Making Middle Grades Work Initiative (MMGW)

HSTW SW Ohio began its work with middle schools in 2000. The school improvement model utilized is the Southern Regional Education Board's Making Middle Grades Work initiative. Only middle schools that serve as a feeder school to a High Schools That Work high school site are eligible for participation.

The Southern Regional Education Board's middle grades initiative is designed to help states, districts, and schools look at what they expect, what they teach, and how they teach young adolescents to prepare for success in further education. Too many students leave the middle grades unprepared to take advantage of all that high school can offer and unable to be successful in career opportunities after high school.

Making Middle Grades Work: A Comprehensive Improvement Framework

Essential Ingredients

• An academic core that is aligned with rigorous content and performance standards - All students in the middle grades must have academic core curricula that accelerate their learning, challenge them, and appeal to their interests.
• In mathematics, all students either complete Algebra 1 with acceptable performance or pass a pre-algebra test of proficiency in using algebraic concepts to reason and solve problems.
• In science, all students in the middle grades use laboratory and technology experiences to learn scientific concepts in physical, life, and earth/space sciences.
• Reading instruction across content areas should be part of the academic core curriculum through grade eight.
• The language arts curriculum requires that students use language correctly and effectively to find, organize, and report on information through reading, writing, speaking, and listening, before exiting eighth grade.
• The social studies curriculum requires that, before students can exit eighth grade, they describe their heritage, their government, their world, and economic principles through key issues of the past, present, and future.
• A belief that all students matter - Each student needs to have a personal relationship with an adult who takes an interest in his or her successful learning, goal-setting, educational planning, and personal growth.
• High expectations and a system of extra help and time - Students learn in different ways and at different rates. Middle grades students need enough time and help to meet more rigorous, consistent standards for all eighth-graders. The total curriculum of the middle grades school should focus on accelerating achievement for all students.
• Classroom practices that engage students in their learning - Young adolescents need varied learning activities linked to challenging academic content and opportunities to use newly acquired skills and concepts in real world applications.
• Teachers working together - All teachers need time to plan together, to develop and coordinate learning activities, and to share student work that meets proficiency standards.
• Support from parents - Parents must have a clear understanding of, and must support, the higher standards for performance in the middle grades.
• Qualified teachers - Middle grades teachers must know both academic content and how to teach young adolescents.
• Use of data - States, districts, and schools must continuously use data on student, school, and teacher performance to review and revise school and classroom practices as needed to obtain improved student achievement.
• Exploring and Using Technology - Middle grades students and teachers must have opportunities to explore and use technology to improve knowledge and skills in English/language arts, reading, mathematics, science, and social studies. Learning through activities and applications across the curriculum develops competence in technology.
• Strong Leadership - Middle grades schools need strong, effective principals who encourage teachers and actively participate with them in planning and implementing research-based improvements in school.