7. ‘3'. ,_ ..... THE DEVELOPMENT OF EVALUATIVE CRITERIA FOR A MIDDLE SCHOOL » Dissertation for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY WILLIAM W. POWELL 1974 _‘ IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIHIIIIIIIII I, :45 LA-IBRAIQY » 3 1293 10433 1487 ’ , , , ’ Mrciugan State 1 .3 Universny éwxw This is to certify that the thesis entitled THE DEVELOPMEI‘JT OF EVALUATIVE CRITERIA FOR A MIDDLE SCHOOL presented by WILLIAM WALTER POWELL has been aceepted towards fulfillment of the requirements for "Ph.D.' Jegree in Education 9%; //7/ mm 0-7639 I mm mm M. I! L IIIII " BIPLJEQS ‘ mmwom m iiiiiii I ABSTRACT THE DEVELOPMENT OF EVALUATIVE CRITERIA FOR A MIDDLE SCHOOL By William w. Powell The main purpose of this dissertation was to develop evaluative criteria for a middle school. After an extensive research of literature, it was revealed that at the present time no evaluative criteria instrument exists which could be used exclusively for middle schools. All of the evaluative criteria instruments reviewed were either for junior high schools or junior high school/middle schools. According to most of the authors concerned with early adolescent education, major differences exist between the philosophy and application of the junior high school and the middle school. It seemed logical then that a specific evaluative criteria instrument should be developed that educators could use in evaluating middle schools. This particular study was somewhat different from the usual dissertation as it did not use statistical references such as sample, population, variance, or mean scores as its methodology. Instead, it used a panel of experts who accepted, rejected or modified the statements which were compiled by the author thru a survey of the \\ William N. Powell literature and discussion with practitioners. The experts were Dr. Thomas Gatewood, Central Michigan University, Mount Pleasant, Michigan; Dr. Nicholas P. Georgiady, Miami University, Oxford, Ohio; Dr. Glen K. Gerard, Principal, Kinawa Middle School, Okemos, Michigan; Dr. George Mills, University of Michigan, Ann Arbor, Michigan; and Dr. Jack D. Riegle, Ball State University, Muncie, Indiana. After a thorough research of the tapics to be chosen, state- ments were written using the content materials which were most often mentioned as important to the middle school organization. These statements were critiqued by specific educators, rewritten and then sent to the five experts for acceptance, rejection or modification. The accepted and modified statements were eventually used as the evaluative criteria. It was agreed upon by the consultant and the researcher that four-out-of-five or more of the experts should agree to the statements before using them in the final evaluative criteria. The topics which were chosen for inclusion into the final evaluative criteria instrument were: The Developmental Character- istics of Early Adolescents, Basic Middle School Characteristics, Administration, Curriculum, Co-Curriculum, Guidance, Media Center, Objectives, Philosophy, School-Community, School Plant, School Staff and Instructional Areas. Summar Developmental Characteristics The developmental characteristics were compiled by Dr. Louis Romano and others and were included in this study as an introduction William N. Powell to the instrument so that each school district or individual using this instrument would have a basic concept of these characteristics. Basic Middle School Characteristics Dr. Jack D. Riegle, for his dissertation, developed eighteen basic middle school principles which have become recognized through- out the United States. These principles were included to help give direction for implementation or evaluation of a middle school. Administration and Staff The review of literature suggests that too many middle school administrators and teachers are poorly prepared to operate or work in a middle school. This instrument will help these personnel identify their weaknesses so that improvement can be made through in- service, workshops, course work and on-the-job-training. Curriculum and Instructional Areas Most middle schools teach the four basic subjects of math, science, social studies and Language Arts. This section is rather general and all encompassing but suggests certain outcomes which are important for each subject area, plus for all the different electives which might be offered in a middle school. Co-Curricular Activities The extra-curricular activities are an integral part of any middle school. There are several different types of extra-curricular William W. Powell activities provided in a middle school but the one which causes the most concern is the intramural-interscholastic competition debate. Most middle school educators do not believe that interscholastic sports should be a part of any middle school. This section con- centrates on providing direction for extra-curricular activities. Guidance The section on student services stresses one very critical and crucial area in any middle school--guidance. Every teacher in the middle school setting must accept guidance as an integral part of his/her responsibilities. It is imperative that the guidance counselors provide the direction and the impetus needed by each teacher in establishing this type of environment. Media Center The media center is one