Durham Public Schools

Middle School Reform Plan

September 2009
 Table of Contents

Topic Page

History and Context of Middle School Reform 3

Overview of Progress
Middle School Accomplishments to Date
Professional Development Accomplishments

Data Review and Measurable Goals 8

Measurable Goals of the Middle School Reform Effort
Data Review for Middle Schools

Overview of 2009-2013 Middle School Reform 9

Durham Public Schools’ Mission Statement
Durham Public Schools Vision Statement
Vision Statement for Middle School

Schools to Watch Guidelines 11

Strategies to Achieve the Schools to Watch Criteria 13

 History and Context for the Middle School Reform Initiative

Overview of Progress
Between 2003 and 2009, Durham Public Schools pursued an aggressive and necessary plan to
improve middle school education. In 2003-04, Durham Public Schools did not meet No Child Left
Behind adequate yearly progress (AYP) in grades 6-8 and no DPS middle school met expected
growth for 2003-04 as set by the State Board of Education. By the end of the 2009 school year,
middle schools met 95.2% of their AYP goals and all middle schools met or exceeded ABC growth
in reading and math with the sole exception of 6th grade math. These stunning accomplishments
were in large measure due to the dedication and hard work of the DPS leadership in collaboration
with teachers in committing to the district’s Middle School Reform Initiative. Through this process,
the district identified challenges, set high but achievable goals, developed specific plans meet those
goals, faithfully but flexibly implemented the new plans, and demonstrated courage and persistence
in the face of set backs. Below is a summary of our accomplishments.

Middle School Accomplishments to Date

Middle School Reform Initiative
1. The district continued quarterly meetings of the Middle School Reform Committee to provide
for ongoing monitoring of progress and further development of reform strategies. District
administration will continue to expect committee members to serve as a communication link to
each school’s site-based decision-making committee and other parent groups.
2. The district completed a comprehensive review of the middle school curriculum
3. The district developed a culture of collaboration among the middle school principals and
members of the reform committee.
Professional Learning Communities
4. Implemented Professional Learning Communities including hiring coaches for each school.
5. The district provided teachers time to plan collaboratively with their colleagues.
6. The district provided ongoing staff development to middle school in the use of research-based,
highly effective instructional strategies.
7. Each middle school created small learning communities within the school, with students
spending the majority of the instructional day on a team of approximately 50-100 students and
2-4 teachers.
8. The district and each middle school offered professional development that addresses the
knowledge, skills, and dispositions teachers need to support the learning of all students.
9. Each middle school assigned students to a team of teachers, who are expected to meet together
regularly to plan instruction, discuss the progress of individual students, and communicate as
necessary with parents.
Capturing Kids Hearts
10. Embarked upon a three-year plan to implement Capturing Kids’ Hearts and provided training to
all middle school teachers.
Scheduling
11. The district provided middle school schedule development training with national experts.
12. The district adopted a district-wide schedule increasing instructional time in four core areas to
70 minutes per day per course (an increase of over 50% in time available to teach).
13. Each non-magnet middle school implemented a schedule with the following requirements:
