A Peabody College team was asked to look at the planning and 1st year of implementation of the consortium. A second edition of the strategic plan, Our Call to Action: Pursuit of Excellence, was completed for implementation from 2004.
Timeline of MSMC
The changes result in a developmental period that is more intense and personalized than at any other time in their lives.2 The unique challenges students face at this stage of their education must be addressed through thoughtful planning and courageous implementation. As the MCPS high school reform initiative was being developed, two Montgomery County high schools were struggling and in need of immediate attention.
Organization of report
It is also important to place the MSMC within the larger context of magnet schools and middle school reform. This report will look at current practices in the MSMC and compare these efforts to best practices from middle school reform research and magnet school research.
DEMOGRAPHIC PORTRAIT OF DISTRICT AND CONSORTIUM
Argyle has 733 students and Parkland is currently the smallest of the three schools at 679.
Testing data
Before the first year of the grant, nearly half of the students in Parkland were achieving only basic levels of proficiency in math and reading. Maths continued to be a challenge for all three schools with only around a third of pupils remaining at basic skill levels, which was a big improvement from previous years at Argyle and.
Mobility rate
Staffing
School climate survey
Although no previous data were available for the response to the statement “My teachers have high expectations that I do well in school.” 90.8% of students re-. Although Loiederman did not have data from previous years, the three statements that received the highest marks from students were: “My homework relates to what I am taught in class. My teachers have high expectations that I do well in school” (84.4%), and “I am getting a good education at this school” (87.1%).
MSAP GRANT- GOALS AND STRATEGIES
Reducing Socioeconomic Isolation
Some teachers note that there is more diversity than they experienced before implementing MSMC. Although the Parkland teachers did not notice a difference in attitude between students in and out of the consortium, they did notice a change in school demographics and an overall increase in academic focus overall.
Increasing student achievement
MARIO LOIEDERMAN MAGNET SCHOOL FOR CREATIVE AND PERFORMING ARTS
Loiederman at a glance
Many of these students were angry about the involuntary transfer to Loiederman and were upset that the school's focus was placed only on the sixth grade. I'm just working as hard as I can to help them all understand algebra and I'm looking forward to next year when all of our students will be part of the program.”.
Accelerated core curriculum
Loiederman Middle School, this case study examines the MSMC components of the accelerated core curriculum; unique courses and enhanced learning opportunities; highly effective teaching programs; collaborative partnerships between schools, parents and the community; and structure and personnel. The school principal discussed a circumstance that showed the staff's commitment to challenging work for the students.
Unique courses and extended learning
In addition, sixth form students are introduced to all the arts through a unique subject called Perspectives in Art. I assume that these groups – special hours.
Highly effective instructional programs
They suggest that without backward design it is easy to make the focus of the class on the activity rather than the learning. An integrated curriculum involves a fusion of both academic standards and the standards of the arts.
Collaborative partnerships among schools, parents, and the community
They're out and about and they're moving and doing things, and then when it comes to their assessment, it's the same kind of assessment that they get in a traditional classroom and they don't feel comfortable with the assessment part. ". I realize I can't really dictate people's time, but I can control mine, so I think it's been good because it's quite informal.
Structure and staffing
The professional development cohort and the organization of interdisciplinary teams at the grade level strongly support collaborative planning among teachers. So far, the professional development cohort has addressed differentiation, reflection, authentic assessment and collaborative planning.
Strengths and challenges
Many teachers feel that they are hindered in creatively assessing students because of the number and severity of district and state assessments. However, teachers are not confident that they are ready to adequately support students' reading and worry that they are not providing enough reading instruction.
Conclusion
Administrators are satisfied with the level of reading support teachers provide in lesson planning and development. Observations during this study also suggest that a significant level of reading instruction occurs in all grades.
ARGYLE MIDDLE SCHOOL- INFORMATION TECHNOLOGY MAGNET
Argyle at a glance
Some students are more motivated, more enthusiastic about what they do and more interested in school.” These kids do some of the same things that the high school kids do.
