By: Katie Gustafson

The CAMLE Board is proud to celebrate three schools who have been designated or redesignated in 2024 as a Colorado Trailblazer School to Watch: Lesher Middle School (Fort Collins), Milliken Middle School (Milliken), and SOROCO Middle School (Oak Creek).  These three schools applied through a written application and culminated with a school visit by Schools to Watch teams.  Each school is a model for middle level education, with innovative and exceptional practices that serve young adolescents in the best possible ways!

Eleven schools from across the state currently hold a Schools to Watch designation, based on four categories: Academic Excellence, Social Equity, Developmental Responsiveness, and Organizational Structure.  Middle schools designated as a School to Watch are honored annually at the Colorado Association of Middle Level Education (CAMLE) conference, as well as at the national Schools to Watch conference in Washington D.C. from the National Forum to Accelerate Middle Grades Reform.

The Schools to Watch schools demonstrate a trajectory of success and exhibit replicable practices for middle grades students.  This designation is a great way to increase collaboration and connection with other excellent middle schools in our state.  If you are interested in learning more about the Colorado Schools to Watch program, please visit the Schools to Watch section of the CAMLE website.

By: Christy Clark-Weese, Middle School Health and Physical Education Teacher, Coal Ridge Middle School

The World Health Organization (2018) states that 81% of adolescents do not meet the moderate to vigorous exercise guidelines of 60 minutes a day. Of the 81%, a significantly higher number of these adolescents are girls. Several studies suggest that engaging in physical activity contributes to creating a positive learning environment, improving students' physical health, enhancing cognitive abilities, and nurturing an overall sense of well-being. Apart from the studies mentioned earlier, a study conducted by The Centers for Disease Control and Prevention (2010) underscored that 11 out of 14 of their investigations revealed a positive correlation between consistent physical activity and improved academic performance (p. 29). However, despite these benefits, only 27% of girls in grades 6th-10th reported being physically active for sixty minutes a day (Gruno & Gibbons, 2016, p. 150). The disparity in physical activity levels among adolescent girls, coupled with the established advantages of regular exercise and the low enrollment of adolescent girls in physical education classes, poses significant challenges. It is crucial to understand the factors contributing to girls' lower participation in physical activity compared to their male counterparts and to develop and implement strategies to reverse this trend.

The majority of physical education programs in elementary school focus on gameplay or skill development, while secondary physical education programs often focus on competitive team sports (Gruno & Gibbons, 2016). It is this competitive team sports focus, as discussed by Gruno & Gibbons (2016), that is “one of the key factors associated with girls’ decision to drop PE” (p. 151).  Gruno and Gibson further explain that the majority of middle school girls perceive competitive team sports in PE as unsatisfying. A study conducted by Wallace et al. (2020) specifically identifies barriers to adolescence girls' participation, including boys 'taking over' or not passing, intimidation, confidence issues, perceived competence, the competitive climate, and concerns related to embarrassment and body image.

When examining the disengagement of adolescent female students from contemporary PE, it is discovered that these challenges are often linked to curriculum, teaching methods, and practices (Robinson, 2015). It is evident that practitioners should adopt evidence-based strategies to enhance girls' participation in gameplay, foster confidence in physical abilities, and improve organizational aspects to address concerns related to girls' involvement (Wallace et al., 2020). These evidence - based practices are found in Quality Physical Education (QPE) programs.

Quality Physical Education (QPE) programs are those that focus on the holistic development of students. These programs nurture critical thinking, problem-solving, and self-esteem skills. QPE initiatives can also foster interpersonal relationships, provide a platform for learning about equity and equality, and promote social justice (Ryan & Poirier, 2012). To ensure proper instruction and techniques, qualified teachers should be developing and instructing PE programs. Unfortunately, a study conducted in 2009 revealed that only 40% of teachers teaching PE were qualified to do so (Ryan & Poirier, 2012).

Successful engagement of adolescent girls in QPE programs prioritizes lifetime physical fitness over competitive gameplay. These programs, guided by instructors, strive to create a safe, positive, inclusive, and respectful learning environment. Teachers contribute to this positive atmosphere by acting as facilitators and role models, actively participating in activities with the girls (Gruno & Gibbons, 2016, p. 152). Emphasizing participation and individual effort in physical education classes serves as a motivation for girls to engage more in their physical well-being (Gruno & Gibbons, 2016). Same-gender or cooperative gameplay, centered on lifetime fitness activities, has been shown to increase girls' participation in PE. Providing diverse gameplay options ensures that girls enjoy and consistently participate in physical activities. Gruno & Gibbons (2016) stress the importance of making activities fun, informal, and involving participation with friends to encourage girls to be more active and engaged in PE (Ryan & Poirier, 2012, p. 179). According to Gruno & Gibbons (2016), fostering such a PE environment positively influences girls' perceptions of their physical abilities and competence, making them more inclined to be active, participate in PE, and try new activities.

