As articulated in the vision statement of the National
Forum to Accelerate Middle-Grades Reform, “High performing middle schools are
academically excellent,
developmentally responsive, and socially equitable.” In order to exact this
change at Eisenhower Middle School, we have implemented a series of
interconnected procedures that deal with the functioning of a student as a
whole; academic, social, and emotional.
When looking at the first piece, that being academics, the staff at EMS realized that it was important to work towards developing a curriculum that strives to challenge each student as individuals. In this, the first step is to ensure that the curriculum is standards based. In writing the curriculum, all teachers that would be teaching that curriculum have a stake in that new direction through shared, democratic decision making. The rationale behind our teaming philosophy is so that the teachers can work to link their curricula together, working to bridge classes so that the information has carryover from class to class, assisting students in their understanding and retention of that material. In addition, we realize how essential it is to focus each lesson using a measurable outcome that is assessed in a number of ways, to ensure that expectations remain high for students’ achievement, while still maintaining a commitment to individualized instruction. In this, it is important to look at the manner in which differentiation of instruction is being used within each classroom. Differentiation has become a district focus and goal for each of our schools. Within this process, it is entirely possible to mix students of all ability levels and have them successful within one classroom. This “real world” scenario benefits students as they see the manners in which the social and emotional piece of the middle school experience assists them in becoming complete individuals.
The other key aspects of our middle school include the emphasis on social and emotional growth. Research has shown that, besides from 0 – 6 months of age, the brain develops more during the 12 – 14 year range. In this, it is important that middle schools work to foster positive social and emotional interactions and relations. The first thing that must be looked at is the climate of the school itself. Learning will occur in an environment that allows students to feel safe, known, respected, and cared for. In this, it is important that all of Eisenhower’s students are included in the idea that they are vital to the school’s success. Another important piece for this growth to occur would be the relationship between home, school, and community. Communication is the key to this relationship. It is important that parents are an integral part of the school environment.
Middle schools offer students the opportunity to find themselves prior to making various commitments at the next level. In this, with the correct curriculum and environment, all students at Eisenhower Middle School can achieve and succeed.