of the most important areas of a middle school. The entire middle school, in fact, should evolve around the media center. This section is very thorough and should give excellent direction for the middle school media center personnel. Philosgphy_and Objectives Each school district which has a middle school or which plans to initiate one should develop its own philosophy and objectives. This will provide the format and direction which the district's middle school plans to go. The philosophy and objectives in this study were well-accepted by the experts and should provide the impetus needed for each school district to develOp its own. William W. Powell School and Community It will be necessary for the middle school personnel to inform the community about the middle school and to receive pertinent infor- mation back from the community. This particular study does not provide the actual surveys but does provide the direction for obtain- ing that information. School Plant Many middle schools are initiated in hand-me-down high schools or elementary schools which usually do not meet the needs of the early adolescent. School plants which are not necessarily built for the early adolescent will involve some serious constraints for the middle school program. It is just as important to provide adequate housing for the early adolescent as it is for the pre- adolescent and late adolescent. This section of the instrument identifies certain considerations for a middle school plant. THE DEVELOPMENT OF EVALUATIVE CRITERIA FOR A MIDDLE SCHOOL By ..,n.‘5 \ William W? Powell A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Education 1974 6 Copyright by WILLIAM WALTER POWELL 1974 DEDICATION With love to my lovely wife, Carolyn, and my two sons, Steven and Michael I'TILL THERE WAS YOU" ACKNOWLEDGMENTS My sincerest respect and appreciation to Dr. Louis Ramano who served as my chairman and who provided far more help than any student could reasonably expect. His understanding guidance, sincere con- sideration and enthusiasm will always be remembered. I appreciate the help provided by Dr. Alex Kloster, Dr. Dale Alam, Dr. Keith Groty and Dr. Stanley Hecker who served as members of Amy committee. I wish to acknowledge Dr. Paul Sakamoto and Dr. Richard Featherstone who were very instrumental in the early stages of my program. iv Ni" Ill TABLE OF CONTENTS Page LIST OF TABLES ........................ vii CHAPTER I. INTRODUCTION ...................... 1 Purpose of the Study ................. 3 Problem ....................... 4 Significance of Problem ............... 5 Procedures for Analysis of Data ........... 6 Definition of Terms ................. 7 Summary ....................... 8 Overview ....................... 9 II. REVIEW OF THE RELATED LITERATURE ............ 10 History ....................... lO Definitions of Middle School ............. l2 Student Characteristics ............... l4 Philosophy ...................... 20 Middle School Staff ................. 26 Summary ....................... 32 III. PROCEDURES USED IN THE STUDY .............. 34 Selection of Experts ................. 35 Source of the Data .................. 36 Topics Chosen .................... 37 Selection of the Questions .............. 38 Analysis of Data ................... 39 Summary ....................... 39 IV. ANALYSIS OF THE DATA .................. 4l Administration .................... 4i Curriculum ...................... 42 Extra-Curricular ................... 42 Guidance Program ................... 43 Media Center ..................... 43 Objectives ...................... 44 PhilOSOphy ...................... 44 School-Community ................... 45 CHAPTER Page School Plant ..................... 45 School Staff ..................... 46 Instructional Areas ................. 46 Summary of Findings ................. 47 V. CONCLUSIONS ...................... 87 Summary .................. - ..... 87 Procedure ...................... 89 Findings ....................... 90 Conclusions ..................... 96 Recommendations for Further Study .......... 96 Reflections ..................... 98 BIBLIOGRAPHY ......................... lOl APPENDICES .......................... lll A. LETTERS TO PANEL OF EXPERTS .............. III B. INSTRUCTIONS FOR THE MARKING OF THE EVALUATIVE CRITERIA. 113 C. THE ACCEPTED AND REVISED EVALUATIVE CRITERIA ...... 114 vi Table 10. 11. LIST OF TABLES Responses of experts on administration .................... Responses of experts on curriculum ...................... Responses of experts on co-curricular activities Responses of experts on guidance program ................... Responses of experts on media center ..................... Responses of experts on objectives ...................... Responses of experts on philosophy ...................... Responses of experts on school plant ..................... Responses of experts on school staff ..................... Responses of experts on instructional areas .................. Responses of experts on subject areas ..................... evaluative evaluative evaluative evaluative evaluative evaluative vii criteria criteria criteria for for Page 47 ST 54 57 61 67 69 72 75 78 82 CHAPTER I THE PROBLEM Introduction If you say "middle school" to the average person, he will probably think you're talking about any junior high school. An