Christy Clark Weese, a dedicated middle school teacher with 20 years of experience, holds a Bachelor's in Public Health and a Master's in Education with a focus on Digital Learning and Teaching. She blends her expertise to instill lifelong wellness habits and emphasizes the importance of physical activity for her students' holistic development. 

References

Gruno, J., & Gibbons, S. L. (2016). An exploration of one girl’s experiences in elective Physical Education: Why does she continue? Alberta Journal of Educational Research, 62(2), 150–167.

Robinson, D. B. (2015). Getting girls in the game: Action research in the gymnasium. The Canadian Journal of Action Research, 14(3), 3–28. https://doi.org/10.33524/cjar.v14i3.98 

Ryan, T., & Poirier, Y. (2012). Secondary physical education avoidance and gender: Problems and antidotes. International Journal of Instruction, 5(2), 173–194.

Wallace, L., Buchan, D., & Sculthorpe, N. (2020). A comparison of activity levels of girls in single-gender and mixed-gender physical education. European Physical Education Review, 26(1), 231–240. https://doi.org/10.1177/1356336X19849456

World Health Organization (2018) Physical activity. Available at: www.who.int/news-room/facts-in-pictures/detail/physical- activity (accessed 21 February 2019).

By Miles Groth, 6th Grade Mountain Academy of Arts & Sciences at Ute Pass Elementary, Finalist for Colorado Teacher of the Year 

It’s around 9:00 AM in late September and our bus full of sixth-graders pulls through a grove of aspens that are just starting to turn their golden yellow. Shortly after, we are unloading our packs, adjusting straps, and starting the hike to our campsite. This is day one of the same backpacking trip that I’ve been leading for eight years.

When I tell people that I take middle schoolers camping and backpacking, the response is either “you’re crazy” or “that’s amazing!” I am wholeheartedly on the side of “that’s amazing!” It is incredible for me, my students, and the classroom culture and the only way I can imagine starting the school year.  It is an opportunity for me to connect with students in ways that traditional classrooms do not allow for. Students are challenged and grow physically, emotionally, and academically.

Throughout the year, we are able to provide our sixth graders with over twenty field experiences connected to our curriculum and learning. This includes caving, hiking, camping, bird-banding, a visit to a fish hatchery, exploration of local creeks and trails, and classes around the school property; all experiences middle schoolers should have. 

The benefits of a short hike or camping trip with are too numerous to count: 

Screen Time: As teachers, we all see the challenges that social media and screens bring to our lives and our students’ lives. According to the Center for Disease Control, children aged 11-14, spend an average of 9 hours in front of a screen per day!  There is a collective sigh of relief from both teachers and students each time we step outside and step away from technology.  Students connect to the world around them and with each other.  All too often, we are communicating through texts or social media rather than face to face. Each time we hike, I get to spend time talking with my students about the things that really matter to them and what is going on in their lives.  We have the opportunity to connect in a much deeper way than we are able to in the classroom, and they extend this connection with peers.

Social-emotional learning: We can work on social-emotional skills in class with  lessons on self-awareness and self-control, but having to work together as a team to support each other during a challenging hike gives students the opportunity to practice those skills.  During that first backpacking trip of the year, my students supported each other in countless ways.  Each group of students that arrive at the campsite cheer on the next group before the relief of taking off their packs.  Even though there are plenty of complaints, these moments build confidence and resiliency that translate into classroom successes and a strong bond as a team.

Health Benefits: When I’m feeling overwhelmed by the many stressors of being an  educator or parent, I hop on my mountain bike and instantly feel a load lifted off of my shoulders.  Many students have not yet learned or had the opportunity to experience  that nature and exercise can serve as natural stress relief.  Unfortunately, many children have fairly sedentary lifestyles and do not have enough opportunities to explore and play outdoors.  Through regularly providing opportunities to hike and explore, children’s physical and mental health is positively impacted with the hope of building lifelong habits.  Regular exercise enhances memory, attention, and problem-solving skills.

During a November 2023 hike from school, we had to take a detour through a steep section of trail.  “You can do PT in the gym all day, but when you’re on trails with uneven surfaces, crossing water - (people) develop incredible balance and coordination with all this” (Wilson, 2022). This hike is something the class is still talking about as their favorite trip this year.  Students were pushed out of their comfort zone descending rocky areas and benefited from these challenges.

Creating Environmental Stewards: Our world needs children who care deeply for  the world around them.  The only way for this to happen is if these children learn to love and appreciate the joys and beauty of the outdoors.  Each year, we raise rainbow trout in our classroom starting with eggs before releasing them in May as part of Trout Unlimited’s Trout in the Classroom program.  These experiences lead to increased connections to nature as nature becomes the classroom.  The time spent outside fosters a sense of wonder and curiosity in each student.  When they release our trout into a local creek after taking care of them daily, they have already committed themselves to a lifetime of being stewards for their local waters and the environment as a whole.

