1. Making Middle Grades Work
Technical Assistance Visit
Southern
Regional
Education
Board

2. Making Middle Grades Work
Technical Assistance Visit
Southern Regional Education Board/
Making Middle Grades Work
Kenton Middle School
Southern
Regional Exit Report
Education
Board

3. MMGW Technical
Southern
Regional
Education
Board

4. MMGW Technical
• “Snapshot” as
seen by those
external to your
school
• Baseline data
Southern
Regional
Education • Use as a tool to
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5. TAV TEAM
Tom Buroker, English
Meghan Smith, Counselor
Shannon Kuhlman, Mathematics
Kevin Kapanka, Science
Kenton High School
Karen Jesionowski, 2nd Grade Teacher
Espy Elementary School
Southern
Connie Dyer, ELA Teacher
Regional
Education
Jamie Sanders, ELA Teacher
Board Upper Scioto Valley Middle

6. MMGW 10 Key Practices
Southern
Regional
Education
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7. MMGW 10 Key Practices
• High expectations • Teachers working
- Extra help/ together
extra time • Students actively
• Upgraded Core engaged
Academics • Using technology
• Strong leadership for learning
• Qualified teachers • Support from
parents
Southern • All students
Regional matter – guidance • Using data
Education
Board

8. Components of the
TAV Report
Southern
Regional
Education
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9. Components of the
TAV Report
For each goal, the TAV team
identified
Actions the school has taken
Southern
Regional Next Steps
Education
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Challenges and Action Steps

10. Closing the Gaps
Southern
Regional
Education
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11. Closing the Gaps
The overriding challenge is for
Kenton Middle is to close
achievement, opportunity and
expectations gaps in student
achievement in order to meet the
goals outlined by No Child Left
Behind (NCLB) by 2014.
Southern
Regional
Education
Board

12. Meet district, state, HSTW/MMGW
and federal targets with a focus on high
expectations/extra help PLUS
 Common grade level planning time supported
teachers’ implementation of high expectations
and extra help
 98% of students in regular classes; SpEd
teachers support students in every core class
 Grade level teams adopted homework policies
 KMS added Study Skills class this year; focus
for every grade level based on areas that
Southern need strengthening for OAA
Regional
Education  Availability of before- and after-school
Board
assistance; teachers have tried to encourage
attendance/eliminate stigma

13. * Teachers kept record of students’
attendance at study tables to document
increase in scores and grades
* Teachers are willing/accessible
*Study Skills class appeared to be
highly effective intervention.
* Additional opportunity for review,
application, mastery
* Highly engaging
Southern *Focused on OAT, OAA areas of
Regional
Education
weakness
Board

14. • Consistency of enforcement of
rules in general. Students know
what is expected and for the
most part, complied w/ rules.
• Ts and Ss reported rules were
more strict, but more consistent.
• Power of “I” - incomplete
Southern
assignments are returned for
Regional
Education improvement. Failure not an
Board
option

15. Focus on high expectations
next steps
• Vertically align homework policies
• Each teacher will develop formative and
summative assessments
• BOE adopted policy for KMS students to
have career education and consumer math
in their curriculum beginning in school
year 2010.
• Provide student access to Progress Book,
KMS’s web-based grading program
• Continue 8th grade algebra for HS credit
Southern
Regional • Continue accelerated math for 6th and 7th
Education grade students
Board
• Continue TAG (Talented And Gifted)

16. Focus on high expectations/extra help
challenges/DELTAS
• All students need to complete Algebra I in 8th
grade or demonstrate mastery on pre-algebra
assessment that demonstrates readiness for
Algebra I in HS
• Not very many teachers had a novel on their
desk to promote literacy
• High expectations not necessarily conveyed to
parents. Are there class-by-class expectations
Southern
that should be shared w/ parents other than
Regional Progress Book reports
Education
Board

17. •Parents don’t see assignments, rubrics, student
work at home, guidelines for quality work
•Kids need to be encouraged to accept/attend
extra help
•Student work is not posted w/ a description of
quality.
•Observed a rubric in only 1 class - but it wasn’t a
rubric - just listed points possible for different
criteria
•Evidence of inconsistent implementation of
Southern
Regional homework and re-do policies and practices
Education
Board