educator who keeps up with his trade papers will know you are speaking about an alternative to the traditional junior high. The middle school is essentially just what the name suggests-- an intermediate school, a school in-between two other schools. The middle school, according to many educators, presents a sense of newness, of innovation, of adaptability, of coming a bit closer than past efforts to matching educational programs to the needs and poten- tials of children from 10 to 14. The middle school as a new and distinctive institution construes the acceptable pattern as grades 6 (or 5) through 8. They are separate schools and should not be watered-down high schools. Middle school as used in this study designates a school in- between elementary and high school, housed separately and, ideally, in a building freshly designed for its purpose, and covering at least three of the middle school years, beginning with grade 5 or 6. Through its physical layout and instructional program, the middle school tries to take better account than the conventional junior high of the needs and abilities of between age youngsters and to use--or at least anticipate--a variety of instructional innovations and groupings. If the middle school is kept unfrozen, in program as well as physical design, it can serve as a true expansion link in the school system, adding or subtracting grades to meet changing enroll- ment pressures. To date there are not very many of the middle schools, per- haps, depending on the strictness of the definition, only a few hundred operating across the United States. Attempting to meet the needs of the vulnerable and volatile population of early adolescents they enroll, these schools will learn by doing. If they prove to be pacesetters, the name middle school will earn its own more precise definition. It is unrealistic to suppose that this new kind of school will, or even should, replace the junior high school everywhere. There is, after all, a mass of factors that determine school organiza- tion in any given community--from economics to law to politics to real estate. Many school systems, for one reason or another, cannot restructure their organization of grades. Other systems with inade- quate funds and compound social problems, may achieve reorganization, but without the full implementation of characteristics that identify the middle school. There is no intention of suggesting that the new middle school is the only route to better education for early adolescent children. For systems where traditional organization seems likely to prevail indefinitely, middle schools may provide working examples of physical and instructional innovations that could improve any sort of inter- mediate school, however organized. The middle school should exist as a school in its own right, free to serve as an educational laboratory for the early adolescent. It should serve as a transitional phase between the paternalism of the neighborhood elementary school and the varied, departmentalized environment of the senior high school. Perhaps the strongest case to be made for this emergent middle school is the possible freedom for innovation found in a new organization unshackled from the dominant traditional patterns of elementary school self-containment and secondary school departmentali- zation. Purpose of the Study The purpose of this study is to develop a set of criteria to use in planning, organizing, implementing and/or evaluating a middle school. A tremendous amount of material has been written, especially in the last ten years, expressing different ideals and attitudes con- cerning what a middle school is and how it should be implemented. It is the intent of this study to review, analyze and sum- marize the available material and develop an instrument to be used as a guide for educators to follow in evaluating their own middle schools. Problem There are many teachers, administrators, and educators who are stressing the retention of the present junior high school. These people are well-oriented to the junior high school environment and speak with some authority on the subject. There are others, just as well trained and qualified in this area, who advocate a change. They believe that the middle school is the answer to what they consider the inadequacies present in the junior high school system. Much of the literature that has been written in recent years discusses the junior high school, why it failed and then use its failure to help rationalize why the middle school be established. It is not the purpose of this study to prove that the middle school will "bridge the gap" between the elementary school and high school. In spite of what some people call "difficulties" involved in many of our junior high schools, the school has established a definite pattern for a unique role in American education. The middle school organization is also unique and is slowly being accepted into our educational process. It is just as important to have a school to serve the period of early adolescence as it is to have an elementary school to serve the very young and for the high school to serve the late adolescent. However, it should not and cannot be considered a "bridge" from one process to another. It has its own unique setting, students, problems and needs, and should be operated to best serve these condi- tions. It is, after all, a school that consists of students in the 10-14 year age group--a group that is different from both the elemen- tary and high school students.