Unique courses and extended learning opportunities
She) has a very hands-on approach ... She attended almost all of the professional development cohorts the first year ... to show the staff that it's important and to be aware of it.” She needs the accountability part where you go back and you say, 'I have accomplished this' or 'I have not completed this.' - Not for a re-punitive check, but for 'Did we progress as planned?' This is the only component I can see. this is lacking in what we do for the academic world and the leadership we have."
Collaborative partnership among schools, parents, and the community
I think it's the position that the three schools are in and what's expected of the teachers here, and all the new programs that are being implemented and all the new expectations” - Argyle teacher. Argyle Middle School is the place to be. All the new teachers hired to work at the magnet school were attracted to the school.
Parkland at a glance
The focus of the magnet program at Parkland has created a rich learning environment at the school. With the formation of the magnet, a shift occurred in the school's population.
CROSS-CUTTING THEMES
Teacher and administrator professionalism
To be sure, there is disagreement, but in the end, both teachers and administrators expressed mutual respect and shared goals. Teachers and administrators at all three schools admit they are working harder than ever before.
Leadership
Teachers view the decision-making processes in their schools as varying according to the context and variables of the situation. I knew in [the principal's] heart that she didn't want bells, but she knew that the teachers and the students wanted them, and she never does things just for herself, she does it for the benefit of the teachers, for the benefit of the school. ".
Professional development
Teachers and administrators overwhelmingly favor the PDC and believe it has had a very positive effect on instruction and student achievement. Teachers and administrators noted greater input into the process and commented on a more positive direction.
Strong academic curriculum
It really addresses the vision and mission of the entire school district, and you look at the achievements of all groups of children, socioeconomic, racial, and ethnic. You really look at the success of all students and you look at it as an advantage for every student that walks into the building, and I think that's one of the strengths of the high school magnet consortium because it's a complete school. magnet.
Physical plant and equipment issues
Our teachers have been real troopers with it, the kids too, because some days we had to put everyone in coats to get through the school day. People don't realize the grunt [work] of getting a new school up and running without having proper equipment...We still don't have many things..We're supposed to get this digital lab [but] it's January the second years and we don't have these computers.”.
RECOMMENDATIONS FOR FUTURE PLANNING AND RE- FORM
MSMC
Speculation includes loss of the Professional Development Cohort, loss of the magnet coordinator, and loss of support for magnet focus specialties. A specified percentage of the team planning time will be devoted to professional development in the learning communities.
CONCLUSION
Important opportunities for individual students to meet district goals are created and supported. My theory was that they should build a magnet, and it will draw, and indeed it has."
BIBLIOGRAPHY
New York: Rourichel Falmer. loses?: Culture, institutions, and the unequal effects of school choice.
APPENDICES A-H
Appendix A: Design and Methodology
Leadership and professional development were examined at Argyle Middle School; instruction to improve teaching and learning was examined at Loiederman Middle School; and curriculum and assessment to improve teaching and learning were examined at Parkland Middle School. Interviews of thirty to forty-five minutes each were conducted with two colleagues at a time to increase interaction during the interview sessions.
Appendix B: MCPS District Interview Protocol
Lessons Learned – I'm now going to ask a few questions about the first year and a half of the program's implementation. What were some of the surprises you encountered in the first year of implementation?
Appendix C: MCPS MSMC Interview Protocol
What are your impressions of the success of the program in its first year? Do you think most teachers and students are aware of the primary goals of the district and MSMC?
Appendix D: MCPS MSMC Interview Protocol
Loiederman Middle School)
What do you notice about student learning and engagement when you have observed integrated lessons? What methods do you use to challenge students who have mastered the material and to support students who have not?
Appendix E: MCPS MSMC Interview Protocol
In reviewing MSMC's first year and a half, what was learned that can be applied to reform in other district high schools. The purpose of the study is to determine how MSMC addresses the needs of high school students.
Appendix F: MCPS MSMC Observation Protocol
Appendix G: Letter to MCPS MSMC School Staff