18. Recommended Actions
• Consistently post student work
• Ensuring students are ready for Algebra I
• Working to develop and use school-wide
rubrics
• Explore ways to share with parents:
– expectations, student work, progress over
time
• Identify other ways to both provide extra
help and more focus (i.e.last 15 minutes of
Southern study skills class)
Regional • Have focus teams revisit and complete
Education
Board
school-wide policies on

19. Goal I. Increase academic rigor
promising practices/Plus
• Some teachers effectively used questioning
techniques to elicit more thoughtful, critical
thinking responses from students
• 8th grade algebra for HS credit
• 6th and 7th grade accelerated math,
compacting three years of math into two
years so students can take algebra for HS
credit in 8th grade
• TAG reading for 6th grade
Southern
Regional • Study Skills classes leveled by OAT reading
Education scores
Board
• Every grade level team developed a HW policy

20. • Lots of posters and visuals - very
inviting
• Asking students to take info. and
COMPOSE or DEBATE higher order
thinking.
• Team members observed rigor levels of
classes:
•31% at the basic level
• 53% at the proficient level
• 16% at the advanced level
Southern
• students are expected to read 18-25
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Education
books per year (one T said about 75%
Board of S were halfway there at end of 1st
semester

21. • Teachers and students said they do lots of
writing in all core classes and complete
longer writing/do research (in all 3 grades)
•
Southern
Regional
Education
Board

22. Goal I. Increase academic rigor
next steps
•Continue 8th grade algebra for HS
credit
•Continue 6-7 grade accelerated math
•* Continue TAG reading for 6th grade
•* Continue Study Skills classes
leveled by OAT reading scores
•* Implement career education and
consumer math into curriculum
Southern
Regional
Education
Board

23. Goal I. Increase academic rigor
Deltas
• Roughly 1/2 of KMS 8th graders fail to meet
State Goal of 75% proficient in Science. 2/3
in Social Studies. 25% of SWD met goal in
reading and only 15% in math
• Students said they rarely have HW - they
either do in class or Study Hall (about 15
mins on avg for HW is what most Ts
required)
Southern • Students reported it’s not hard to get an “A”
Regional
Education if you try (these were more accelerated
Board
students)

24. Goal I. Increase academic rigor
challenges
• No observation of critical thinking skills
being used through various methods
• No observation of long-term projects that
require challenging tasks
• Lack of differentiation in assignments that
challenge accelerated students
Southern
Regional
Education
Board

25. Goal I. Increase academic rigor
recommendations/Deltas
• Assist teachers in determining proficiency
levels of assignments and assessments and
modifying to increase rigor levels
• Increase use of reading and writing
strategies across the curriculum
• Develop school-wide literacy plan to address
all 5 SREB literacy goals over next 3 years
• Increase teachers’ use of rubrics [provide
more professional development on developing/
Southern accessing quality rubrics] and post rubrics
Regional with student work
Education
Board • Help teachers use questioning that elicits
more higher level thinking/responses

26. • Need 9th grade feedback to assess “rigor”
of curriculum. Are they prepared for High
School? Are study skills in place?
• Help teachers develop differentiated
lessons.
Southern
Regional
Education
Board

27. Goal II. Strengthen the curriculum
actions the school has taken
• Curriculum alignment to Ohio Academic Content
Standards (mapping tools, standards, target indicators)
• Standards-based instruction (lesson plan review, looking
at student work, review assessments, walk-throughs)
Teacher lesson plans are turned in weekly
Plans reflect state standards
• Assessments (formative, summative, common
assessments)
• Provide monthly professional development for teachers
to provide time for collaboration, assessment
Southern development, and rigor study
Regional
Education • Curriculum rigor
Board Gifted opportunities for 6th grade students
Accelerated classes offered in math

28. Goal II. Strengthen the curriculum
actions the school has taken
Plus
•Consultants hired by district to work with
teachers on curriculum mapping/alignment and
developing standards-based assessments
•I Can Statements observed in just about
every class. This communicates learning
objectives in student-friendly language.
• Staff members have team planning time
Southern each day - great opportunities for
Regional
Education
curriculum development
Board

29. Goal II. Strengthen the curriculum
next steps
* Continue assessment
professional development
* All teachers will be required to
use Progress Book fro weekly
lesson plans which include
standards and indicators
* All teachers will be required to
post daily target indicators in
Southern their rooms
Regional
Education
Board

