King Middle School is dedicated to the idea that we can create a school where all students can achieve at a high level
Since adopting Expeditionary Learning in 1992, our students have been engaged in six to twelve week experiential learning expeditions, two times per year. These expeditions are in-depth and interdisciplinary in nature and require students to engage in sophisticated research, use the community in authentic ways, and represent their knowledge with high quality products which are presented to legitimate audiences. Each learning expedition includes guiding questions, kickoff experiences, case studies, projects, fieldwork, experts, and a culminating event. Over the course of the past 22 years, King students have consistently demonstrated growth and and proficiency in all grade levels and across all content areas.
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"I like doing expeditions because we learn so much more than we would just sitting in a classroom watching a teacher write on the board. I am more knowledgeable on more topics than I could ever imagine." ~ KMS Student |
After adopting Expeditionary Learning and implementing rigorous yet engaging expeditions, students at King have outperformed district peers in math and ELA on state testing, consistently for at least the past 10 years. In 2011-13, King outperformed peers by at least 10% in each area, and on our most recent assessment, King was on par or exceeded at some grade levels in math, and outperformed the district by at least 12% In ELA.
When Mike McCarthy became the principal in 1988, King was a failing school by many measures. There were low expectations for students, they were tracked by ability, and student to student conflict was a major concern. King's scores on the Maine Educational Assessment trailed the district and and state across the board in reading, science and math. It was very clear that the learning climate needed to change. Mike McCarthy began by making critical moves to change the teaching and learning experience at King. Since adopting Expeditionary Learning in 1992, King has consistently performed above the district and state. Student engagement, and in-depth, rich learning expeditions, paired with an emphasis on character development and connection to our community improved our test results and forever changed our school.
"I think it is a great school. You accomplish things you never thought you would."
~KMS Student |
Closing the Gap
In 2011 we set an ambitious five year goal to reduce by 50% the number of students not proficient in reading, writing, and math. In order to accomplish this goal we committed to examining each student’s achievement levels in more depth, and to design learning experiences that would close the gap between current levels of performance and standards. We are currently committed to quality instruction and curriculum while gathering better data about how students are doing and engaging them more actively in assessing and reflecting on their own progress. To that end, in recent years we have worked, with much guidance from Expeditionary Learning, to align our curriculum and all learning expeditions, to standards. Departments collaborated to develop a set of Power Standards for each grade level, derived from the Common Core and State and National standards. We continue to refine these standards as our journey into being a standards-based school progresses. We formally report student progress toward meeting standards six times per year, and use these standards to drive the enrichment and interventions we provide to all students. |
Smarter Balanced Assessment - 2015
In 2015, the Smarter Balanced assessment was adopted by the state of Maine and our students took the test in the spring of 2015. The assessment is a valid and reliable assessment that is aligned with the Common Core Standards in ELA and Math. It is a computer adaptive test that is over and above the typical paper and pencil standardized test. It is designed to provide important feedback and data. It includes extended response questions and performance tasks along with application of knowledge through high-order skills.
By several measures it is a rigorous assessment, however we felt fairy confident going into the assessment. This is a result of our shift to standards-based grading and the process we went through to define our power standards and align our curriculum with the Common Core. Subsequently, our students engage in critical thinking, problem solving and continue to develop their analytical skills.
SMARTER BALANCED RESULTS:
Snapshot of a report that shows our results on the Grade 7 ELA test in relation to our district peers:
Snapshot of a report that shows our results on the Grade 7 ELA test in relation to our district peers:
Demonstrated Proficiency in ELA and Math, in relation to our district peers:
NECAP Assessment - 2010-2013
Evidence of Success: Disaggregate Data
- King students have demonstrated higher proficiency than their district peers in 5 out of 5 years in Math and Reading, and 4 out of 4 years in Writing (NECAP 2009-13). King students have also consistently demonstrated higher rates of proficiency in Science, relative to the district, 5 out of the past 5 years.(MEA 2011-15).
- English Language Learners at King outperformed district peers in Math 4 out of 5 years (NECAP 2009-13), and outperformed the district in Science 4 out of the past 5 years.