Academic performance: When I share these experiences with other educators, there are often questions about academics. These experiences build 21st century skills and leadership qualities that just cannot be taught inside a classroom.  I’ve noticed significantly fewer behaviors because students are invested in their learning.  They want to come to school each and every day, and truly care about what they are learning.  Year after year, our students have shown significant growth and achievement in state and district assessments.

Implementation: There are challenges in bringing hiking and field experiences into schools.  However, we started small and have added more opportunities each year.  The cost of each experience is covered through a small parent contribution, grants, fundraising, and by finding low-cost trips (hikes from school are free!).

Start with a short hike, take in the many benefits, and bring others on board as you try more!  By taking the classroom outside, we can provide a platform for experiential learning, physical activity, and personal growth. The benefits extend far beyond academic achievement, shaping future leaders and environmental stewards!

Miles Groth started the 6th Grade Mountain Academy of Arts & Sciences at Ute Pass Elementary (only public school to earn Leave No Trace Youth Program accreditation) in 2014 with a focus on environmental learning and outdoor education. Mr. Groth is a Colorado Certified Environmental Educator and a 2024 Colorado Teacher of the Year Finalist.

References:

Wilson, Ruth. “Naturally Inclusive: Engaging Children of All Abilities Outdoors”. Lewisville, NC: Gryphon House, Inc. 2022.

Centers for Disease Control and Prevention. “Infographics - Screen Time vs. Lean Time.” Cdc.gov, 29 Jan. 2018, www.cdc.gov/nccdphp/dnpao/multimedia/infographics/getmoving.html. Accessed 29 Nov. 2023.

By Ivy Dalley

6th Grade ELA and Social Studies, Mancos Middle School

Finalist for Colorado Teacher of the Year

When I look back on my own educational experiences in middle school I never  remember the math test that I took or the daily homework assignments at the kitchen table each evening. When we look back at the awkward moments of growing up I am sure we all can remember the experiences and the moments where our own educators took a risk in escaping the norm of the workbooks and the whiteboard lectures. One particular example that surprises me is that I can remember odd facts about soil quality. Growing up in a rural community where farming was prevalent we went out into the backyard of our school to a local corn field and monitored the quality of the soil and gave real world advice to the local farmer. As an eighth grade student this was powerful. 

Taking a Risk and Breaking the Norm

As educators we need to be comfortable with breaking away from traditional educational practices and taking risks. For example, heading out into our historical surroundings and getting students outside can be a risk. There is the typical stress and worry about all of the things that can go wrong in a field study with students. The learning benefits I see outweigh these risks. Students get to experience history first hand rather than just reading about this history in a book. In my class we take multiple field study trips each year. Our goal is to incorporate life skills, outdoor skills and standards into our curriculum for these trips. When we get outside with our students we see a different side of them. This is my favorite part of these field studies. Students thrive when they are put in  a setting where they get hands-on experiences and they get to explore their natural world. 

Student Authenticity 

Middle school students want authenticity. They crave it. How many times have you heard a middle schooler ask when they will ever need to use this specific content information in their lives? Giving students voice and choice in their lessons allows them to really connect with the project and grow in their education. Sometimes it can be intimidating to give our students the creative freedom they crave. When my students decided they wanted to create an interactive museum exhibit and showcase it in a real museum I panicked. I was so worried about the idea of failure and whether or not we could pull off this grand idea. Once I embraced the idea of failure and thought of it as a learning opportunity I could see all of the benefits that were to come from this project. My students had to make connections with their surroundings and use the people and resources available to them. In the end they created exactly what they had planned, allowing them to learn skills that extend beyond the confines of our standards.

Using our Community

Colorado is rich in history and outdoors experiences. No matter if we teach in a rural or urban district, there are opportunities right out our doorsteps. If we take the time to build connections within our communities with our middle school students, maybe we can change the sometimes negative perception the world has on middle schoolers. Brainstorming projects with your students and looking at how you can incorporate their ideas on how we can improve our communities can change our projects from ordinary to extraordinary. This gets our students thinking about their communities and ways they can apply their skills and knowledge to real world situations. One way I have engaged my students with the community is involving them with the town board and having my students present their projects for improvement of the community to them. Overall, being a part of the community and having our students become active members in their community has been incredibly rewarding and beneficial for all parties involved. The pride that the members of our community have when students take an active role in the town is noticeable.

Ivy Dalley is a middle school ELA and Social Studies teacher. She was recently recognized as one of 7 finalists for the 2024 Colorado Teacher of the Year.