30. Goal II. Strengthen the curriculum
challenges/DELTAS
• Few teachers set the purpose for learning in
the lesson or closed with summary or reflection
on the content of the lesson
• More vertical integration is needed. At KHS
OGT data is scrutinized and it would be helpful
if Middle Grades would emphasize these
deficient areas so that basic skills need NOT be
re-taught
Southern
Regional
Education
Board

31. Goal II. Strengthen the curriculum
recommendations
• Incorporate higher levels of Bloom’s taxonomy in
lessons
• Have teachers establish focus for lessons that
reflect the standards
• Provide closure activities or checks for student
understanding
• Look at ways to vertically integrate curriculum all
of Kenton City Schools
Southern
Regional
Education
Board

32. Goal III. Student engagement in
challenging work
PLUS
• Small classes and student groups enhanced
student engagement in many classrooms
• Some examples of cross-curricular integration
• Some teachers use reading and writing
strategies across the curriculum to increase
students’ comprehension and application of
skills/knowledge
• Students were engaged in most classes: 83%
Southern
Regional moderately or highly
Education
Board • Discussions were good

33. • Team members observed maps that show
what is being taught
• Teachers collaborate - this helps if they see
it more than once. More use of formula
writing throughout entire school would be
beneficial
• Students were excited to work on projects
together
• Most classroom management was superb
Southern
Regional
Education
Board

34. Goal III. Student engagement in
challenging work
Deltas
•Some classes are very large (distribution)
•Need more group work - students helping each
other. Kids want to do more than just read
from the book
•A lot of teachers read to the class and some
of the students tuned them out, put heads
down.
•Did not observe many student reading groups
•Students requested more interactive activities
Southern
Regional
Education
Board

35. Goal III. Student engagement
recommendations
•Use literature circles, Reader’s Theatre
•Increase the use of interactive and group/
partner strategies
Southern
Regional
Education
Board

36. Goal IV. Comprehensive Guidance and
Advisement System
 Evidence of very respectful relationships and
high levels of rapport between students and
adults.
 Use of Progress Book increasing [students,
teachers, parents] as communication tool
 Students are invited to attend Parent /
Teacher Conferences
 Guidance counselors meet with each 8th grade
student regarding their high school classes
Southern  6th grade orientation is held for incoming
Regional students and their parents
Education
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 8th grade students tour Ohio Hi-Point JVS in
preparation for high school planning

37. Goal IV. Comprehensive Guidance and
Advisement System
actions the school has taken
 8th graders participate in two days’ job
shadowing experiences every fall
 7th/8th graders complete career interest
inventory, research potential careers and
develop career portfolio that follows them to
HS
 8th graders develop Individual Career Plan in
Home Ec classes
Southern
Regional
 5th grade exit reports are provided for all
Education incoming 6th graders
Board

38. Goal IV. Comprehensive Guidance and
Advisement System
Plus
 Many opportunities for students to participate
in community service projects/programs
 Competitions, rewards, sports and clubs keep
students actively involved in their school
 Reworked Hall flow - hall traffic is better
 Inclusion (special ed.) Teachers provide support
in ALL core classes.
Southern
Regional
 All students experience a variety of electives
Education (Art, Home Ec, IA, PE, band, choir). Home Ec
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helps fulfill G&A goals of exploring careers

39. Goal IV. Comprehensive Guidance and
Advisement System
next steps the school has planned
 Improve communication with high school
regarding incoming freshmen
– Similar to 5th grade exit reports from
elementary
– Plan to begin an advisor/advisee program
Change will be necessary in the master
schedule to include advisement period
Southern
Regional
Education
Board

40. Goal IV. Comprehensive Guidance and
Advisement System
challenges/Deltas
 Parents reported they review list of courses
for high school and sign off on student’s
schedule
 Lack structured teacher-based advisory
program
 Increased # of discipline referrals, but
principal reported b/c administration is
handling Teacher referrals promptly, they are
Southern
Regional nipping it in the bud. Result = referrals
Education address minor issues, not major issues. (so this
Board
is also a PLUS)

41. • Teachers feel less connected w/ their
students this year b/c class sizes are larger,
no Homeroom (used to have HR competitions,
activities, etc.).
• Students don’t know about OGT - introducing
the topic in the middle grades would help
prepare students or jump start their
preparation.
•
Southern
Regional
Education
Board

