Crittenden Middle School provides an inclusive, effective middle school schedule that includes opportunities for learning and growth for all students.
At Crittenden, we want all of students to have time during the school day to receive academic support and enrichment, as well as explore their ideas and interests. As outlined by the MVWSD Strategic Plan and Local Control Accountability Plan, Crittenden implemented a new schedule so that every student has a choice elective. In the past, English learners and special education students were limited by structured, scheduled academic time that determined whether they had time for an elective. Now, by restructuring instructional time within the school day, students are benefitting from academics and electives tailored more closely to their needs. Now, with our new schedule, students have an access to an elective and a Response to Instruction period which is an enrichment or extension class in either language arts or math. In addition, the schedule allows students with disabilities to have co-taught classes in English Language arts and mathematics.
RTI: We know that every child learns differently and at his or her own pace. This year, Crittenden built time into the instructional day so that teachers can provide students with extra academic support or enrichment. This block of time, called Response to Instruction (RTI), is used to differentiate instruction and to fill gaps in knowledge instead of just re-teaching the same content. Students receive either extra support or enrichment in English language arts or math, depending on what they need. Students are assigned to an intervention or enrichment period using data, including CAASPP tests and District assessments.
Co-teaching: The new 8-period cascading schedule also contains our coordinated integrated instructional practice of co-teaching that allows specially designed instruction and rigorous academic instruction in English language arts and mathematics to be delivered to groups of students with disabilities, English language development needs, and regular education students effectively, in the same classroom - as outlined in the District's Strategic Plan. An education specialist and a general education subject area teacher simultaneously work with a heterogeneous group of students in a general education classroom. The enhanced skill-set and knowledge of both partners, as well as their planning, integration and coordination, benefit all the students in the classroom. Benefits of co-teaching include a reduction in student-to-teacher ratio; providing more student attention, shared expertise, and increased opportunity to differentiate. There is demonstrated improvement in student achievement for all students.
SIOP: How well students understand the words associated with directions and tasks in the classroom makes a difference. Crittenden has committed to Sheltered Instruction Observation Protocol (SIOP) for its classrooms as a way to address the achievement gap. SIOP-based teaching benefits all students, not just those who are learning English as an additional language. Since implementation, English learner performance on standards based state assessments has increased.
Distinguished from the district’s model. The District has two middle schools. The schools worked collaboratively over 18 months to develop plans to implement a new schedule that allows for all students to have a choice elective, access to intervention and enrichment, and co-taught classes for students with disabilities. These model programs now represent the District’s model.
Results and outcomes: Academic assessment gains for Crittenden Middle school have been small over the past four years. In English Language Arts, Crittenden improved 5 percentage points and 14 percentage points in mathematics. Results for Subgroups have been flat. On CAASPP test results, 60% of students scored “standard met” or “standard exceeded” in ELA. 55% of students scored “standard met” or “standard exceeded” in math. English Learner students’ scores increased 9 percentage points in ELA and 5 percentage points in math over the previous year. These results, along with results from the California Dashboard indicated a need for change to better support all students and let the two middle schools to restructure the schedule. This is the first year of implementation and Crittenden staff is eagerly waiting for assessment results.
Additionally, Crittenden’s 2018-19 climate survey results show gains and decreases in students’, staff/teachers’, and families’ perceptions in some areas. The model practices and associated professional development described above will help address areas where improvement is needed including: School fit, professional development, overall climate and school efficacy.
LCAP:
These model programs and practices are outlined in the District’s Local Control Accountability Plan (LCAP). Goal 2, Action 10 describes RTI. Goal 2, action 4 describes the SIOP implementation. Goal 3, Action 1 describes the middle school schedule and co-teaching initiatives.
Mountain View Whisman School District LCAP Goal 2 calls on schools to “close the achievement gap for all student groups in all areas” by implementing consistent and equitable instructional programs across the District. Goal 3 of the District’s LCAP focuses on programs and practices that will provide students access to a broad course of study. Our district’s Strategic Plan calls for students to demonstrate proficiency in English language arts, math, and science, and for all students to have access to electives.
The District’s strategic plan goals and its LCAP goals align closely and provide a roadmap for progress toward all students demonstrating the attributes profile of a graduate: Student Achievement, Achievement Gap, Inclusive and Supportive Culture, Human Capital and Resource Stewardship.