a. Each core academic course (language arts, math, science, and social studies) meets for
70 minutes each day.
b. There is a 90 minute block each day for electives. These classes may be offered 45
minutes per day or 90 minutes in an A/B day schedule.
Data
14. The district created an awareness of how to use data more effectively to improve instruction.
15. The district provided middle schools with comprehensive and user-friendly reports of student
performance data—disaggregated by race, socio-economic status, and other relevant factors—to
enable schools to evaluate and plan instruction.
Riverdeep
16. The district developed—as a resource for teachers—a bank of interdisciplinary units that
provide middle school students with deep understanding of important concepts.
17. The district provided new teachers with increased support, including a trained mentor and
orientation to the Riverdeep curriculum materials.
18. The district ensured that the curriculum and instructional materials in the Riverdeep database
incorporate best practices in addressing cultural, ethnic, and linguistic diversity.
Curriculum
19. The district created alignment guides for all core courses consistent with 70-minute classes.
20. The district created documents that fully align all DPS middle school courses with the NC
Standard Course of Study: alignment guides, unit plans, sample lesson plans, exemplars of high
quality student work, a variety of assessment tools, and links to textbook and other resources.
Unit and lesson plans will reflect “best practice” instructional strategies as well as engaging
curriculum. The district will provide this information to all middle school teachers online via
Riverdeep software.
21. The district articulated a K-12 plan to improve the students’ transition from elementary to
middle schools and middle schools to high schools.
22. The district provided training to school teams such that each school may offer Teen Leadership
as an elective.
Academic Excellence
23. The district continued to support and focus resources on pre-college programs at the middle
school level.
24. The district supported and focused resources on computer technology to increase students’
proficiency as measured by the NC Computer Skills Test.
25. Each middle school ensured that all students have equal access to rigorous, accelerated, and
enriched academic experiences.
Student Support
26. The district ensured that each middle school has a comprehensive counseling and guidance team
and a support services team to include to social workers, nurses, special educators, translators,
and others as needed.
27. The district developed a plan to improve services for all special populations at the middle grades
level. Human Resource Services will work with middle school principals to recruit and hire
teachers who meet NCLB’s “highly qualified” standards to ensure that all students have high
quality learning opportunities.
Communication with Stakeholders
28. The district supported Connect-ED and a Middle School Reform web site as tools for parent
communication and public awareness. The district will also use Cable Channel 4 and other
media to promote public awareness of middle school issues.
29. The district made annual reports to the Board of Education on the progress of middle school
reform in the district.
30. Each middle school articulated in its School Improvement Plan specific strategies for
communicating with parents.
31. Each middle school provided programs for parents that educate them on how children learn, the
nature of young adolescents, and specific instructional program opportunities.
32. The district coordinated an effort, through community partnerships, to provide access to
technology to parents and to educate them on how to obtain information from local schools.

