It is not enough to get yourself to the top of the mountain;
it is everyone’s responsibility to get everyone to the top.
The moment that students arrive at King, they hear our motto, and spend three years working to make sure that in addition to looking out for themselves, they are responsible for the success of their peers as well. Our motto is embraced by the students, the staff, and the administration. It represents our belief that it is imperative that students feel safe, respected, and pushed to be their best selves. We strive to create a culture of high achievement and unconditional acceptance for all who enter our school. Expeditions provide ideal opportunities for students to question and learn, and for teachers to guide and teach. Throughout, we trust students with academic challenges and important responsibilities, while realizing that we all need each other to get to the top of that mountain.
"The thing I like best about Kieve is that it helps you become closer with your crew, your peers, and your whole house. This is important because you are with these people for years. You have to get along with them to achieve the ultimate goal, getting everyone to the top of the mountain." ~ KMS Student |
Since 2012, when we implemented Habits of Work and Learning--where students are taught and assessed on Respect, Responsibility and Perseverance--there has been a notable increase in the number of students that meet or exceed both academic and HOWLS targets. There has also been a 30% reduction in discipline referrals.
"HOWLS are really great because they are a reminder that you have to persevere and a reminder to try harder and do your best."
~ KMS Student |
Habits of Work and Learning (HOWLs)
Part of our mission is to prepare our students to be leaders by giving them the tools to develop the critical thinking and problem solving skills they’ll need in college and beyond. Our students deserve guidance in developing the character traits of Respect, Responsibility, and Perseverance that are imperative to their success in academics and life. These character traits are a cornerstone of a King education.
We believe these character traits are more than ineffable qualities granted to some people and not others. Rather, we believe there are certain habits that nurture character. These habits can be modeled, taught, and assessed so that students can strengthen positive traits within themselves.
At King we have developed a clear roadmap for students to follow regarding how they communicate with other people, how to work cooperatively, how to treat equipment and resources, how to prepare for and participate in class, how to approach assignments, how to produce their best work, how to seek help, how to ask questions and express skepticism, how to accept feedback and make improvements, and how to assess their own work. In 2012, as we prepared to transition to a standards-based school, our staff worked to develop our Habits of Work and Learning rubrics and structures to teach and assess these habits. In each class, students are taught and assessed on these habits and track their progress over time. Opportunities for reflection and goal setting are an integral part of each class in addition to Crew.
Part of our mission is to prepare our students to be leaders by giving them the tools to develop the critical thinking and problem solving skills they’ll need in college and beyond. Our students deserve guidance in developing the character traits of Respect, Responsibility, and Perseverance that are imperative to their success in academics and life. These character traits are a cornerstone of a King education.
We believe these character traits are more than ineffable qualities granted to some people and not others. Rather, we believe there are certain habits that nurture character. These habits can be modeled, taught, and assessed so that students can strengthen positive traits within themselves.
At King we have developed a clear roadmap for students to follow regarding how they communicate with other people, how to work cooperatively, how to treat equipment and resources, how to prepare for and participate in class, how to approach assignments, how to produce their best work, how to seek help, how to ask questions and express skepticism, how to accept feedback and make improvements, and how to assess their own work. In 2012, as we prepared to transition to a standards-based school, our staff worked to develop our Habits of Work and Learning rubrics and structures to teach and assess these habits. In each class, students are taught and assessed on these habits and track their progress over time. Opportunities for reflection and goal setting are an integral part of each class in addition to Crew.
We recognize that the implementation of our HOWLS program is a fluid process that requires reflection and revision. We will continue to examine the ways in which we teach and assess these traits and targets. As we move forward in this school year we will:
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"I think HOWLS are a great idea because they show kids from a young age that it is just as important to do an assignment correctly as it is to bring it in on time and complete it in a timely manner."
~KMS Student
~KMS Student
Students Met HOWLs and Academic Targets More Often from 2013 - 2015
The likelihood that students Met or Exceeded academic targets increased from 59.0% in 2013-14 to 65.8% in 2014-15.
