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Related Entries:
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IFA-RA, IKA, IKA-RA, IOA, IOA-RA, IOD, IOD-RA, IQD, ISA, ISB-RA,
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JEA-RA
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Responsible Office: Deputy Superintendent of Schools
ABA, ABA-RA, ABC, ABC-RA, AEB, GEG-RA, IFA,
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Middle School Education
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A.
PURPOSE
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The
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academic, social, and emotional development and determining
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their future success.
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committed to producing a challenging and comprehensive middle
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school
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improvement in teaching and learning. Such a program includes
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high expectations for academic achievement for all students
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and an environment supportive of the social and emotional
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development of students in Grades 6, 7, and 8.
middle
years
program
are
that
pivotal
in
defining
each
child’s
As such, the Board of Education is
provides
the
basis
for
continuous
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Middle school is an opportunity for students to develop
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confidence, competence, and independent decision making skills
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in a culture that supports students being willing to challenge
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themselves academically and explore their interests. With a
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rigorous curriculum, instruction designed for adolescents, and
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extracurricular activities, the middle school program can
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maximize success for students as they prepare for rigorous
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high school standards and the transitions to high school, post
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secondary education, and the world of work.
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The Board considers partnerships with parents, families, and
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the community vital components of the educational process.
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recognizes that enhancing and maintaining such partnerships,
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particularly with groups reflecting the diversity of the
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community, is an effective way to promote academic achievement
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as well as support the intellectual, social, emotional, and
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physical growth of students in their middle learning years.
It
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B.
ISSUE
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Middle school is a critical juncture in the process in which
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students develop an academically challenging, appropriate and
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comprehensive
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requirements
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Therefore,
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comprehensive
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instructional program; a highly qualified and committed staff
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and leadership; a collaborative yet flexible organizational
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structure;
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an engaged parental and stakeholder community is essential to
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ensuring success for every student in Montgomery County Public
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Schools (MCPS).
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context of its diverse community with a variety of educational
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needs.
plan
and
a
that
reflects
middle
meets
post
school
curriculum;
a
high
school
secondary
program
goal
that
rigorous,
graduation
setting.
includes
a
differentiated
extracurricular activities; and opportunities for
MCPS must accomplish this goal within the
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C.
POSITION
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The following elements are necessary for establishing and
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maintaining a rigorous instructional program that meets the
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needs of adolescent learners:
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1.
School Culture
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To
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development,
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respect , schools, will
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other members of the community, and:
develop
a
culture
that
fosters
intellectual
citizenship, responsibility, and mutual
collaborate with parents and
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a.
Provide a stimulating and supportive environment in
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which students are expected, encouraged, and given
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opportunities to learn and succeed at high levels
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b.
Encourage all students to pursue intellectually
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challenging
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extracurricular activities
courses
and
participate
in
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c.
Maintain
a
well-managed,
safe
and
nurturing
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environment which encourages positive relationships
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among students and between adults and students
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d.
Promote
cultural
competence
amongst
students,
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staff, and school community regarding individual
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differences such as race, color, gender, religion,
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ancestry, national origin, marital status, age,
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disability, or sexual orientation
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e.
Facilitate
communication
with
the
community,
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whenever feasible, in the languages spoken in the
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community
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f.
Engage parents in meaningful ways that support
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learning,
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educational planning, and result in higher levels
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of student achievement
emphasize the necessity of long-range
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g.
Work to support and ensure equitable opportunities
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for
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programs and school activities
all
students
to
benefit
from
all
academic
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2.
Curriculum, Instruction, and Assessment
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MCPS’ approach to curriculum, instruction, and assessment
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will ensure a high
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school
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adolescent learner. Technology will be integrated into
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curriculum, instruction, and assessment to build or
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strengthen students’ interest and skills in the use of
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technology.
students
level of challenge for all middle
and
meet
the
unique
needs
of
the
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a.
The middle school curriculum will be consistent with
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Policy
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Curriculum, and will include:
IFA,
Curriculum,
and
Regulation
IFA-RA,
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1)
The written curriculum as presented in the
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curriculum framework and in the curriculum
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guides
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2)
The
taught
curriculum
as
implemented
by
teachers with students
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3)
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The
learned
curriculum
as
demonstrated
by
assessments of student performance
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4)
The ongoing professional development needed to
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ensure consistent implementation, monitoring,
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and supervision
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5)
The monitoring of curriculum implementation by
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all
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services staff
teachers,
administrators,
and
central
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b.