Professional Development Accomplishments

Date Speaker/Organization Topic
November 16, 2004 Dr. Alan Teasley An Overview of Robert Marzano’s What Works in
Durham Public Schools Schools
November 16, 2004 Whole Committee Seminar Last Best Chance 2004 and Schools to Watch
criteria
December 14, 2004 Dr. John Harrison Update on Last Best Chance 2004 and North
Executive Director Carolina Schools to Watch criteria
NC Middle School
Association
January 18, 2005 Brian Whitehead Capturing Kids’ Hearts Framework for School
The Flippen Group Personalization
January 18, 2005 School Team Presentations This We Believe … And Now We Must Act
February 1, 2005 Dr. Phil Schlechty Secondary School Reform Across the Nation
(Joint meeting with Center for Leadership and
High School Reform School Reform
Committee)
March 3, 2005 Dr. Michael Rettig Options for the Middle School Schedule
James Madison University
March 3, 2005 Dr. Terri Mozingo, Nancy Overview of Curriculum Alignment Using
Hester, and Ron Wahlen Riverdeep Software
Date Speaker/Organization Topic
Durham Public Schools
January 23, 2006 Rick and Becky DuFour Video conference
January 22-23, 2006 Janet Malone Central Office Coaching Academy
January 30-31, 2007 Peter Noonan Assessement Workshop
February 6-7, 2007 Cassie Erkens SMART Goals
February 12-13, 2007 Rick and Becky DuFour PLC Coaching Academy Session Three
March 13-14, 2007 Cassie Erkens Assessment Workshop
March 15 Cassie Erkens Alternative Assessment Workshop
March 21-22, 2007 Rick and Becky DuFour Developing Professional Learning Communities
March 29-30, 2007 Janet Malone Advanced Central Office Coaching Academy
April 17-18, 2007 Cassie Erkens Building Strong Collaborative Teams
April 19, 2007 Anthony Muhammad Building a PLC in Two Secondary Inner-City
Schools
September 27-28, 2007 Cassie Erkens The Importance of Knowing Your Essential
Learning Outcomes
October 8, 2007 Tim Brown Scheduling for a PLC Elementary School
October 9, 2007 Tim Brown Scheduling for a PLC Secondary School
October 17, 2007 Ron Ferguson How Parents Can Help Their Child Succeed in
School
October 18, 2007 Ron Ferguson Human Services Summit
October 31, 2007 Doug Reeves Closing the Implementation Gap: Taking PLCs to
the Next Level
November 13-14, 2007 Cassie Erkens Train-the-Facilitator
November 15-16, 2007 Cassie Erkens Learn How to Develop High Quality Common
Formative Assessments
December 5-6, 2007 Rick and Becky DuFour Developing Professional Learning Communities
March 5-6, 2008 Austin Buffum Collaborative Teams Workshop
April 21-22, 2008 Cassie Erkens Pyramid of Interventions Workshop
September 22-23, 2008 Cassie Erkens The Importance of Knowing Your Essential
Learning Outcomes
October 8-9, 2008 Cassie Erkens How Improving Your Grading Practices Can
Increase Student Learning
October 10, 2008 Cassie Erkens Training-of-Facilitators
October 30, 2008 Rick and Becky DuFour Learning by Doing: How Effective Leaders Close
Date Speaker/Organization Topic
the Knowing-Doing Gap
October 31, 2008 Rick and Becky DuFour Learning by Doing: How Effective Leaders Close
the Knowing–Doing Gap
November 4, 2008 Cassie Erkens Classroom Interventions: The First Tier in the
Pyramid
November 5-6, 2008 Cassie Erkens How to Design High Quality Assessments-A
Hands-On Workshop
November 20-21, 2008 Cassie Erkens Leading PLC Teams-The Good, The Bad, and The
Ugly
December 1-2, 2008 Rick and Becky DuFour Developing Professional Learning Communities-
Introductory Session
March 2-3, 2009 Cassie Erkens How Improving Your Grading Practices Can
Increase Student Learning
March 11-12, 2009 Mike Mattos RTI and Pyramid of Interventions-How to
Respond When Kids Don’t Learn in a PLC
September 10, 2009 Peter Noonan How Principals Lead Professional Learning
Communities
September 11, 2009 Peter Noonan Developing District-wide Institutional Support for
Professional Learning Communities
September 29, 2009 Cassie Erkens Leading PLC Teams-The Good, The Bad, and The
Ugly
October 7-8, 2009 Mike Mattos Pyramid Response to Intervention for School
Teams
October 9, 2009 Mike Mattos Pyramid Response to Intervention-A Primer for
School Leaders
 Data Review and Measurable Goals (2005-2009)

Measurable Goals of
the Middle School 2005-06 2006-07 2007-08 2008-09
Reform Effort (2005)
Goal 1: By 2009, 95% of Students will exit the 8th R-80.28 R-80.47 R-41.78 R-50.36
grade on grade level in reading, mathematics, and M-52.2 M-49.9 M-50.8 M-63.6
science (as measured by NCLB’s AYP standard.
Goal 2: By 2009, the achievement gap will be R-17.6 R-18.96 R-46.64 R-44.14
eliminated in reading and mathematics in grades 6-8. M-38.69 M-42.56 M-42.56 M-34.11

Goal 3: Each year, all middle schools will meet or 30% 50% 60% 50%
exceed their growth targets set by the State Board of
Education and measured by the NC EOG, EOC, and
Computer Skills Test.

