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**__LTC Mi__****__ddle School__** Learning Through Connecting || || Our school is a rural South Dakota school serving grades six through eight in a public school setting. Over the last several years we have faced issues related to declining enrollment. What was once a school community of 450 students in three grade levels is now just over 100 student per class for a total current enrollment of 345 students. This declining enrollment is despite a growth in the overall community growth and stable elementary and high school numbers. Trend data indicate that many of these students have open-enrolled to nearby districts. || || We have much to learn from our friends all over the world. For example, in 1971, Finland recognized the need for change. In the 60's, they were at best ranked in the middle amongst schools across the world in regard to student achievement. A commitment to the students of Finland to improve education prompted the government to reduce class size, boost teacher pay, and require that by 1979, all teachers complete a rigorous master' degree. I n Finland, the state decides what should be taught, but not how. If they like, teachers can take their children outside for "wood mathematics" – where they go into the nearest patch of forest and learn to add and subtract by counting twigs or stones in the open air. A typical lesson compresses several disciplines into one; in one class, children who don't speak Finnish as their first language are taught to identify and name the parts of a mouse ("ears", "whiskers", "tail") and then mark on a chalk outline of the country where the animal lives. It's a literacy lesson, but biology and geography as well. Despite obvious socioeconomic differences and the lack of diversity in Finland, they have taken their school system from the middle to the top in the last 30 years. While we can not duplicate Finland, we should not dismiss their success. Back in the United States, with the advent of the Elementary and Secondary Education Act which was reauthorized as No Child Left Behind, we have seen schools narrowly focus on reading and mathematics. While there may have arguably been some degree of "improvement" as evidenced by standardized testing, we are neglecting to teach our student vital skills when our world is in need of well rounded future leaders. Disease, war, global warming, national debt and other issues of today will need people who can problem solve, think critically, be flexible and creative, and collaborate to provide a better future. This is not possible when the focus of the American education system is improved test scores, adequate yearly progress (AYP) and accountability. In China, Jiang Xueqin, Director of International Division of Peking University High School shares, " According to research on education, using tests to structure schooling is a mistake. Students lose their innate inquisitiveness and imagination, and become insecure and amoral in the pursuit of high scores. Even Shanghai educators admit they're merely producing competent mediocrity. ...This is seen as a deep crisis... A consensus is growing that instead of vaulting the country past the West, China's schools are holding it back. " Our northern neighbors have been able able to meld together an improved educational system with testing accountability. The focus of Cananda's improvement has been developing teachers' capacities, increasing their investment in education and promoting a system of shared accountability. If schools are struggling there are not federal mandates, rather they are offered and encouraged to seek assistance from support teams and higher performing peers. Whether we look to the north or across the seas, we have much to learn from other countries. However, there have also been pockets of change and educational reform that lead to improved student achievement right here in the United States. One only need to look to educational leaders such as Micheal Fullan (who served as a consultant to the Canadian education system) and Richard DuFour who was the principal of Adlai Stevenson High School in Lincolnshire, Illinois. During DuFour's tenure, Adlai Stevenson became what the United States Department of Education (USDE) has described as “the most recognized and celebrated school in America.” Or even the various community and youth grassroots organizations that have driven change in their communities. "Now is the time for U.S. education to learn from other nations about the most productive ways forward. There is no good reason why the wealthiest nation in the world should be ashamed about investing in all of its children and their futures. That is the true challenge that all Americans who care about their nation's future must now face." Ornstein, Allan C., Edward Pajak, and Stacey B. Ornstein. //Contemporary Issues in Curriculum//. Boston: Pearson, 2011. Print. || LTC is designed to meet the needs of early adolescents through project based learning. At this age, 11-14 year old learners experience a plethora of cognitive, physical, and emotional changes. The brain is moving to a more abstract way of thinking, using new thoughts and emotions as students discover personal identity. These naturally curious, energetic, and idealistic learners