* This differentiation is based on the physical, social, emotional and mental development of the student. The curriculum, method of instruction, and instructional materials used in the middle school are selected because of their appropriate- ness for this age group, but certainly not to bridge the gap between two other unique functions of education. It could become very easy for educators who are not involved in these different school organizations to become very confused as to what is best for the early adolescent. This particular study will not attempt to prove or disprove that one school organization is better than the other. Its main concern will be to develop criteria to use in evaluating a middle school. Significance of Problem At the present time there are several guides to use in evaluating a junior high school or a junior high/middle school. There is not, however, one that can be used specifically to evaluate a middle school. As explained in the review of literature there are major differences between the junior high school and the middle school. It would seem, then, educationally unsound to use the same guidelines to evaluate both the junior high school and middle school when the majority of educators agree that there are major differences. *Appendix C, Developmental Characteristics, page l2]. Therefore, a need for guidelines to be developed for educators to use in evaluating a middle school is paramount. This, then, is the basic reason for pursuing the development of guidelines specifi- cally for the middle school. The evaluative criteria developed in this study will help guide any school district in evaluating a middle school. The topics were selected after an extensive review of the literature and dis- cussions with middle school theorists and practitioners. This study will describe: 1. The Developmental Characteristics 2. Basic Middle School Characteristics 3. Philosophy and Objectives 4. School and Community 5. Staff and Administration 6. School Plant 7. Curriculum and Instructional Areas 8. Extra-Curricular Activities 9. Student Services lO. Media Center Services Procedures for Analysis offiData As each section of evaluative criteria was completed it was sent to five experts in the middle school concept. They accepted, rejected, and/or modified the statements and then returned them for modification. Each statement was analyzed on its own merits and if 80 percent or more of the experts agreed-~then it was incorporated into the final evaluative criteria instrument. After all the materials for each section was returned and analyzed, the accepted and modified statements were used to establish the evaluative criteria for a middle school. The necessity of using a panel of experts was to verify the statements that were incorporated into the evaluative criteria on the middle school. This particular type of research approach is used to check the reliability of the forms and types of questions that are asked. If 80 percent or more of the panel agreed on the basic concepts of the middle school and the practicality of the statements they were used in the evaluative criteria. On the basis of this agreement the statements relating to the middle school were formulated into the evaluative criteria used to evaluate a middle school. MIDDLE SCHOOL: ELEMENTARY SCHOOL: JUNIOR HIGH SCHOOL: HIGH SCHOOL: PREADOLESCENT: EARLY ADOLESCENTS: ADOLESCENCE: Definition of Terms An organizational arrangement encompassing what are traditionally grades six, seven, and eight for purposes of planning and conducting a unique setting for early adolescents or transescent students, ages ll to 14 years. A separate school housing students between the ages of S-lO years of age. A separate school unit generally offering an education program for grades seven to nine. A separate school housing students between the ages of l4-l8 years of age. A youth who is in the period of human development which encompasses late childhood and generally includes those in ages ten to twelve. A youth who is in the period of human development which is at or after the onset of puberty and generally includes those in ages thirteen and fourteen. Usually described as the developmental stage beginning with puberty--the period when sexual maturing occurs-~and the attaining of the emo- tional, social, and other aspects of adult maturity. TRANSESCENT: A youth who is in the period of human development which begins in preadolescence, prior to the onset of puberty, and extends through early adolescence. NEEDS: Needs are the social, emotional, physical, and mental considerations which are important for the normal growth of the early adolescent. EXPERTS: Those who have special skills or knowledge in the middle school. BRIDGE THE GAP: A structure used to span or to join together two other areas. Summary In planning, organizing, implementing, and/or evaluating the middle school it is extremely important that we do not become com- placent with our accomplishments. The proponents of the middle school must constantly review the purposes, goals and aspirations. They must consistently focus on the main purpose--the student involved. They must always be prepared