The likelihood that students Met or Exceeded HOWLS targets increased from 65.4% in 2013-14 to 70.4% in 2014-15.
The likelihood that students Met or Exceeded HOWLS targets increased from 65.4% in 2013-14 to 70.4% in 2014-15.
HOWLs and Academic Scores Have a Positive Correlation at King Middle School.
As HOWLs scores increase, so do Academic scores.
As HOWLs scores increase, so do Academic scores.
These data was taken from Infinite Campus and Jumprope, our online reporting systems.
Giving Students A Voice-
Student Focus Groups
Our students are why we come to work every day and they are our first priority. They are the "consumers" and understand the teaching and learning experience at King better than anyone. For that reason, we reach out to them periodically and ask; "So, how is it going?" When we began the process of implementing standards-based grading it became essential to connect with students and get their feedback. We now hold student focus groups 2-3 times per year to solicit student voice in order to improve our practices and the implementation of standards-based grading. The information from these interviews is shared with teachers and administration, and is used to determine next steps for our school-wide goals and professional development.
Student Focus Groups
Our students are why we come to work every day and they are our first priority. They are the "consumers" and understand the teaching and learning experience at King better than anyone. For that reason, we reach out to them periodically and ask; "So, how is it going?" When we began the process of implementing standards-based grading it became essential to connect with students and get their feedback. We now hold student focus groups 2-3 times per year to solicit student voice in order to improve our practices and the implementation of standards-based grading. The information from these interviews is shared with teachers and administration, and is used to determine next steps for our school-wide goals and professional development.
HOWLS are the Anchor Text for Classroom Management and Discipline
Once we embarked on the journey of teaching and assessing HOWLS and adopted some common language, we soon realized that the way in which we addressed discipline and attendance issues were clearly linked to our HOWLS. It quickly became clear to teachers that classroom management, culture and community building, and discipline challenges were aligned with the emphasis and time that was spent teaching and assessing HOWLS. Suddenly, our HOWLS rubrics were anchor texts for our classroom management. Sometimes the waters were muddied when we took points off for late assignments or for messiness. Now we teach responsibility and perseverance. Respectful behavior is now tracked and assessed on a regular basis, rather than an arbitrary “Conduct” grade at the end of the trimester. The Habits of Work and Learning are a thread of our Crew curriculum and our initiatives address respect, responsibility, and perseverance.
Once we embarked on the journey of teaching and assessing HOWLS and adopted some common language, we soon realized that the way in which we addressed discipline and attendance issues were clearly linked to our HOWLS. It quickly became clear to teachers that classroom management, culture and community building, and discipline challenges were aligned with the emphasis and time that was spent teaching and assessing HOWLS. Suddenly, our HOWLS rubrics were anchor texts for our classroom management. Sometimes the waters were muddied when we took points off for late assignments or for messiness. Now we teach responsibility and perseverance. Respectful behavior is now tracked and assessed on a regular basis, rather than an arbitrary “Conduct” grade at the end of the trimester. The Habits of Work and Learning are a thread of our Crew curriculum and our initiatives address respect, responsibility, and perseverance.
Using data from Infinite Campus and office reports we have created the two graphs below that demonstrate how HOWLS are influencing our attendance rates and numbers of discipline referrals. Since the implementation of HOWLS there has been a 30% percent reduction in office referrals and a decrease in the number of unexcused absences per day.
At King, students feel supported to take academic risks because of the intentional culture building, relational nurturing, and the focus on the academic mindset of "I belong in this community" and "I grow with effort", through experiences like the Kieve Leadership School
“After Kieve I was very proud of myself because I left my comfort zone and challenged myself. I also knew that I could apply my experiences in everyday life and at school.”