Instructional practices will incorporate a variety
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of methods,
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technology, that encourage students to be active
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and engaged learners and will align with relevant
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MCPS policies, such as IKA: Grading and Reporting,
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IOA: Gifted and Talented Education, IOD: Education
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of English Language Learners, and IOB: Education of
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Students with Disabilities.
strategies, and resources, such as
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1)
Programmatic and instructional decisions will
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lead to a long-term plan for a comprehensive
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high school education and will be based on a
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variety of factors, including, but not limited
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to,
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comprehensive
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interests, student motivation, and analysis of
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student
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established benchmarks.
the
students’
academically
plan,
performance
student
data
in
challenging
and
parent
relation
to
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2)
Students
will
utilize
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demonstrate
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academic progress.
mastery
and
technology
monitor
to
their
own
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3)
In order to enable students to function and
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compete in a global society and prepare them
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for using technology across the curriculum all
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students, particularly those that reflect the
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diversity of the community, must have access
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to and instruction in technology.
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4)
Differentiated instructional practices will
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include acceleration, supports for improving
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student
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strategies as needed to foster intellectual
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growth. Such practices will address learning
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styles,
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emotional differences among students.
performance,
as
well
as
enrichment,
physical,
and
other
social,
and
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5)
In both the planning and the implementation of
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instruction, middle schools will utilize the
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special skills of all general, alternative,
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English Speakers of Other Languages (ESOL),
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and special education staff members.
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6)
Instructional
practices
should
provide
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leadership opportunities for students as well
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as promote student discourse.
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7)
Student
service
learning
requirements
will
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provide students with the opportunity to learn
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in community and other non-school settings.
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c)
Assessment practices, as explained in Policy IKA:
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Grading and Reporting, are an important aspect of
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the instructional cycle
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1)
Teachers
will
use
pre-assessments
and
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formative assessments, as well as summative
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assessments,
to
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standards
students,
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instruction to meet learning goals, provide
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timely
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performance,
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opportunities
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demonstrate learning.
to
communicate
feedback
to
plan
and
students
and
for
achievement
on
offer
students
deliver
their
additional
to
learn
and
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2)
A comprehensive assessment program, which is
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aligned
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standards, will include:
with
county,
state,
and
national
a
student’s
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(a)
Fair
representation
of
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performance on a variety of measures over
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time
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(b)
Evidence
of
student
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teachers
collect
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variety of methods.
over
learning,
time
which
using
a
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(c)
Meaningful
feedback
on
student
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achievement
to
students,
parents,
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teachers, administrators, and the school
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system.
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(d)
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Clear and timely communication to parents
and students as to the grading criteria.
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(e)
Consistency within and among schools.
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3)
Reteaching and reassessment are an integral
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part of a rigorous instructional cycle that
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promotes learning.
Reassessment procedures
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are
effective
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learning,
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instructional cycle.
fair,
promote
and
are
teaching
manageable
within
and
the
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3.
Organizational Structure
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The organizational structure of a high achieving middle
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school will optimize time for learning and facilitate
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opportunities
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students,
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facilitate student transition, placement, and program
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continuity
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structures shall include:
to
staff,
at
build
positive
parents,
each
level.
and
relationships
community
Effective
among
members
and
organizational
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a.
Flexible
and
collaborative
organizational
structures that incorporate:
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1)
Opportunities for teachers across grade level
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teams, subject areas, and elective courses
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collaborate
to
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2)
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Opportunities for staff to meet with parents
to discuss student progress
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3)
Intervention and enrichment programs
4)
The
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ability
to
reconfigure
schedules
to
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support unique interdisciplinary units and/or
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enhanced educational opportunities
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b.
Smaller learning communities
c.
Comprehensive and consistent articulation plans
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4.
Extended Learning Opportunities
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Middle schools can provide coordinated instructional
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support through academic
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in meeting standards as well as providing opportunities
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for acceleration.
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positive relationships between students and staff and
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presented in a way that engages students and meets the
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needs of diverse learners.
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Middle schools’ academic extended learning opportunities
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should be aligned with the curriculum and assist students
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with meeting or exceeding on or above grade level course
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expectations.
programs that assist students
Such programs must be built upon
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Additionally, extracurricular activities should provide
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students opportunities to explore their interests.
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extracurricular activities, such as participation in the
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arts, competitive and non-competitive athletics and other
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clubs,
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development and encourage a more complete engagement in
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school.
will
enhance
students’
social
and
These
emotional
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The Board specifically seeks community feedback on Alternative Language A and
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Alternative Language B presented below.
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Alternative Language A
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Middle
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communicate opportunities for all students to participate
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in extracurricular activities by ensuring that there are
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a
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activities with an open enrollment that do not require
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academic eligibility.
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academically
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necessary academic support to ensure their success.
schools
range
of
have
an
obligation
possibilities,
to
including
provide
and
extracurricular
For those students who are not
eligible,
the
school
will
provide
the
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Alternative Language B
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Middle
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opportunities
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extracurricular activities by ensuring that there are a
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range
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activities with open enrollment that do not require
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academic
eligibility.