prefer active and relevant learning experiences; workbooks and ditto sheets turn them off; consideration of problems like "Why do you stay on your skateboard?" and "Create a scale model of an ideal middle school" are more relevant, real world learning experiences. Middle level learners prefer to learn like they play - video games based on history; strategizing and planning with friends through texting and social networks.They enjoy interacting and connecting with their peers. T hey need time and room to move; learning styles differ widely so the teacher must be flexible and eclectic in style. Cooperative learning, peer tutoring and cross-age teaching are all effective methods incorporated into the classroom as adolescent social curiosity is tapped to achieve meaningful learning. The integrated curriculum of LTC allows the brains of our learners to grapple with moral issues. Labels of "defiant" and "rebellious" are often times tagged on middle level learners. At this age they are especially quick to demonstrate deference of opinion with adults when in actuality the learners are processing personal understandings of values and morals. Integration of content areas affords the time and the variety of perspectives in processing about the human condition (Sizer, T. and Sizer, N., 1999). Due to economic ups and downs the past decade has demonstrated immense shifts in demographics of our school. Percentage of students receiving free or reduced lunch has nearly tripled from 15% in 2002 to 42% in 2010. Diversity of cultures has hit our school like a wave. Our building employs a full-time ELL instructor when ten years ago "ELL" was not part of our district vernacular. One form of diversity that affects every teacher is transiency. A classroom may start the year with 25 students and end the year with 23 but 15 of those students were not enrolled when the school year began. Since implementation of NCLB in 2003 overall achievement scores in Math and Reading have steadily declined. As the population shifts, little has been done to shift instructional practices from traditional teacher-centered instruction to inquiry learner-based instruction. LTC's framework is customized to meet the needs of our early adolescent, demographically diverse population of learners. || || The purpose of LTC is to provide each student a diverse education in a safe, supportive environment that promotes self-discipline, motivation, and excellence in learning. The LTC team joins the parents and community to assist the students in developing skills to become independent and self-sufficient adults who will succeed and contribute responsibly in a global community. ||
 * =__Profile__=
 * =__Our Case for Change__= ||
 * ===Learning Around The World:===
 * ===What We Know About Our Learners:===
 * =__Purpose Statement__=
 * =__Guarantees__=
 * Every student can learn.
 * Every student will be a positive contributor and functional member of our school community.
 * Every student will be prepared for high school.
 * Instill a sense of community responsibility and service.
 * Nurture in each student self-confidence, self-worth and integrity.
 * Promote intellectual curiosity and creativity.
 * Develop critical thinking and problem-solving skills. ||
 * =__Our Teachers__=

Research cites over and over that the most important factor in student learning is the TEACHER. In 1991 Ron Ferguson, senior lecturer on Education and Public Policy at the Harvard Graduate School of Education, reported, “A large scale study found that every additional dollar spent on raising teacher quality netted greater student achievement gains than did any other use of school resources.” The best programs, the latest technology, the smallest class sizes, and the most ideal schedule do not equal results without an effective teacher. In fact, Richard Elmore of Harvard University says, “To improve student learning, you do not change the structure (i.e., block scheduling, smaller class size, small school size, etc.), you change the instructional practices of the teachers.” Years of research have proven that nothing schools can do for their students matters more than giving them effective teachers. A few years with effective teachers can put even the most disadvantaged students on the path to college. A few years with ineffective teachers can deal students an academic blow from which they may never recover. Jordan, Mendro, and Weerasinghe (1997) For these reasons, at LTC teachers are part of professional learning communities that are guided by DuFour, DuFour, and Eakers research. These teams are provided adequate time to collaborate and focus on three questions: 1. What skills do our students need? 2. How will we know when they get it? 3. What will we do when students struggle? Through collaborative inquiry and action research, teachers meet regularly to monitor student achievement and make adjustments to their instructional practices. || LTC curriculum is guided by the Common Core State Standards and State Content Standards. Teachers work as teams to design engaging and creative lessons with the Common Core State Standards providing a framework. The focus of the curriculum is the learning process and teaching students to think critically, to be organized around something to be done (Tyler, 1949).