42. Goal IV. Comprehensive Guidance and
Advisement System
recommendations
• Parents need to be more involved in 5 year
plan preparation. Parent meetings should be
yearly at least to assess students’ future
path
• Some schools do a transition kickoff/fun day
before school starts - KMS has Open House.
Maybe expand on this.
Southern • Students reported having a teacher advisor
Regional would be helpful (more encouragement, more
Education
Board support, know about trouble more quickly)

43. Goal IV. Comprehensive Guidance
and Advisement System
recommendations
• Plan and implement a teacher-based
advisory program
• Establish a Transitions Team to develop
coordinated plan for elementary to
middle and middle to high student
transitions
Southern
Regional
Education
Board

44. Goal V. Leadership & Support for
teachers to work together
collaboratively
Plus
• 2 Instructional Specialists work w/ 4
elementaries and KMS.
•Resources for teachers in gathering/analyzing
data and planning/teaching lessons.
•Principal reported that both principal and asst
princ. do frequent walk thrus. They have
distinct expectations and provide immediate
Southern feedback to teacher
Regional
Education •Change from 2 teams per grade to 1 grade
Board level team. This resulted in all teachers
changing in their content.

45. • Principal Perception: “KMS
appears more unified.”
• In addition to common plan time
daily, KMS has 2-hour delays once
a month for professional
development/collaborative
planning.
•
Southern
Regional
Education
Board

46. Goal V. Leadership & Support for
teachers to work together
Deltas
• Principal reported there is a perception in
the community that the Middle School is the
“bad child.” and that the board doesn’t
counter this perception.
• T’s and parents’ communicate problem w/
team conferences this year. Principals felt
ganged-up up on when 6 or 7 teachers ratio
to 1 principal. Especially b/c usually about a
Southern
Regional problem with a student.
Education
Board

47. • Reading Teachers need to
emphasize reading of Social
Studies types of materials
instead of fiction -
• Teachers don’t seem as hyped
anymore due to being
overwhelmed w/ other duties
Southern
Regional
Education
Board

48. Goal V. Leadership & Support for
teachers to work together
collaboratively
Southern
Regional
Education
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49. Goal V. Leadership & Support for
teachers to work together
collaboratively
 Lack of awareness of MMGW key
practices and conditions
Southern
Regional
Education
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50. Goal V. Leadership & Support for
teachers to work together
collaboratively
 Lack of awareness of MMGW key
practices and conditions
 Teacher reliance on principal to provide
data
Southern
Regional
Education
Board

51. Goal V. Leadership & Support for
teachers to work together
collaboratively
 Increase the use of data
 Establish a Data Focus Team to
gather, synthesize and disseminate
school data
 Support teachers’ use of data to drive
decisions and use student work and
Southern
Regional short-cycle assessments as part of
Education
Board data analysis

52. What’s Next?
Southern
Regional
Education
Board

53. What’s Next?
• Review all data including TAV report
• Explore what is happening in other
MMGW schools
• Use your data and MMGW
Benchmarks to select and prioritize
action steps
• Divide actions among team structure
• Develop/integrate three-year action
Southern
Regional plans
Education
– Steps
Board
– Interim Timelines and Benchmarks

54. TAV Team Appreciation
The Technical Assistance
Team wishes to thank you for
your hospitality, cooperation,
and helpfulness during the
site visit. THANK YOU!
Southern
Regional
Barbara Moore, Team Leader
barbara.moore@sreb.org
Education
Board

55. • The 8th grade Algebra class was well-put together
and provided a variety of student engagement. The
class started off w/ the students working on 3
algebraic problems that were posted on the board.
After a period of time, the teacher went through and
worked out the problems along w/ the help of the
class. He explained the solutions and they offered
“what if” questions to expand the thoughts of the
students. Next, the teacher moved to the Smartboard
to continue the lesson.
What made the class intriguing was the sense of
humor of the teacher. He was able to joke w/ the
students and threw personal stories in. I think this
Southern keeps the kids engaged and focused.
Regional
Education •
Board