~KMS Student
~KMS Student
The story of King begins with the use of Outward Bound adventure-based learning with our staff and students together as a team. At the heart of Expeditionary Learning at King is the annual seventh grade trip. Since 1999, our students have participated in a three day, two night camping experience. Since 2006, our students have attended the Leadership School at Kieve in Nobleboro, Maine. This invaluable experience provides a level playing field for all of King’s students to explore and experience relationships between learning and risk taking, feeling supported and offering support to others, working independently and bringing one’s best intentions and energy to the community.
It is hard to overstate the benefits of the Kieve experience for our students. The leadership program at Kieve is a natural fit with our Habits of Work and Learning and Crew curriculum. Our HOWLS targets are plainly supported and developed through the initiatives students experience at Kieve. Students are challenged physically, intellectually and emotionally. This experience is now a cornerstone practice at King and is a life changing event for many of our students. We also strongly believe that the experience Kieve is not a stand-alone experience. The experience at the leadership school translates into all aspects of learning at King. "I love the Kieve experience for the seventh graders. In sixth grade they developed such a rich community. Students who are brand new to seventh grade missed that, but after going to Kieve they are no longer the "new kid" and are already very much a part of the community." ~Carol Nylen KMS teacher |
“I challenged myself in ways that I would never have done otherwise. Everyday was a new adventure and life lesson.”
~KMS Student |
Taking Risks and Tackling Challenges
"I believe that all students at some point in their education should be given the chance to discover new parts of themselves and be challenged in a place like Kieve."
~KMS Student
~KMS Student
Through the Expeditionary Learning model we ask students to take risks and challenge themselves every day.
Our students are often asked to leave their comfort zone and take on challenges by choice. At Camp Kieve, this might mean climbing above the trees on high ropes. At King, this often means presenting their work and learning to an audience. Students conquer fears of heights at Kieve and at King they conquer fears of standing on a stage and performing in front of peers and family for a culminating event. Teachers constantly refer back to their experience at Kieve, using the language of Kieve to support and encourage students when they are attempting to meet new challenges. As we transfer the Kieve experience into the classroom we guide students in developing an academic mindset to support them to take academic risks and and grow. We incorporate the mindset statements into all aspects of the learning experience at King. Students reflect and set goals connected to each mindset. The statements we have adopted are:
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"We are Crew, Not Passengers"
At King we have a "Crew" structure to ensure that every student is known well by at least one significant adult who acts as an advocate for the student's success. Our goal is for every student to be known, respected, and cared for as well as provided with opportunities for leadership. Teachers explicitly plan crew activities to promote collaboration and to develop relational character with students. Our HOWL'S are incorporated into the selected activities, and through the debriefing, students take note of the importance that respect and responsibility played, and examine their own perseverance and attention to leadership. The activities are clearly aligned with the Kieve experience and translate directly into the classroom. At King we Intentionally build culture all year long with our students and staff. The teachers at King embrace a growth mindset and model for students what it means to be a lifelong learner. We take risks and face challenges alongside our students. We create final products along with the students, demonstrating a growth mindset as we struggle and persevere with what we are asking our students to create. At Kieve, our teachers are very much hands-on and we often find ourselves travelling outside our comfort zone as we participate in the same tasks that the students are asked to do. Every spring, in order to raise money for our annual trip to Kieve, the faculty puts on a talent show that is paired with a silent auction. Our very talented staff perform all night to a wild, sell out crowd. The sometimes less talented, but courageous teachers also join in the fun and perform. It is a cornerstone event at King that brings staff, students, and families together. Last year's show and auction raised $22,000 in one night. |
“Camp Kieve taught me that everyone deserves the chance to shine and to feel good, but it doesn’t feel as good if the whole group does not succeed.” ~KMS Student King Teachers performing at the Annual Faculty Talent Show to raise money for the 7th grade trip to Kieve.
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Students at King feel success as demonstrated by the academic mindset they develop at King, and evidenced by structures such as Impact Portfolios.
"Being a kid at King means that you are always asked to reflect on your work and talk about what you have learned with many different audiences. You also really learn the value of receiving feedback and improving your work. It was these kinds of things that really prepared me to create and present my Impact Portfolio. I felt confident and was very proud of myself."