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Academic
Eligibility
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schools should help students retain or regain eligibility
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for
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providing and referring students to support activities
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and programs.
schools
of
should
for
all
provide
students
possibilities,
activities
requiring
to
including
As
for
and
provided
participate
in
extracurricular
in
Extracurricular
academic
communicate
Policy
IQD:
Activities,
eligibility
by
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5.
Leadership and Professional Development
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The MCPS professional growth systems include regular and
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systematic
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teachers, and support services staff to increase their
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knowledge, skills, and capacity to continuously improve
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the teaching and learning process. At the school level,
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there must be processes in place for:
opportunities
for
all
administrators,
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a.
Monitoring
and
communicating
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classroom’s
vision,
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plans.
mission,
the
school
goals,
and
or
action
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b.
Working with stakeholders to help create a vision
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and implement strategies that will support a high-
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performing
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improvement.
organization
focused
on
continuous
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c.
Identifying potential leaders to participate in
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professional
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enhance the teaching and learning process.
growth
opportunities
designed
to
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d.
Building internal capacities that strengthen the
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school staff’s ability to meet its vision, goals,
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and action plans.
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e.
Providing professional development for school staff
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on effective strategies for communicating with and
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engaging
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achievement.
all parents to promote increased student
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6.
Parent and Community Engagement and Communication
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Consistent with Policy ABA, Community Involvement, Policy
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ABC, Parental Involvement, and Regulation ABC-RA, Parent
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Involvement, parents and community members are critical
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partners in the social and intellectual development of
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students.
This partnership will benefit from:
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a.
Opportunities for parents and families to increase
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their ability to support the academic achievement
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of their children
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b.
Opportunities
for
parents
to
provide
input,
decision
making
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feedback,
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regarding the academic, social, and co-curricular,
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programs
and
involvement
in
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c.
Frequent two-way communication between families and
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schools to provide information and solicit feedback
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regarding an individual child’s progress, as well
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as local and system-wide policies, regulations, and
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practices in the languages spoken in the community,
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whenever feasible
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d.
Varied opportunities for families and community
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members
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projects, activities, and events
to
be
involved
in
student
and
school
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e.
Collaborative relationships
with local businesses,
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community
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institutions of higher learning to support student
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success and parent involvement
organizations,
other
agencies,
and
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7.
Human Resources
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It is critical that middle school staff possess the
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knowledge, skills, and content expertise required to meet
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the needs of middle school students.
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recruit, attract, and retain highly qualified middle
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school teachers must be implemented to address academic
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performance and the individual needs of schools.
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needs may include, but are not limited to, Free and
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Reduced-Price
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students
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learners.
Meals
with
System
Practices to
participation,
disabilities,
and
English
Such
mobility,
language
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At each individual school, staff will:
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a.
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Be highly qualified in core academic subjects and
able to balance content with instructional methods
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b.
Communicate high expectations for all students
c.
Create
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opportunities
for
professional
learning
communities to improve teaching and learning
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d.
Be
knowledgeable
about
the
developmental
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characteristics of adolescents and be committed to
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the concept that all students can learn
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e.
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Develop
relationships
with
students
that
will
engage them in the learning process
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f.
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Develop relationships between parents and staff to
support the educational process
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g.
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Reflect,
to
the
extent
possible,
the
diverse
population of MCPS
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D.
DESIRED OUTCOMES
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1.
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An
educational
program
that
emphasizes
academic
achievement
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2.
Core subjects, elective courses, and special interest
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activities that are integrated into every aspect of the
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middle school program and accessible to all students
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3.
Programs, courses, activities and learning experiences
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that prepare students to transition successfully to high
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school, postsecondary education, and the world of work
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4.
Partnerships with students, staff, parents, and families
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that support and encourage academic achievement, and the
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intellectual, social, emotional, and physical growth of
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students in their middle learning years
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5.
A culture that fosters intellectual development, as well
as citizenship, responsibilities, and mutual respect
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among students
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E.
REVIEW AND REPORTING
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This policy will be reviewed in accordance with the Board of
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Education policy review process.
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Policy History:
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amended by Resolution.
Adopted by Resolution No. 486-92, June 22, 1992;
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Note:
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the following: Middle School Policy, adopted by Resolution No. 827-
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77, December 13, 1977; reformatted in accordance with Resolution
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No. 333-86, June 12, 1986, and Resolution No. 458-86, August 12,
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1986; rescinded by Resolution No. 347-88, June 27, 1988; and Junior
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High School Policy, adopted by Resolution No. 163-74, March 25,
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1974;
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reformatted in accordance with Resolution No. 333-86, June 12,
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1986, and Resolution No. 458-86, August 12, 1986; rescinded by
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Resolution No. 347-88, June 27, 1988; new policy adopted by
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Resolution No. 347-88, June 27, 1988; rescinded by Resolution No.
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486-92, June 22, 1992.
Prior to Resolution No. 486-92, this topic was governed by
amended
by
Resolution
No.
827-77,
December
13,
1977;
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