 * =__Curriculum__=

Five themes shape the curriculum:
 * 1) Learning to Think
 * 2) Thinking to Learn
 * 3) Thinking Together
 * 4) Thinking About Our Own Thinking
 * 5) Thinking BIG
 * 1) Thinking About Our Own Thinking
 * 2) Thinking BIG
 * 1) Thinking BIG
 * 1) Thinking BIG

Student engagement:
Student engagement is critical and what we feel to be the cornerstone of our school. We believe that without a positive middle school experience, students are set up for failure at the high school level which then leads to dropouts. According to a report titled Dropouts, Diplomas, and Dollars: US High School and the Nations Economy, EVERY high school drop out cost the nation $260,000 over the course of a lifetime in lost earnings, taxes, and productivity. In addition, research indicates that for every dollar spent on education, the return is seven to twelve dollars per dollar spent. Both of these are proof that education is truly an investment in our future. With that in mind, we organize our curriculum around five themes and use student teams, problem based learning and 21st Century skills to access the curriculum. LTC engages students using the following... __**STUDENT TEAMS**__ When students are required to be completely independent, many lack the confidence to withstand judgment of their ideas and work by classmates. Too often we see this age group become withdrawn and insecure because they fear being made fun of. For this reason, students are organized into student teams that are designed to draw on each students strengths and foster areas in need of growth. Student teams are monitored for effectiveness and re-arranged as necessary. Students of this age are more creative and engaged when they are not isolated and have an opportunity to interact with their peers. __**PROBLEM BASED LEARNING**__ Problem based learning has many similar names but it is easiest to define it as: an engaging multidisciplinary approach to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems. This is a collaborative and hands-on process that requires student teams to work with, their teachers, experts in their communities and around the world to develop deeper knowledge of the subjects they are studying and to solve challenges. Student have an opportunity to take action, share their experience, and enter into a global discussion about important issues. Problem-based learning engages students for several reasons: __**21st CENTURY SKILLS**__ In addition to technology being a motivator, a focus on 21st Century Skills is necessary to develop students who are prepared to learn, unlearn, and relearn. Through the integration of a variety of skill areas and technologies, students can be provided with diverse opportunities to apply and demonstrate learning. Students become very involved in the creation and production of digital media; for them, it is an engaging and exciting format. Many of today’s students have grown up with digital tools and use them comfortably and effectively as a medium to learn and gain understanding. Teacher teams have a working knowledge of the National Education Technology Standards and the Framework for 21st Century Learning. These standards and the framework are interwoven into the curriculum and provide an engaging and exciting learning environment. "European and Asian nations that have steeply improved student learning have focused explicitly on creating curriculum guidance and assessment that focuses on the so-called 21st century skills: the abilities to find and organize information to solve problems, frame and conduct investigations, analyze and synthesize data, apply learning to new situations, self-monitor and improve one's own learning and performance, communicate well in in multiple forms, work in teams and work independently." Ornstein, Allan C., Edward Pajak, and Stacey B. Ornstein. //Contemporary Issues in Curriculum//. Boston: Pearson, 2011. Print. [|Framework for 21st Century Learning] [|National Educational Technology Standards (NETS)] ||
 * First, students thrive when they have the opportunity to become experts. Students who work on in-depth projects tend to learn even more about the subject than they demonstrate within the confines of their final product. They translate the information they discover to real knowledge and then share with others. This process also allows for students to feel like a valued member of student community.
 * Second, the curriculum presents opportunities for authentic investigations and presentations. There is a real reason for students to learn something and for them to present their learning. Students identify real problems to pursue and they investigate them through real-world sources of information (e.g., interviews, Internet sites, magazine articles, primary sources). Because students are doing their own research, they find connections to their own interests.
 * Third, learning is social. Projects lend themselves to students’ working and learning collaboratively. Students are highly motivated when they have frequent opportunities to talk over ideas with their peers.