By: Michael O'Toole

St Vrain Valley Schools K-12 Science Coordinator

As we embark on the journey to adopt the new 2020 Colorado Academic Science  Standards, this transition isn't just about changing how students learn; it's about rethinking how teachers introduce science to their students. This monumental shift represents one of the most significant changes within the Colorado Department of Education's implementation of the 2020 state academic standards across all disciplines.

The Colorado Department of Education defines the 2020 Science Standards as: “what all Colorado students should know and be able to do in science as a result of their preschool through twelfth-grade science education. These standards outline the essential level of science content knowledge and the application of the skills needed by all Colorado citizens to participate productively in our increasingly global, information-driven society.”

The development of these standards drew upon various resources, including the Framework for K-12 Science Education, developed by the National Academy of Sciences. This publication distills over two decades of research in science education and sets the stage for three-dimensional science learning. These standards prioritize a student-centered approach to science teaching and learning, emphasizing the integration of practices, core ideas, and crosscutting concepts. The 2020 standards have transitioned to introducing scientific concepts through real-world phenomena. Establishing a crucial connection between students and science by presenting them with locally relevant examples, making science more relatable and engaging. As a result, this method fosters active learning, encouraging students to take charge of their learning and equips them with innovative thinking skills, providing a competitive edge in an ever-evolving world.

As educational leaders, we must recognize that multiple stakeholders play pivotal roles in this transformative process. While students and teachers are the most visible participants, we must not underestimate the contributions of parents and administrators, who are equally essential in nurturing scientifically informed students and fostering innovation.

Students should be continuously reminded that their active participation and curiosity help drive this evolution in science instruction. Strategies such as driving question boards and small group activities centered around 3D science practices will ultimately lead them to become better critical thinkers.

Teachers need to be provided with professional growth opportunities that encourage them to innovate how they convey the wonders of science to their students. This entails a thorough and honest self-evaluation of their current teaching practices and setting goals for gradual instructional changes at their own pace while welcoming some structured chaos into their classrooms. 

This structured chaos is, in fact, emblematic of a true transition to three-dimensional practices and an embrace of innovation. It involves teachers relinquishing rigid lectures and timed hands-on experiences while welcoming student voices in the learning process. It encourages students to become active learners and critical thinkers in science instruction.

However, we must not forget the other two essential stakeholders in this process:

Parents: We hope to engage parents in fostering curiosity and innovation in their children. Parents can help instill a passion for innovation and discovery from an early age by actively participating in their child's science education journey.

Administrators: Administrators play a crucial role in driving innovation within their schools. They must be introduced to the new standards and practices as well as the challenges that teachers may face in implementing them. Administrators should provide the necessary encouragement and permission for educators to experiment with different instructional strategies, even if it means embracing a bit of structured chaos in the science classroom. This commitment to innovation ultimately gives their school a competitive edge in delivering high-quality science education.

In the St. Vrain Valley School District, adopting 3-dimensional-based materials was an inclusive and comprehensive process. We prioritized gathering input from teachers across all school buildings to make well-informed decisions. Their contributions were not only crucial in selecting the right instructional materials but also in ensuring that both students and teachers were adequately prepared for a seamless transition. Furthermore, teachers played a key role in creating effective communication strategies aimed at involving parents and administrators in the transition to 3-dimensional science instruction.

In summary, our collective effort in embracing the 2020 Colorado Academic Science Standards isn't just about changing how we teach and learn; it's about fostering innovation and gaining a competitive edge. It's a journey that involves all stakeholders, from students and teachers to parents and administrators, working together to cultivate a generation of scientifically literate, innovative, and competitive individuals poised for success in the 21st century.

Below are some resources that include tips and suggestions for parents and administrators, as well as a full 3D science self-evaluation guide for teachers.

Resources for Parents

Family and Community Guides to the Colorado Academic Standards: Science - Working Together: Resources to support families, communities, and teachers in realizing the goals of the Colorado Academic Standards (CAS), these guides provide an overview of the learning expectations for students studying science. This guide offers some learning experiences students may engage in at school that may also be supported at home.

NGSS Parent Guides: Preparing Students for a Lifetime of Success - Illustrate how the standards are a powerful foundation to help students build a cohesive understanding of science over time

Resources for Administrators

Principals as Leaders in NGSS Implementation - This resource underscores the principal's crucial role in promoting quality K-12 science education and offers practical strategies that can be incorporated into existing school plans.

CDE Science Standards Resources for Science and District Leaders - A collection of resources designed for the Next Generation Science Standards (NGSS), though they are just as applicable for the Colorado Academic Standards (CAS), which were based on the NGSS. 

Resources for Teachers

​Instructional Strategies for Science Practices: Self Evaluation - These evaluation continuums are intended for teachers to use in guiding and monitoring science practice-based instruction. Teachers might find these helpful for lesson planning and implementing science practices in their classrooms. 