- Economically disadvantaged 8th graders at King excel relative to the district in Reading 5 out of 5 years, and in Writing 4 out of 4 years (NECAP 2009-13).
- On average, 10% more of King's Special Education students were proficient in Writing relative to district peers over 4 years (NECAP 2010-13) .
Making Gains in Math:
As a result of our shift to standards-base grading the math department continues to examine their standards and plan to help all students succeed and to close the achievement gap. The math department has made some critical moves to help students make significant gains. These include:
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The math team has also developed a draft of a vision statement for the type of classroom that all students at King should experience. We believe that mathematical mindset is correlated to achievement. The department developed three goals for this year that they believe will have a significant effect on achievement.
Students at King surpass the district in reading growth and proficiency due to a concentrated effort with differentiating for all learners and incorporating school structures to provide differentiated support.
Meeting the needs of all of our students is at the heart of a King education. Because of our demographics this can be a real challenge, and as we have adopted more rigorous standards, that challenge is greater than ever before. While naming what we want students to know and be able to do has been transformational it also brought to the surface a true challenge: “How do we meet all students where they are and move them forward?” A target population for us and our community is that of those underserved in Portland--English Language Learners (ELL) as well as those traditionally underprivileged. Our goal is to better serve this population of learners, preparing them for academic success and their future, with the most ethnically and economically diverse school in the state of Maine.
Within this diverse population we have determined:
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"I think that it is really important for us to get the same text. We get to know the same vocabulary and we get to share the same ideas and it helps us--people who are learning English--to be comfortable talking in class." ~KMS ELL Student |
The graphs below illustrate that King outperformed the district in student proficiency for the last three years that these data are available:
The graph below illustrates that King outperformed the district in student growth for the last year these data are available:
Below is a report from the Maine Department of Education based on our 2013-14 NECAP results. The Bottom 25% section of the report includes the students that took the test the previous year that scored in the bottom 25%.
Of those students, 55.5% advanced a level of proficiency in reading.
Of those students, 55.5% advanced a level of proficiency in reading.
In order for us to increase the number of students proficient in reading and writing, we had to examine our literacy practices and think about literacy across the curriculum and the ways we differentiate for all learners. We are in the process of implementing practices that help students develop the skills and habits of close readers and have them engage with complex texts, vocabulary, and concepts. We are committed to implementing and refining strategies as we present students with text that deepens their conceptual understanding of compelling content. To accomplish this our initial steps have included:
"Literacy instruction is not a separate entity from content area instruction."
~ Peter Hill KMS Teacher |
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LITERACY PRACTICES AT KING:
Reading and Thinking Like Scientists
Science teacher Peter Hill, from King Middle School in Portland, Maine, carefully guides his students through a challenging scientific text on electricity. Working with the school's ELL teacher, Hill scaffolds his lesson to best support his students.
Reading and Thinking Like Scientists
Science teacher Peter Hill, from King Middle School in Portland, Maine, carefully guides his students through a challenging scientific text on electricity. Working with the school's ELL teacher, Hill scaffolds his lesson to best support his students.
Day 1: Strategies for Making Meaning from Complex Scientific Text
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Day 2: Deepening Conceptual Understanding Through Text-Based Tasks
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Scaffolding Literacy Instruction to Support English Language Learners
Caitlin LeClair, seventh-grade social studies teacher at King Middle School in Portland, Maine, supports her students in their reading of complex texts—fiction and nonfiction—about South Sudan. LeClair supports her diverse group of learners by choosing compelling topics; working through a progression of increasingly complex texts; and providing scaffolding and support to build their skills as close readers.
Caitlin LeClair, seventh-grade social studies teacher at King Middle School in Portland, Maine, supports her students in their reading of complex texts—fiction and nonfiction—about South Sudan. LeClair supports her diverse group of learners by choosing compelling topics; working through a progression of increasingly complex texts; and providing scaffolding and support to build their skills as close readers.