 * Fourth, projects enable students to be active learners. They take charge, question, make decisions, analyze, think critically, create, present – they become independent thinkers. Nothing is more engaging to a middle schooler than that!
 * Lastly, problem-based learning lends itself to incorporating 21st Century Skills. We are no longer asking students to "power down" when they come to school. Rather, we are helping them use the tools and platforms they are accustomed to (i.e., iPads, iPods, cell phones, pod casting, Facebook, etc.) to be productive.
 * =I__nstruction, Assessment, Service Learning, and Professional Development__=

===**Instruction: Connecting, Communicating, Collaborating for Student Learning** === When designing projects teachers connect, communicate, and collaborate in teams consisting of a teacher from English language arts, math, social studies, science, and one of the following - fine arts, world language, CTE, FACS, or PE. Project design adheres to a 5 Step PBL framework: 1. Beginning with the end in mind teachers consider what the student "looks like" at the end of the project. They ask themselves... Why are we doing this project? What will the students learn? Even more explicitly "What should be the (middle level) instruction for students who are later to carry on much more advanced work in the field? What can my subject contribute to the education of young people who are not going to be specialists in my field; what can my subject contribute to the layman, the garden variety citizen? "(Tyler, 1949) Answers to the questions guide them with the essential curriculum and instruction of the project: * Choose a theme, a reason for doing the project
 * Identify power standards for each subject area - Common Core State Standards and State Content Standards
 * Identify skills students will learn
 * Identify habits of mind - 21st Century skills and thinking behaviors used in problem solving [|Habits of Mind]
 * Identify district outcomes

2. Craft a driving question for the project. Pose an authentic problem which requires core subject knowledge to solve or answer. Must be a question that is not easily solved. Examples:
3. Plan standards-based assessments 4. Map the project 5. Manage the process
 * Why are certain sites significant to people from different cultural backgrounds?
 * Why do all the people in the world use the same calendar?
 * Define the products students will produce
 * Align standards to essential criteria for each product
 * List the skills students will learn
 * Determine the tasks from which students will learn skills
 * Teachers teach what they intend to assess
 * Plan the calendar - List key dates and important milestones
 * Be proactive - Predict problems and challenges and devise plans to meet them
 * List preparations to address needs for differentiated instruction - special education, ELL, learning styles
 * Determine how you and students will evaluate the project

**Assessment: Connecting, Communicating, Collaborating for Student Success** Assessment at LTC is as much about measuring change in student behavior as it is about the effectiveness of the curriculum. Standards and skill based assessments are created before the student learning process begins. Preplanning and matching assessments to objectives leads to reliable and valid results. LTC assessments evaluate the whole child. Data is utilized to adjust changes in the way the curriculum is taught for individual learners. Utilizing multiple valid devices in an objective and reliable manner is vital to the success of each learner as well as to the success of the school system. LTC teachers adhere to multifaceted and student-centered assessments, woven throughout the learning process of each project. Upon enrollment assessment begins as students take a one-time online learning inventory to determine personal learning style. Students learn in many ways so it's important for each to know and utilize the dominant style in ways that enhance performance on schoolwork. Assessment of student learning of every LTC project follows the same process: [|Create Product and Performance Checklists] [|21st Century Skills Rubric] [|Rubrics: Student Product and Performance]
 * __ Pre - assessment __
 * Accesses prior knowledge of identified standards and skills
 * Traditional multiple-choice, constructed response
 * Administered via paper/pencil or computer
 * Data is utilized to align learning tasks and products to individual needs
 * __Formative assessments__ - refer to diagram above
 * Drive instruction to desired individual learner outcomes
 * Provide learners with frequent, precise, and meaningful feedback
 * Assess only for revision and improvement
 * Allows learners to "try out" or practice the learning
 * Transient students
 * Provides a record of progress on standards and skills for those leaving before project is completed
 * Participating students help new students by teaching what they've learned so far; new students receive daily and immediate feedback from that point on
 * Tools used by learners and teachers
 * checklists, tickets out the door, rubrics, self and peer assessments