Author bio: Michael has been immersed in science education for close to three decades. Throughout his career as an educator and curriculum developer he has had the opportunity to work with students and teachers around the world and with such organizations as National Geographic, NASA, UCAR, the National Science Foundation, The GLOBE Program, Discovery Channel, the University of Louisville and the University of Colorado. Michael is currently in the position of Coordinator of Science Curriculum for St. Vrain Valley Schools.

By: Kimberly Kane

6th and 7th Grade ELA, Delta Middle School, Finalist for Colorado Teacher of the Year 

“Oh, it takes a special person to teach that age group!” This is the response I  typically receive when I reveal my chosen career path to someone new. We know from experience that the middle grades are some of the most challenging years of adolescence. Students moving from elementary to middle school have increased psychological distress along with decreased academic achievement (Willis et al., 2019). Distractibility, hyperactivity, immature behaviors, and physiological changes are all hallmarks of middle school-aged students. With this in mind, it is important to remember effective ways to manage student behavior and learning. Through the years I have developed proven strategies to get students through middle school with success. When teachers incorporate structure, consistency, student engagement, and authentic relationships into daily routines, students respond positively!

Structure & Routines

A typical middle school student visits 7 different classrooms in a day. In each setting, teachers have a different set of expectations, routines, and procedures. Think about this from a student’s perspective. It is quite overwhelming for their developing minds. For adults, this would be the equivalent of showing up for 7 different jobs with 7 different employers each day. For this reason it is important to establish clear expectations, routines and procedures and practice them frequently. For example, in my classes, students learn that upon arrival into class, they immediately retrieve their personalized folders from a designated basket and get right to work on a “Do Now” activity. They have a specific binder for solely my class that is divided into sections to keep student work organized. This step keeps math, science, and other class work from getting mixed together and potentially misplaced. They know exactly where to find the work they missed when they were absent. They know what to bring to class, how to enter and exit the room, and even when it is appropriate to sharpen pencils. 

This may sound overly structured. Middle school students truly desire to gain independence. They finally have a bit more freedom: in the hallways, in the cafeteria, at recess, and in the classroom. However, if we assume that students know how we want them to respond in our classroom setting without structure, we are potentially inviting unwanted behavior. 

Here are a few suggested routines to establish and practice:

• Entering and exiting the classroom

• What to do upon arrival (and in what time frame this should be done)

• Necessary supplies to bring to your class daily

• Auditory and Visual Cues

• Restroom breaks

• Turning in work

• Missing work and absences

Consistency: Fair Rewards and Consequences

Perhaps the most frequently discussed part of a solid classroom management plan is behavior intervention. Remember, our students are going through some incredible changes physically, socially, and mentally. Over the years, I have worked with many teachers in developing behavior management plans for their students, either individually or as an entire class. My first word of advice to each of them is that whatever plan they decide to implement, it is imperative that they remain consistent with their promises, both positive and negative, and follow-through. If a teacher promises a reward or a consequence for a behavior and it is not delivered in a timely manner, trust begins to weaken. Over time, students will begin to learn that their conduct goes unnoticed resulting in even more problematic behavior. 

Student Engagement

Conversely, the most commonly overlooked part of an excellent classroom management plan is student engagement. Simply put, if a student is bored, off-task behavior is soon to follow. Incorporating movement, an age  appropriate pace with smooth transitions, and a touch of novelty will leave students wondering how the class went by so fast. I encourage teachers to integrate some sort of movement within the class period. By posting QR codes with questions or simple tasks on the walls of the classroom, teachers give students the opportunity to get up and move around a bit. This helps to release pent up energy while learning at the same time. In addition, when planning lessons, think about how long each activity throughout the class period will take. Keep in mind the average attention span of a middle school student is 12 minutes. As their attention spans come to an end, it is time to transition to a new task. Finally, novelty is one of the most effective ways to keep students engaged. A few weeks ago, I created the “ELA Cafe.” When students arrived, the room was set up like a cafe complete with tablecloths, floral arrangements, candles, and menus. As ambient music played, students ordered from a choice of appetizers (lower-level thinking tasks) to work on with a partner, main courses (deeper-thinking guided practice), and dessert (independent practice) which they can “take to go” if they do not finish. This was the most positive response I have had to the idea of homework all year!

Authentic Relationships

Nothing I have written thus far matters if students do not know we care about them. Building authentic relationships is at the core of every classroom. In fact, brain science tells us that trust deactivates the amygdala (the part of the brain that signals the fight, flight, or freeze response) and blocks the release of the stress hormone, cortisol (Hammond, 2015). Without trust and a safe environment, it is nearly impossible for students to learn. However, if we truly show that we care about what they feel, who they are, and what they have to say, we can not only create an optimal environment for learning, but develop relationships that will allow us to speak into their lives in order to encourage wise choices-in and out of school.