56. • 7th Grade Accelerated Math Inclusion 28 students
Topic: Ratios, proportions, surveys
Inclusion teacher present too
Teacher had students’ instructions on computer overhead with
Cookie Monster singing “C is for Cookie” as kids walked into
room. Students were to get materials and get to seat. Teacher
reviewed yesterday’s survey questions and results. Students
were to ask their classmates their survey questions and get a
ratio (ie., how many students like McDonalds?) They were
also to ask boys-only questions and girls-only questions.
Today, Teacher asked students to work in groups to transfer
what they knew about ratios to figure out what the ratio would
be for the WHOLE school, not just their class. Students
worked in groups of 4 to figure this out. Then teacher posted
some of students findings on board. Good discussion w/ lots
of student input. Did a few others similar. Ended the class
Southern with a problem about cookies (connecting the Cookie Monster
Regional idea) displayed on overhead. Lots of higher level thinking
Education questions, lots of enthusiasm, lots of transferring what they
Board learned for real-life problems.
•

57. • 7th grade English, 28 students
Teacher showed a video form the web dealing with a
new gamming system. The students were instructed to
write their opinion about the system as if they were going
to advertise it for the company. Teacher had guidelines
for the assignment listed on the board and clarified the
assignment using examples of what he did and did not
want.
Towards the end of my observation time Teacher
called on some students to share their work. Several
students volunteered to share as well.
This was a great real world application of English
concepts that relate to what the students are interested in.
Southern Technology was used in the presentation and also in the
Regional assignment. Requiring the students to express their own
Education
Board
views within the constraints of the assignment requires
higher level skills.

58. • 7th grade Social Studies
Topic – Persian War in 10 easy Steps
Material had been introduced previously.
Students were reteaching content using Smart
Board. Energy level was high. Knowledge of
content was very high. Many hands up to take
turns teaching. Colorful use of markers to
depict travels and battles of Persia. Students
had to answer questions and prove answers.
Students able to share differing view points with
voting for final opinions. HW clarified several
Southern
Regional times and students were eager to start on
Education homework.
Board

59. • I saw an 8th grade English lesson on composing
a persuasive paper. I entered during the middle of
the class period. The teacher was modeling how to write an
introductory paragraph for their persuasive papers. She
was using the overhead and students were writing
right along with her. She directed them to skip
lines, so that it would be easier to revise.
Students also had packets of research; they had to
refer to this in order to write their papers. She
mentioned yesterday they filled out a “four
square” and I she had a sample “four square” on
overhead that demonstrated what students should
have completed on their own. Previously she
stated that they had read a sample persuasive
essay and then read it again after the revisions
had been made. She referred to this to help
students understand that their personality should
show in their paper. Also, rereading is a good
Southern
strategy and puts an emphasis on reading and
Regional
writing and the connection they have. Students
Education
Board did have class time left for extra help.
Continue on next slide...

60. • She walked around, gave feedback, and read
what some had written. She also helped a
struggling student, who seemed off task, get
started. I
liked how students had to have statistics in their
paper, this is an easy
way to incorporate numeracy into the class. They
did have homework for
tomorrow, to write the first body paragraph for
their essay.
•
Southern
Regional
Education
Board

61. • I observed a 7th grade Social Studies class where the
topic was the Persian War. I walked into the
classroom and there was excitement in the air. There
was a map on the SMART board (of the Persian Gulf
area) with lines drawn all around it. There was also
a picture on the white board right beside it. The
teacher was reviewing material for an upcoming
quiz. Students were asked to come to the board and
the teacher would have the student point out places
on the map or answer questions that he had using the
map as an example. Another student came to the
white board and put events in order by writing
results on the SMART board. The rest of the
Southern students were engaged and really listening to what
Regional was happening. The teacher was all around the
Education
Board room and all eyes were focused on him.

62. • LESSON PLAN PARAGRAPH
I observed a 7th grade math class of 26 students from
beginning to midway through a lesson on using math in the
real world. Teacher began with the statement, “Be sure to
read the board for things you will need this period.” The
LED projector scrolled through slides that gave directions as
well as praise for good behavior as this teacher had been
absent for two days. The teacher, also, verbalized her praise
of the class for “making her proud”.
The lesson began with a word study on ‘uni’ followed by
partner work in which students studied Kroger ads and
calculated price per unit for various products. This
connected with the state standard of decimal placement.
Two students proceeded to the board where they taught to
the remainder of the class how they arrived at their answers.
Southern Teacher monitored the students’ understanding and provided
Regional substantive feedback when needed. At various times,
Education teacher referred to achievement test vocabulary words.
Board
When needed, students were instructed to “talk to your
partner” as a signal for pair/share time.