~KMS Student
~KMS Student
The Evolution of Portfolios and Passages
Student portfolios have been a component of King's model for nearly two decades. Students have always been required to compile a portfolio of academic work over their three years at the school. The contents of this portfolio have been used in two major ways during the students' careers. First, the portfolio anchors the student-led conferences that are carried out twice each year. Secondly, eighth grade students use work for their portfolios to present a "showcase portfolio" that summarizes their strengths, struggles, and improvements during their time at King.
The first use of portfolios, that is to anchor the student-led conferences, has been improved over the last few years to more closely align with our emphasis on student engaged assessment and implementation of standards based grading. In each class students select learning targets and then provide evidence of hitting those targets. This creates a very student centered, academically focused parent conference. Students are able to say, "Here was the learning target, and here is the assessment that proves that I hit the target..." They are able to make a very concrete connection between the intended learning and evidence of learning. This improvement in our portfolio practices resulted in:
Student portfolios have been a component of King's model for nearly two decades. Students have always been required to compile a portfolio of academic work over their three years at the school. The contents of this portfolio have been used in two major ways during the students' careers. First, the portfolio anchors the student-led conferences that are carried out twice each year. Secondly, eighth grade students use work for their portfolios to present a "showcase portfolio" that summarizes their strengths, struggles, and improvements during their time at King.
The first use of portfolios, that is to anchor the student-led conferences, has been improved over the last few years to more closely align with our emphasis on student engaged assessment and implementation of standards based grading. In each class students select learning targets and then provide evidence of hitting those targets. This creates a very student centered, academically focused parent conference. Students are able to say, "Here was the learning target, and here is the assessment that proves that I hit the target..." They are able to make a very concrete connection between the intended learning and evidence of learning. This improvement in our portfolio practices resulted in:
- School-wide consensus that this is a positive way to organize and run portfolio conferences;
- Common portfolio entry sheets and common language for teachers and students
- Consistent experience for all students, families, and teachers
Reimagining the Vision
Impact Portfolios The second use of portfolios, where eighth students showcase their entire academic careers, has had a varied history at King. As recently as six years ago, all students prepared a showcase portfolio, but only a select group of students presented their portfolio to a panel of community members including parents, teachers, city officials, and central office staff. While the stakes were high this was certainly not a program for all students. "Portfolios and Passages" is a major tenant of Expeditionary Learning. As our school began to move forward with many new EL structures it became clear that the "passages" piece was lagging behind other components of the model such as standards based grading and student engaged assessment. At this juncture the school needed to improve the portfolio practice by addressing the vision, purpose and content. Led by Peter Hill, an eighth grade teacher, the eighth grade teams began the process of reshaping the vision of the purpose of the portfolio. The outcome resulted in a structure that engages students in higher level thinking skills, and allows for reflection of their work and making connections between intended learning and artifacts of that learning. By folding in other components of education, including goal setting, and academic mindsets, portfolios have moved towards a more holistic statement of a student's growth. |
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Now students develop an Impact Portfolio that aligns with the academic mindsets we teach and their experience as learners at King. It is a digital, multimedia presentation. Students are given the academic-mindset framework to develop their presentation, but are also encouraged to creatively "tell the story of their time at King."
The process of developing the Impact Portfolio includes:
The process of developing the Impact Portfolio includes:
- A "kick-off" event where the eighth grade teachers each present a piece of what the work will be. This sends the message that everyone is on the same page and gets students excited.
- Incorporating intentional initiatives into Crew that are clearly aligned with each of the academic mindsets
- Presenting students with clear models and rubrics
- The creation of a Pecha Kucha presentation that includes slides that convert the academic mindsets into a claim with evidence
- Multiple opportunities for reflection and goal setting
- Multiple opportunities for critique, descriptive feedback and revision from peers and teachers
- Multiple opportunities for students to practice and hone their presentation skills.
Next Steps:
"I really feel confident in my ability to succeed at King. I have done things I never would have thought possible." ~KMS Student |