Teaching at the middle school level is arguably one of the most rewarding careers in education. Every day is a new adventure for teachers and students. Every day we each get the opportunity for a “hard reset” from the day before. Every day students and teachers get the chance to enrich the lives of each other. Middle level educators truly are special people!

Kimberly Kane is a middle school ELA teacher, Instructional Coach/Mentor, and Peer Tutor Facilitator at Delta Middle School. She was recently recognized as one of 7 finalists for the 2024 Colorado Teacher of the Year. 

WORKS CITED

Hammond, Zaretta, and Yvette Jackson. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor among Culturally and Linguistically Diverse Students. Corwin, 2015. 

Wills, H. P., Caldarella, P., Mason, B. A., Lappin, A., & Anderson, D. H. (2019). Improving student behavior in middle schools: Results of a classroom management intervention. Journal of Positive Behavior Interventions, 21(4), 213–227. https://doi.org/10.1177/1098300719857185

By: Keely Garren

Professional Learning Communities (PLCs) have been widely utilized in education for over two decades. Recently, re-scaling the PLC process through professional development in schools and districts has become popular to ensure that each educator has a solid foundation in the four questions that guide the PLC process and that each educator can engage in the PLC process from their unique educator role. The PLC process focuses on improving student learning and achievement. 

Defining a PLC

PLCs (Professional Learning Communities) are educators who are committed to sharing knowledge and learning. Meeting regularly to discuss ways to serve their students through improved practice is essential in any school serious about increasing student achievement.

Under its core principle, continuous job-embedded learning for educators will ultimately positively affect student learning. At these meetings, educators share and analyze data while also creating norms to facilitate effective collaboration.

PLCs are distinguished by an inquiry mindset -- the willingness to challenge assumptions, test ideas, and learn from failure - along with a culture of trust and cooperation among educators. This framework can be utilized effectively in schools K-12.

Creating a Vision for PLCs

PLCs are used to enhance teaching and learning in classrooms through collaborative processes that use teacher-created professional standards and data-driven decision-making to make better educational practices possible. Through PLC protocols, educators explore student academic growth data at individual, classroom, school, and district levels.

Teams then use this data to develop strategies for improving classroom instruction and student outcomes. A data-driven approach seeks to determine student mastery of specific learning targets while offering support to those who require it; it can also enhance school leadership effectiveness.

Creating a Mission for PLCs

For PLCs to succeed, educators must commit themselves to the idea that learning should be continuous for students and staff alike - an enormous change that affects how the school runs.

PLC educators must collaborate and share expertise among themselves while at the same time being able to analyze data and make decisions regarding instructional strategies. 

As part of your effort to increase buy-in among teachers, it's vital that regular meetings take place where educators can discuss the collective commitments that define the PLC. Meetings themed around collective commitments may prove effective at stimulating discussions that bring teachers together around these collective commitments. 

Creating a Culture for PLCs

Through PLCs, teachers can form positive relationships that foster an environment of collaboration, equity, and continuous improvement within schools K-12. Embracing a culture of collaboration promotes collective efficacy and can lead to positive student learning outcomes. The PLC process uses data to make decisions rather than intuition or personal preferences, providing greater insights into what works and why, leading to a stronger school culture overall. To embrace data, a sense of belonging and safety must be fostered, as a level of vulnerability is needed to be reflective within a group and try new approaches to learning.

Creating a Structure for PLCs

An effective PLC requires cooperative effort and an unshakeable belief that everyone can reach their maximum potential; without an organized group structure, this cannot happen. Setting a meeting agenda and including a facilitator are essential steps toward running an effective PLC. A facilitator should understand its culture while leading group discussions effectively while keeping student learning at the center of the conversation. Teachers should also be encouraged to share ideas and resources between meetings. For example, one teacher could visit another class to observe an effective strategy being utilized before discussing it further with its host teacher later. This strategy helps foster the collaborative nature of a PLC while simultaneously encouraging growth and improvement over time.

By: Dr. Rebecca McKinney

In Colorado, students are identified as needing gifted services in various strength areas, which span academic and talent domains including visual and performing arts, drama, leadership, and creative productive thinking. While I didn't list all the possible strength areas here, gifted students may enter your classroom with a variety of different strengths and learning needs. It is necessary to remember that each student is unique in order to address gifted students' learning needs. In gifted education, you will often hear, "If you have met one gifted student, you have met one gifted student."

While there are specific strategies that I could jump into, I want to begin with addressing what I have found to be an essential foundation that must be present for gifted students to thrive within your classroom. The great news is that this foundation supports all students. These foundational building blocks cut across content areas and help create an environment in which gifted students will thrive. For any instructional strategy you implement to be effective, creating a classroom grounded in belonging is essential.  I specifically use the term belonging rather than inclusion when speaking about the environment necessary for students, not just gifted students, to thrive. The reason for this distinction is that inclusion is a choice. Someone outside of the individual impacted decides to include them or not. Belonging is a deep connection/feeling by the impacted individual that they are seen, valued, and can be their true self. 