Data Review for 2005-06 2006-07 2007-08 2008-09

Middle Schools

Middle School Attendance 93.3% 94.2%

8th Grade Reading Composite Score 40.9 49.4
8th Grade Math Composite Score 50.2 62.9
8th Grade Science Composite Score 44.9 54.5
8th Grade EOG Composite 45.5 55.6
ABC Growth for 6th Grade Reading No No
ABC Growth for 7th Grade Reading No Yes
ABC Growth for 8th Grade Reading Yes High
ABC Growth for 6th-8th Grade Reading No Yes
ABC Growth for 6th Grade Math No Yes
ABC Growth for 7th Grade Math Yes Yes
ABC Growth for 8th Grade Math Yes High
ABC Growth for 6th-8th Grade Math Yes Yes
AYP Total Targets Met 65.6% 95.2%

Analysis of Data Trends:

 Overview of 2009-2013 Middle School Reform

Durham Public Schools’ Vision Statement

The Durham community cherishes its children, and the Durham Public Schools are the daily
expression of that care. In Durham Public Schools, we believe that every child can succeed, but
we also know that the schools alone cannot educate our children. We need and welcome the
support of our entire community. Our children need loving parents who nourish them, who
send them to school ready to learn, who read to them and help them with their homework. Our
vision for Durham Public Schools starts with the need for the entire community to come
together around the needs of every family and every child. Durham Public Schools will do its
part—and more—but we cannot do it alone.

Involved Parents: In that spirit, Durham Public Schools supports, encourages and welcomes
parents at every school. We invite parents to actively participate in their children’s school programs
and activities and we want them to know that their presence is necessary and their input is greatly
valued. We believe that Durham Public Schools is the best choice for parents who live in our
district, and here are the reasons why:

Engaged Students: Durham Public Schools produces graduates who embrace ongoing learning as a
way of life, who are well prepared for college, and who succeed in their professional pursuits. For
those students who need special instruction, we provide it and help them to excel. For those students
who are academic high-fliers, we help them reach the stars. Because we cherish every single
student, each of our schools offers a safe and orderly environment for learning and an environment
that nurtures and strengthens the whole child--body and mind. Our students participate in highly
engaging learning, develop leadership skills and learn to build good relationships with other
students and staff members.

Qualified Staff: Our teachers are caring, attentive and qualified. They have the support necessary
to deliver superior, individualized classroom instruction. Our administrators lead with increased
student achievement at the core of every decision they make. Counselors and nurses, bus drivers
and social workers—all staff members work hand-in-hand with teachers and administrators to meet
the needs of every child.

Inspired Learning: While raising students’ test scores is critical to Durham Public Schools, our
vision encompasses so much more. Our schools are places where children are excited to learn,
where they can learn solid job skills or prepare for the most competitive colleges in America, where
they find waiting for them at the door of every classroom a teacher who cares for them, instructs
them at the highest level and inspires them.
Durham Public Schools’ Mission Statement
In collaboration with our community and parents, the mission of Durham Public Schools is to
provide all students with an outstanding education that motivates them to reach their full
potential and enables them to discover their interests and talents, pursue their goals and dreams,
and succeed in college, in the workforce and as engaged citizens.

• To ensure high levels of learning for all students.

• To improve student achievement through effective instructional leadership.
• To provide all students with an outstanding education that motivates them to reach
their full potential and enables them to discover their interests and talents, pursue
their goals and dreams, and succeed in college, in the workforce and as engaged
citizens.

Vision Statement for Middle School

Our middle school vision embraces the vision and mission for DPS as a whole, but focuses
specifically on supporting every middle school to become a “School to Watch.” We believe that
the “Schools to Watch” guidelines provide a comprehensive roadmap for middle school excellence
as well a sure way to analyze challenges and develop sound plans for improvement.