Scaffolding Literacy Instruction for English Language Learners
Our English Language Learners
Every year our ELL students take the ACCESS test, meant to measure their progress in reading, writing, speaking and listening. The results of this test inform instruction and academic supports for ELL and mainstream teachers. The test also shows progress over time and is a measure for students to "exit" out of LEP (Limited English Proficiency) status. In 2014 we changed the way that we provide services for our ELL students. All students are placed in the mainstream when they arrive. There are opportunities for students to receive direct language instruction, but most support happens in the mainstream classes. Since taking this immediate immersion approach the number of students that are "meeting proficiency" has increased from 47% in 2013-14 to 61% in 2014-15. This reflects a 30% increase and surpasses the district's percentage of students that showed growth on the ACCESS. |
At a celebration after we received our ACCESS scores, ELL teacher Joel Peck sings an original song. The song includes all 31 of the languages spoken at King.
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Redesigning Our Reading Program
In 2013, after an examination of reading data it became clear that despite our efforts to close the achievement gap for our most struggling readers, students were not making the gains we expected. The teaching strategist, ELL and reading teachers began the process of investigating how to redesign the delivery of reading instruction to meet the needs of more students and increase the number of students that were making expected gains. The team concluded there was not a structure for the students who needed intense support and practice with decoding, our teachers were not adequately trained to use the Read 180 program that targets decoding, and finally, there was not a place in the current schedule for students to get the support they needed.
The team brought a plan to the principal that included a more precise reading program to target those students that needed the most support and ensuring that all students were appropriately placed. Starting in 2014, three separate literacy programs were developed based on the the belief that a new model was essential. The program now includes:
Each of these programs regularly checks for academic growth. Where students used to remain in their designated reading class, now programming decisions are made on a regular basis looking at whether students need to move to a different level or into a World Languages class. It is a fluid program and transitions are made as needed or at the end of each trimester.
In 2013, after an examination of reading data it became clear that despite our efforts to close the achievement gap for our most struggling readers, students were not making the gains we expected. The teaching strategist, ELL and reading teachers began the process of investigating how to redesign the delivery of reading instruction to meet the needs of more students and increase the number of students that were making expected gains. The team concluded there was not a structure for the students who needed intense support and practice with decoding, our teachers were not adequately trained to use the Read 180 program that targets decoding, and finally, there was not a place in the current schedule for students to get the support they needed.
The team brought a plan to the principal that included a more precise reading program to target those students that needed the most support and ensuring that all students were appropriately placed. Starting in 2014, three separate literacy programs were developed based on the the belief that a new model was essential. The program now includes:
- Focused instruction for decoding
- Focused instruction for comprehension
- Focused instruction for academic writing- mostly for our ELL students
Each of these programs regularly checks for academic growth. Where students used to remain in their designated reading class, now programming decisions are made on a regular basis looking at whether students need to move to a different level or into a World Languages class. It is a fluid program and transitions are made as needed or at the end of each trimester.
Thinking Outside of the Box
As we embarked on reaching our ambitious goal in 2011, and began the process of implementing standards-based grading, it became immediately clear that we needed to rethink how we used our time with students and to think outside the box for those students needing extra support to meet the standards, and for those that needed to be taken to new heights. Our shift to standards-based grading and adoption of standards and clear targets suddenly made it crystal clear which kids needed support and which ones needed a push. Through our overall approach to standards-based grading we began to examine our school structures and instructional practices. |
"The genius of a great Expeditionary Learning school lies in the energy and sustained creativity of the staff." ~Michael McCarthy Former Principal |
We started to think about the structures within the school day as well as the time before and after school to reach all kids. First, we developed a committee to examine what systems and structures were currently in place and what we could change. It was determined by this group that specific school structures and systems needed to to change and we implemented their recommendations. That work continues today and we have an action team dedicated to looking at best practices and structures to provide extended learning opportunities as a school. Some of the key moves we made include:
- Incorporating a school-wide Academic Crew into our schedule
- Moving Chorus outside of the school day to ensure all students have access to support time
- Incorporating a school-wide Targeted Learning Time
- Creating partnerships with community organizations and developing two strong after-school programs
- Providing summer learning opportunities
Targeted Learning Time and Academic Crew:
We added an additional Crew Time to the schedule with an academic focus. All crew teachers are with their crew during that time. The purpose of this additional crew time is to provide time for individual conferencing, goal setting and a focus on Habits of Work and Learning. Students track their progress on specific standards and set goals using our online reporting system. We also developed a Targeted Learning Time to support students in meeting the targets and standards. This changed what had forever been a “study-hall” into a focused, target-centered time for students to get feedback and move their learning forward. " One thing that makes King a great school is that the teachers are always really supportive. I come in early every single morning for help with my work. The main thing is the teachers. They are so helpful, even if you need support out of school." -KMS student We have also developed extended learning opportunities for all students. Specifically, we have developed two programs which have achieved real results in a short period of time. Both involve collaboration with other local, well established organizations. |
Extended Learning Opportunities:
Created in 2012 as a pilot program for sixth graders, the King Parkside Collaboration (K-PAC) is collaboration among our school and the Parkside Neighborhood Center (a program of Opportunity Alliance). It connects parents, teachers, students and community providers with a goal of raising academic, social, and personal success for all. All participants come from low-income families and are in need of additional academic and social-emotional support. After two years in the program, the progress of these students has been dramatic. Test scores have improved by an average of 17%, with the least being 14% and the greatest 20%.