By creating a sense of belonging for students in your classroom, students feel connected and able to be their true selves. This is so vital as many gifted students go underground in middle school. They try to fit in, hide their abilities, and deny their talents. Therefore, your classroom environment plays a key role in allowing students to be their authentic selves in middle school.  

I want to share a story from several years ago when I was working with a group of middle school teachers. State assessments were around the corner, and the teachers were developing lessons to build student confidence and motivation. So, it was not your typical lesson planning session but one I remember not for the fantastic lessons designed but for the interaction among the teachers. The teacher leading this work proposed sharing stories of famous people who had struggled in school yet had become incredibly successful. She had developed a suggested list of names, which included Harrison Ford. As they discussed possible ways to approach the lessons, one teacher pushed back and said that she didn't feel Harrison Ford was relevant to the middle schoolers in her classroom.  She felt Abraham Lincoln would be more relevant. I watched as the teacher leading this work's jaw dropped. She wasn't quite sure how to respond. Now I should mention that this meeting was just as the Star Wars movies were being re-released, and it was all the rage, especially with middle school boys. Another teacher scribbled on a sticky note, "He helped blow up the Death Star!" The exclamation point echoed the exasperation in his voice as he shared this fact with his fellow teacher.

I share this as an example of the importance of knowing what is relevant to your students and how not knowing can lead to challenges. The teacher who felt Abraham Lincoln was more relevant was one who needed help with student engagement and performance. You can probably guess that the teacher who scribbled the sticky note had a different experience with those same students. I kept that sticky note at my desk over the years to remind me of how vital relevance is to students. It also served as a reminder of our role as teachers to create a classroom in which they have a sense of belonging and can develop into autonomous students. Autonomous students take ownership of their learning and do not depend on outside forces to guide their learning. My big takeaway from the experience was: What is relevant to us isn't always what is relevant to our students, and relevance is necessary for there to be belonging. Another takeaway: When in doubt, ask the students!

Belonging can only happen when students feel seen and heard. This requires us to create conditions for appropriate rigor for all students. I define rigor as content that allows students to grapple with new and unique thinking, pushing them to make connections, bring in prior knowledge, and make meaning for themselves. Research has shown that as many as 35% of 5th graders start the year scoring at levels expected by the end of the year and, 15% of students in grades 3 through 8 perform at least three grade levels ahead in Reading, and 6% do so in Math. That's a staggering number of students who by the time they reach middle school and are assigned to your class who have already mastered a large portion of your grade level standards. 

Here are some tips for creating a rigorous classroom environment which can support the needs of these students who are coming to your classroom with existing mastery of standards:

• Get to know your student's strengths, interests, and learning styles.

• Use pre assessment to guide instruction and compact lessons for students who have already mastered material to be taught.

• Be flexible and willing to adjust your teaching methods as needed. 

• Provide opportunities for students to collaborate and work with intellectual peers.

• Encourage students to take risks and try new things. 

• Celebrate the process, not only the product. 

The variety of instructional strategies you can employ with gifted students is as diverse as the gifted students you will encounter in your classroom. There is no way I could even scratch the surface of effective instructional strategies in this article. So I leave you with this, when in doubt, reach out to your district's gifted teacher, coordinator, or director for support. The most important thing is to celebrate strengths and create belonging for all of your students in your classroom.

References:

Addressing excellence gaps: Ability grouping. (n.d.). https://issuu.com/acecommunications/docs/equity_and_access_0321/s/11994654 

Gifted education terms and definitions. CDE. (n.d.). https://www.cde.state.co.us/gt/about#g 

Kamenetz, A. (2020, August 24). Getting restless at the head of the class. KERA News. https://www.keranews.org/2016-09-12/getting-restless-at-the-head-of-the-class 

Dr. Rebecca McKinney currently serves as the Director of Gifted Education for the Colorado Department of Education and has been in education for over 25 years.

Last month, we explored the benefits of becoming a School to Watch.  And, if you’re in the same boat as the rest of us, you’re currently preparing a launch a new school year and summer is behind you.

Do you know what that means?  It’s time to begin the application process to become one of Colorado’s Schools to Watch!  While it is a simple process, it contains several components that must be done in a timely manner.

First, get familiar with the CAMLE website.  There, you’ll see deadlines, the organization for the application document and important contact information.  Our state director, Katie, is a tremendous resource if you have questions.

The application process includes three steps:  the application document, a staff self-study, and a school visit.  These happen in order, with the school visit taking place last to verify practices that are in place.  The application is due November 17, so get started right away!