We envision middle students growing in their enthusiasm for learning through a developmentally
appropriate education that challenges their minds. We expect students to have learning experiences
that help them successfully transition from concrete thinking to abstract thinking such that all
students are ready for the rigors of high school subjects and have confidence in their abilities. We
envision middle school students learning in an environment that fosters the growth of personal
responsibility, independence, problem solving, social awareness, and the ability to collaborate with
others. Throughout these transformational years in which students are becoming young adults, we
expect to work closely with families to make this transformation a positive one, one that enables
students to enter high school with hope, confidence, and a personal vision for the future.
 Schools to Watch Guidelines as the focus for MS Reform 2009-2013
As of September 2009 three middle schools have been identified as Schools to Watch and two more
have submitted applications. Below is summary of the Schools to Watch criteria which the district
will reference to set our 2009-2013 goals, develop specific plans, and evaluate our progress.
The Schools to Watch guidelines include many items that focus on family and community. In order
to emphasize their centrality to the vision and mission of Durham Public Schools, they are
highlighted for easy reference. Only with a unified effort among all stakeholders, can we ensure
that we will achieve excellence for our middle school students.
Academic Criteria: High-performing schools with middle grades are academically excellent.
They challenge all students to use their minds well.
1. All students are expected to meet high academic standards.
2. Curriculum, instruction, assessment, and appropriate academic interventions are aligned with
high standards.
3. The curriculum emphasizes deep understanding of important concepts and the development of
essential skills.
4. Instructional strategies include a variety of challenging and engaging activities that are clearly
related to the grade-level standards, concepts, and skills being taught.
5. Teachers use a variety of methods to assess and monitor the progress of student learning (e.g.,
tests, quizzes, assignments, exhibitions, projects, performance tasks, portfolios).
6. The faculty and master schedule provide students time to meet rigorous academic standards.
7. Teachers know what each student has learned and still needs to learn.
8. The adults in the school are provided time and frequent opportunities to enhance student
achievement by working with colleagues to deepen their knowledge and to improve their
standards-based practice.
Developmental Responsiveness: High-performing schools with middle grades are sensitive to the
unique developmental challenges of early adolescence.
1. The staff creates a personalized environment that supports each student's intellectual, ethical,
social, and physical development.
2. The school provides access to comprehensive services to foster healthy physical, social,
emotional, and intellectual development.
3. Teachers foster curiosity, creativity and the development of social skills in a structured and
supportive environment.
4. The curriculum is both socially significant and relevant to the personal and career interests of
young adolescents.
5. Teachers use an interdisciplinary approach to reinforce important concepts, skills, and address
real-world problems.
6. Students are provided multiple opportunities to explore a rich variety of topics and interests in
order to develop their identity, learn about their strengths, discover and demonstrate their own
competence, and plan for their future.
7. All students have opportunities for voice—posing questions, reflecting on experiences, and
participating in decisions and leadership activities.
8. Students take an active role in school-family conferences.
9. The school staff members develop alliances with families to enhance and support the well-being
of the children.
10. Staff members provide all students with opportunities to develop citizenship skills, to use the
community as a classroom, and to engage the community in providing resources and support.
11. The school provides age-appropriate, co-curricular activities to foster social skills and character,
and to develop interests beyond the classroom environment.
Organizational Structure: High-performing schools with middle grades are learning
organizations that establish norms, structures, and organizational arrangements to support and
sustain their trajectory toward excellence.
1. A shared vision of what a high-performing school is and does drives every facet of school
change.
2. The principal has the responsibility and authority to hold the school-improvement enterprise
together, including day-to-day know-how, coordination, strategic planning, and communication.
3. The school is a community of practice in which learning, experimentation, and time and
opportunity for reflection are the norm.
4. The school and district devote resources to content-rich professional development, which is
connected to reaching and sustaining the school vision and increasing student achievement.
5. The school is not an island unto itself; it is a part of a larger educational system, i.e., districts,
networks and community partnerships.
6. The school staff holds itself accountable for the students’ success.
7. District and school staff possess and cultivate the collective will to persevere, believing it is
their business to produce increased achievement and enhanced development of all students.
8. The school and district staffs work with colleges and universities to recruit, prepare, and mentor
novice and experienced teachers.
9. The school includes families and community members in setting and supporting the school's
trajectory toward high performance.
Social Equity: High-performing schools with middle grades are socially equitable, democratic,
and fair. They provide every student with high-quality teachers, resources, learning opportunities,
and supports. They keep positive options open for all students.
1. To the fullest extent possible, all students, including English learners, students with disabilities,
gifted and honors students, participate in heterogeneous classes with high academic and
behavioral expectations.
2. Students are provided the opportunity to use many and varied approaches to achieve and
demonstrate competence and mastery of standards.
3. Teachers continually adapt curriculum, instruction, assessment, and scheduling to meet their
students' diverse and changing needs.
4. All students have equal access to valued knowledge in all school classes and activities.
5. Students have ongoing opportunities to learn about and appreciate their own and others'
cultures.
6. The school community knows every student well.
7. The faculty welcomes and encourages the active participation of all its families and makes sure
that all its families are an integral part of the school.
8. The school’s reward system is designed to value diversity, civility, service, and democratic
citizenship.
9. Staff members understand and support the family backgrounds and values of its students.
10. The school rules are clear, fair, and consistently applied.
 Strategies to Achieve the Schools to Watch Criteria

