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Expand options for assessment to increase ability to demonstrate knowledge and engagement

-UDL Choice boards (menu) using multiple intelligences to assess content acquisition (easier tasks worth fewer points - must have a certain number of points to demonstrate knowledge
-Intercurricular assignments (Sci/ELA-SS/ELA, etc.
-6th graders have more flexible/creative options... options become more refined in 7th, then closer to high school in 8th (village concept)
-Students can develop their own ideas of how to demonstrate their learning
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Pitch: Survey feedback shows students value opportunities to socialize, build connections and relationships through after-school activities.  Based on this,  we create a sustainable structure to support after-school, intramural activities

Site-based: lunchtime activities, clubs, reverse field trips,

Districtwide: school v. school (Quiz Bowl, sports, musical performances, art shows)

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When giving schedules etc..... Having parents download the app AT SCHOOL and teach how to use it to get notifications about missing assignments etc....

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Revamp school lunch & add more electives (Inclusive Practices team)

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Revamp school lunch & add more electives (Inclusive Practices team)

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Our students' comments regarding food, school lunch, and water, suggest that we are not meeting some of their basic needs. We propose meeting their needs by:
1. Surveying students about which items on the menu they actually enjoy eating.
2. Create an elective course (could be cooking, health/nutrition) where students could learn to prepare simple, healthy meals for themselves. Potentially they could sell to school staff, as was done years ago at the Bronco Cafe and PHS.
3. Create community gardens (based on Abraxas model) where students could learn how to grow food that could be incorporated into the nutrition salad bar.

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**TLC points (recurring points? Is that possible)

New teachers, yes they have TPLES . . which is more about the lesson planning, classroom management, very continuation standards thing based . .

Those new teacher need supports with the "housekeeping" items- how to enter, set up grade book, Canvas help, parent emails - help . . experienced help . . . that is where you become a “mentor” - some of the housekeeping things that are not taught through PPAP . . .

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District wide focus for all middle school on “Increasing Student Engagement” that lasts 2-3 years to provide time for deeper learning. Work needs to be done on what engagement actually is. *Rubrics created for content areas/grades on aspects for student engagement.

SEL training for ALL middle school teachers in order to foster classrooms where students take risks and engage in the learning process.

PD Coach to support all TOSAs.

PD Models to include:

UDL approach to model how we want participants to implement

Release time for peer observations (“Observe Me”)

Visible Thinking Routines

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Part of the wheel?

New standards (across all grade levels)

Helps all of areas that seem to need discussions (drugs, mental health, physical health, decision making, nutrition, etc)

Partner up with parent nights

Skill based

*fits in a quarter

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Schedule and Class Options (intervention, electives, etc.)

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Schedule and Class Options (intervention, electives, etc.)

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Provide personalized, data-driven options for students to meet their academic and social-emotional needs. Allows for remediation, support, acceleration, additional electives, all while allowing all students to have at least one elective to explore their interests.

An additional period within the day that will best meet each individual student’s needs and is determined through collaboration between students, counselors, and families.

Pick one extension period

Optional math workshop/prep/acceleration course

Optional ELA workshop/prep/acceleration course

Optional second elective

Optional PE/intramural/fitness option

Can do semester long options for students who need both math and ELA support.

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Homeroom: Create a district wide Homeroom committee to create lessons that all PUSD middle school students will complete.

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Homeroom: Create a district wide Homeroom committee to create lessons that all PUSD middle school students will complete.

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Lessons should address equity, identity, inclusion, digital citizenship, and more

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Reading electives available to all students. Students with or without IEPs who are behind can access researched-based explicit reading instruction as one of their electives. This can also be in conjunction with IMSE or a similar program being done by all ELA teachers. To support training and instruction for ELA teachers there can be a trainer of trainers team to train and then support implementation for teachers. Then after a year or two, those teachers can become the reading leadership at the various school sites. We can also give access to these strategies to other content teachers to support learning across content areas. This program specifically teaches morphology so that students can decode and analyze unfamiliar words they encounter in all content areas.

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Pitch:  Provide students with more opportunities to explore their interests, strengths and values and tie that to their future purpose and vocation.  We should explore creative schedule formats that create additional elective opportunities for students, such that, regardless of their middle school of attendance, students should have access to a variety of unique pathway options, linked to their future high school and their own strengths/interests/values, featuring career explorations, work-based learning opportunities, and cross-grade mentoring.
Why:  more electives, more outside of the classroom learning experiences, relevant context to apply their core academics, equity across the district.

Some specifics:  look at HS pathways and ensure that all MS students have experiences to "experience" a taste of each pathway (and then specialized experiences) - AME, photo, CGD, video.  Science - biomedical, sports med,  environmental science.    Deep dives - more prepared when they arrive on the hs campus.

Feedback:  do students get to choose?  Yes, exposure and give choice, have access.  Explore schedules that students get a taste of each pathway.  Start with student interest.  Look at the data - start with what students want. Also look at LMI, Thrively, Xello, advisory - make sure teacher is expert in the subject.  With our current staffing, how do we get there?  SPED/Business - fun elective?  Graded?  Exploratory thing?  Untapped talents in our staff.  The credential thing.  Look at data of what student want and LMI. Start with a taste - experience - or course.  Provide opportunities for students to experience future career. Explore what is an option, not told what that option is (Reading 180).  Students choose.  Keep academic rigor in the elective.   Provide at least two electives.  Get students to try things that they don't know is an interest, value, strength - broad strokes first (wheel, exploratory experiences) and then let them hone in and go deeper in course work.    Pathways that provide skills that lead to future career that they love=exposure.  Students have choice not only in electives but also in school of choice. Worry about schedules and funding. Start with student interest.

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1 full-time teacher librarian at each site

Give TL’s part of wheel electives or sections

Scheduled rotations one day a week for 6th grade ELA (beginning of the year) - fixed schedule and then transition to flexible schedule

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Let local control site-based decision making on what their school needs and what fits the needs of their individual students.

Schedules (have a couple proposed schedules to choose from. ie/ hybrid with more traditional days than block, hybrid with more block days than traditional, all block, all traditional.

Electives (Districts suggest desired minimums…2 languages, 2 VAPA, 2 BAND, 2 CTE, etc. and then the school decides which specific electives that will be offered based on staffing and school needs)

Intramurals (ASES or open to more)

Decisions should be based on community need

Giving schools a certain set of ideas that all need to have but not a set schedule.

Examples - advisory period but how, when it is implemented is up to the schools