The application document is broken into five sections: Self-Study Rubric, Descriptive Information, Narrative, Recent Changes, and Assurances.  In order to complete them, you’ll want to be sure to have a team from your school to give feedback and ideas and you’ll need to schedule blocks of time to write the application sections and have staff complete the self-study.  Finally, you want to keep the documents organized.  Each section of the application is a separate document that compiles data and information.  Together, they’ll all be submitted to the State Director.

Within each section, you’ll share information about your school that helps the board see why your school is a School to Watch.  Below will help you make sure you have the right information on hand to have a successful work session:  

Descriptive Information:  This includes demographic information about your student and students.  This includes ethnicity, disaggregated data, and state achievement data over the last three years.  

Narrative:  This section is broken into two parts:  School information and plans for the future.  The first part is an opportunity to narratively describe how your school exemplifies each of the four domains of The National Forum (which we’ll explore in next month’s blog post).  The second part focuses on what your school plans to do next to continue addressing action items and achieving desired outcomes.  

Recent Changes:  In this section, you summarize any changes that have taken place at your school in the last year.  This could be staffing attrition or turnover, and changes in the leadership.  

Assurances:  This section requires signatures from you, your supervisor, and your superintendent (or other governing body).  

Self-Study Rubric: And, this last component may be listed last but is important to consider first.  Throughout the application period, every staff member should complete a rating rubric of current practices at your school.  You can access this rubric and get the school-specific link set up by requesting access to the State Director.  Share the link with staff at the beginning of your application writing process and give them a deadline.  Once everyone has completed it, you’ll receive a report back that you submit with your Schools to Watch application.  

Once all of these sections have been completed, you package them up in an email to our State Director, Katie Gustafson.  Think of it this way -- the application is the school’s turn to document all of the evidence to show why it is a Schools to Watch.  

Be on the lookout for next month’s article, which will review the four criteria of The National Forum.  To learn more about The National Forum, visit their website:  https://www.middlegradesforum.org/.  To learn more about CAMLE and membership offerings, visit their website: https://camle.wildapricot.org/Join-us. 

Ryan Masciotra is a principal at Corwin International Magnet School in Pueblo, CO - which has been a Colorado School to Watch since 2013 (2013, 2019, 2023).  CIMS is a grades 4-8 International Baccalaureate World School and was established in 2008. 

By: By: Ryan Masciotra, Principal 

Note: This is the second in a series to help Colorado middle schools navigate the journey to becoming a School to Watch.

Last month, we explored the history and meaning behind Schools to Watch.  Let’s look at the benefits!  Linked to the Schools to Watch suite are three forms of association that focus on enhancing education at the middle grades.  

Schools that are recognized for the STW award become a part of a tremendous professional base that offers collaboration, networking, and professional development.  This begins with CAMLE, the Colorado Association of Middle Level Education.  Each year, recognized schools receive dated banners and are featured at the annual CAMLE conference.  Not only does the conference offer professional development sessions from schools to watch all over the state, but it provides outstanding learning from quality keynote presenters.  Official Schools to Watch can present at the conference and share their excellence practices with others.  The conference takes place in October and is open for registration now!

Along with CAMLE conference participation, Schools to Watch staff can join to become CAMLE members.  Membership includes professional communication, discounted conference registration, access to in depth book studies with other middle level educators, and more.  A dual membership is also available, which includes a membership to AMLE - the Association of Middle Level Education.  Benefits include access to a multitude of resources, discounts on professional literature, voting rights, and discounted state conference registration.  

Finally, Schools to Watch can join the National Forum (and be recognized at the national conference).  Membership has three tiers and comes with access to publications, a discussion board, and early-bird registration for the national conference.  The conference, held in Washington, DC each June, features breakout sessions from current Schools to Watch, vetted keynote speakers, and an opportunity to connect with educational lawmakers on Capitol Hill.  This year’s conference featured teacher and author Erin Gruwell from The Freedom Writer’s Diary and teacher Dwayne Reed. 

Be on the lookout for next month’s article, which will outline the application process for becoming a School to Watch.  To learn more about The National Forum, visit their website:  https://www.middlegradesforum.org/.  To learn more about CAMLE and membership offerings, visit their website: https://camle.wildapricot.org/Join-us. 

Ryan Masciotra is a principal at Corwin International Magnet School in Pueblo, CO - which has been a Colorado School to Watch since 2013 (2013, 2019, 2023).  CIMS is a grades 4-8 International Baccalaureate World School and was established in 2008.  

Works Cited

“/ /.” / / - Wiktionary, https://camle.wildapricot.org/Join-us. Accessed 1 July 2023.

“MEMBERSHIP.” The National Forum | Schools to Watch, https://www.middlegradesforum.org/membership. Accessed 1 July 2023.

“Membership Benefits.” AMLE, https://www.amle.org/membership-benefits/. Accessed 1 July 2023.