Middle School Reform District Plan 2009-13

(Possible District-wide Strategies in Five Areas)

1. Social Equity
• Include teaching in the pacing guide
• Intervention time built into school day
• Feature children from different cultures on Channel 4. Allow them to speak about their
native culture, especially what their schools are like
• Departments will revisit the pacing guide timelines
• After-School transportation for clubs, sports, tutorials
• Utilize NCWise to team and schedule classes heterogeneously
• Populate RIO/DEPOT with culturally diverse lessons
• Offer diversity/sensitivity training
• Need more differentiation professional development

2. Academic Excellence
• Vertical transition PLC (i.e. 5th grade teachers meet with 6th grade teachers)
• High quality exemplars on RIO
• Continued district support of flexible scheduling
• Homework practices – model after the study on grades; need a policy
• District-wide cross school PLC meetings
• Professional development on interpretation of data as it relates to student
achievement/the four questions; content specific professional development on data
• Students and teachers must have access (and training) to 21st Century tools and resources
(i.e., laptops, document readers, digital microscopes)

3. Parent and Community Involvement

• Provide list of services to expose students to community services
• Provide training for teachers to implement student-led conferences
• Snap Grade Alert Program/NCWise(?) – access to student progress/grades for parents
via e-mail automatically
• Community resources available for parents on dpsnc.net (mental health, tutoring
services, etc.)
• District Office position that will coordinate/support parent involvement
• Increase parental involvement in School Improvement Plan
• Increase community outreach (i.e., we come to your community)
4. Responsive to Student Needs (Developmental)
• F-year plans
• Improve services for all special populations (ESL, ECP, AIG)
• Capturing Kids Hearts (money and training)
• Intramurals during the day
• Thirty minutes of activity
• Time in pacing guide at the start of the year to create climates, teach rules and
procedures
• PBS – define implementation, consistency, support
• RTI – define strategies, what are universal screening devices for math/reading
• K-12 transition – smooth
• Community businesses partner with schools
 Career speakers
 Science, Math (core classes) speakers and special science labs (i.e., EPA
teaches lesson on NC pacing guide providing materials and expertise
 Relevance of education to future career – Career Day monthly

5. Organizational Structures and Processes

• PLC matrix at district level for PLC days
• Schools will encourage PLCs within the school and throughout the district across all
curricula and disciplines
• Schools will utilize academic coaches, district directives and staff input/resource to drive
monthly PLC agendas
• Schools will use technology to support and encourage professional development
opportunities within house (videotape instructors who are to be modeled)
• Use “in-house” people to conduct staff development (within schools and district-wide)
• Written policies and procedures for structure and processes (district-wide)
• PLC meetings need a goal. They should be productive, reach a desired outcome, be
useful, relevant, and student-centered
• Clarification of expectations for PLC – how does it differ from staff development?