"Working with K-PAC has really changed how I feel about school. Now I just think school is great. It has also changed the way I feel about certain subjects like science and math. They used to be really hard for me and I was only 'beginning' or 'approaching' a lot of my targets, but now I am 'meeting' some of those targets."
~KMS Student
In 2013, we created K-BIG, another unique after-school collaboration that provides mentoring and academic support for identified King students at the Boys and Girls Club, and meets three times a week. This program’s objective is to offer consistent academic support and modeling of essential habits of work and learning to a group of students who may not have these skills and/or support outside of the school day. After two years, we can see sustainable benefits of the program. Consistent attendance has been one measure along with positive student self-assessment. Progress reports and teacher feedback are used to monitor student progress, both academically and in terms of their habits of work and learning.
Created in 2012 as a pilot program for sixth graders, the King Parkside Collaboration (K-PAC) is collaboration among our school and the Parkside Neighborhood Center (a program of Opportunity Alliance). It connects parents, teachers, students and community providers with a goal of raising academic, social, and personal success for all. All participants come from low-income families and are in need of additional academic and social-emotional support. After two years in the program, the progress of these students has been dramatic. Test scores have improved by an average of 17%, with the least being 14% and the greatest 20%.
"Working with K-PAC has really changed how I feel about school. Now I just think school is great. It has also changed the way I feel about certain subjects like science and math. They used to be really hard for me and I was only 'beginning' or 'approaching' a lot of my targets, but now I am 'meeting' some of those targets."
~KMS Student
In 2013, we created K-BIG, another unique after-school collaboration that provides mentoring and academic support for identified King students at the Boys and Girls Club, and meets three times a week. This program’s objective is to offer consistent academic support and modeling of essential habits of work and learning to a group of students who may not have these skills and/or support outside of the school day. After two years, we can see sustainable benefits of the program. Consistent attendance has been one measure along with positive student self-assessment. Progress reports and teacher feedback are used to monitor student progress, both academically and in terms of their habits of work and learning.
KMS Teacher on K-PAC Extended Learning Opportunity:
Opportunities in Math
There are many extended math opportunities for students. Each week before school, students in all three grades are encouraged to work on a math team and grapple with math problems, both individually and cooperatively. We have a “Math Counts” group that also meets before school and works on multi-step, multi-concept problems. Once per trimester on the “Early Release” days we have many students who opt to stay after and participate in a school-wide math meet. We hold a Saturday academy once a trimester to address the needs of our math students who are looking for extensions in their learning.
There are many extended math opportunities for students. Each week before school, students in all three grades are encouraged to work on a math team and grapple with math problems, both individually and cooperatively. We have a “Math Counts” group that also meets before school and works on multi-step, multi-concept problems. Once per trimester on the “Early Release” days we have many students who opt to stay after and participate in a school-wide math meet. We hold a Saturday academy once a trimester to address the needs of our math students who are looking for extensions in their learning.
Math Madness!
In the Spring of 2015, King students opted to participate in an after-school math meet, "Math Madness!" The math meet was attended by 83 students, a record-breaking participation rate!
In the Spring of 2015, King students opted to participate in an after-school math meet, "Math Madness!" The math meet was attended by 83 students, a record-breaking participation rate!