 * Students know expectations, teachers guide and monitor progress, classroom management takes care of itself
 * Quality formative assessments guide learners to production of quality products and advanced utilization of 21st Century skills
 * __ Final assessment __- authentic assessment, end of project
 * Summative assessment but not traditional multiple choice/constructed response exam
 * Learners demonstrate learning through presentation of final product
 * R.A.F.T - students utilize this tool when designing the final presentation
 * Role of the presenter: reporter, critic, observer, president, attorney, etc
 * Audience: learners consider whom they are presenting to
 * Format: learners choose a format for presentation of information
 * Topic: learners choose the topic of the presentation based on the research and tasks they've completed during the learning process
 * Assessment Tools
 * Clearly defined rubrics and checklists that indicate level of depth and breadth of learning
 * ePortfolio - evidence of learning in digital form
 * Includes movies, documents, photos, etc of work created by student
 * __Reflect__- students and staff
 * Take time to reflect - journal, self-evaluate
 * Share feelings and experiences
 * Discuss what worked well
 * Discuss what needs change
 * Share ideas that will lead to new questions and new projects
 * __Standards-based Report Card__- for parents
 * Report card lists standards and skills students are to master at each grade level
 * Progress on standards is measured on a 4 point scale - 1. Does not meet the standard; 2. Partially meets the standard; 3. Meets the standard; and 4. Exceeds the standard.
 * Teachers and students make comments about progress with reference to digitalized evidence of completed tasks and products

// LTC believes that pride, self-worth and value to our society are developed through helping others. // Students need what Aristotle referred to as an "educational acquaintance" with the academic disciplines. Academics are important in shaping the minds our students however what is equally important is the students' acquaintance with the community. The community is where students make a connection to compassion, justice, and culture. The community is a study of the human condition, of democracy, and of the attitudes and dispositions accompanying all. LTC is committed to delivering quality education inside and outside the building. As part of regular curriculum LTC students delve into service-learning projects. Students use what they learn in the classroom to solve real-life problems and make practical applications of their studies as actively contributing citizens through the service they perform. Students build character and become active participants as they work with others in their school and community to create projects in areas such as education, public safety, and the environment. Students also reflect on their personal and career interests in applicable content areas, public policy or other related areas. Both the students and the community connect, communicate, and collaborate in a transformative experience. Students will participate in the planning of service-learning projects. When students are allowed to participate in planning for learning the degree of engagement, understanding, and motivation are elevated. [|Service Learning]
 * Examples of Service-Learning projects: **
 * ** Students ** **studied the consequences of natural disasters**. The class designed a kit for families to use to collect their important papers in case of evacuation, which students distributed to community members. Curriculum/standards integration: Science, Math, Language Arts, CTE
 * ** Students ** **learn about the health** consequences of poor nutrition and lack of exercise, and then bring their learning to life by conducting health fairs, creating a healthy cookbook, planting and managing a community garden during Third Semester (summer school), and opening a fruit and vegetable stand for the school and community. Curriculum/standards integration: PE/Health, Economics, English Language Arts,CTE
 * ** Students ** **investigate the biological** complexity and diversity of wetlands. Learning of the need to eliminate invasive species, the students decide to monitor streams (extended into Third Semester), and present their findings to their Town Council. Curriculum/standards integration: Science, Math, English Language Arts, Social Science

|| LTC is designed with the middle level learner in mind. A recent survey of families with elementary children in our district and the five neighboring districts indicate that parents overwhelmingly support a middle school like LTC. Comments range from "I can't wait for my child to attend" to "My child is open-enrolled outside this district. We would return if LTC becomes a reality." Projections based on survey results tell us if LTC is implemented enrollment would increase from 345 students present-school year to 390 in 2012-2013. Twenty-five of those students would open-enroll to our district. || [|Project Learning - King Middle School] [|Avalon School, MN] || [|PBL Planning] PBL Units
 * = Why LTC Middle School? =
 * Resources:
 * Resources: