicable federal and state laws and are in compliance with local fire, health and safety regulations.

 

10. If food services are provided, the area, menus and equipment ensure that the well being of the students is a priority and is in compliance with state and federal regulations.

 

11. If transportation is provided appropriate procedures are in place to ensure the safety of the students.