to make necessary changes for the better- ment of society through the growth of the student. The middle school is a long-range continuing process that will need teachers, administrators and educators who are completely and fully devoted to its growth and development. It will need experts who are candidly studying, researching, analyzing and revising its curriculum, method of instruction, teacher preparation, organization, and the characteristics of the early adolescent if the middle school is to be accepted into the educational process. Overview Chapter I presents an introduction to the middle school, describes the problem and purpose of the study and the methodology used. Chapter 11 presents a review of literature focusing on the pre and early adolescent's characteristics, the philosophy and program of the middle school, and the teacher's preparation and certification. Chapter III presents a description of the procedures used in this study while Chapter IV gives the analysis of the data. Chapter V presents the conclusion, implications, and reflec- tions on the middle school. CHAPTER II REVIEW OF THE RELATED LITERATURE A discussion of the literature is undertaken to clarify and establish the middle school concept and belief as an organizational setting especially appropriate to the development of children ages ten to fourteen years and who are becoming aware of themselves as individuals with particular physical, social, intellectual, and emo— tional growth needs. History The junior high school, from its early inception has had its share of controversy, strongly worded claims of potential, and sharp criticisms. The movement for a reorganization of the public schools that developed in the late 1800's and culminated in the junior high school (which usually included grades 7, 8, and 9), was heralded by some as the answer to the majority of the problems besetting the public secondary schools of the times. College and university fac- ulties were largely of the opinion that the new organizational pattern would do much for a better preparation of the pre-college student; industry hoped that the new schools would meet at least a part of the need for job training; public school personnel believed that the junior high school would reduce pupil dropout, improve retention, TO ll furnish some pre-vocational training; and there was considerable expectation that the junior high school would provide a broader range of course offerings that would be of material value in the education of all youth. The conditions which originally gave impetus to the junior high school movement either no longer exist or are considerably changed. Probably the first junior high school was a Kansas City school established for grades seven and eight in l867. In 1896 Richmond, Indiana, set up a 6-2-4 plan. In Columbus, Ohio, I909, a definite effort was made to revise the traditional 8-4 plan of organi- zation, and a three-year intermediate school was established which included grades 7, 8, and 9. Such reorganization was to a considerable extent based upon recommendations made by committees of the National Education Associa- tion and attempted to solve these problems; to reduce the high per- centage of dropouts thereby keeping youngsters in school for another year; to provide terminal courses of a vocational or pre-vocational nature for those who left school at this point; and to provide for an earlier study of foreign languages, elementary algebra, constructive geometry, science and history. Much of what was hoped for and promised came to pass. But changing social and economic conditions, expanded knowledge of the adolescent and the nature of learning, improved educational and teaching techniques and methods, earlier maturity and sophistication of education have produced criticism, controversy, and proposals 12 markedly affecting the curriculum, organization, and administration of the junior high schools. A combination of factors such as social change, more rapid physical maturation, college-preparatory ninth grade, overemphasis on interscholastic sports and social activities has led to considerable disenchantment with the junior high school and a search for reform of grade organization. Out of this disenchantment for the junior high school has come an organizational pattern which is commonly called the "middle school." The extent of this current grade reorganization movement was proph- etically heralded by the welcoming speaker at the 38th Annual Confer- ence of Junior High School Administrators. That group was informed that they were simultaneously attending the last conference on junior high school education and the first conference on middle school edu- cation. Definitions of Middle School Almost everything in the world today has a name. This name is usually used for identification. So it is true with the middle school! It has been given a name for identificational purposes. The trouble is, however, that not all people identify every- thing the same. Although there are close similarities between certain definitions they all do not encompass the same things. Some of the definitions are quite general and would apply to almost any school, such as, "the middle school is a school that tries to structure a child's education for him and around him. It considers 13 who he is, where he is, what his needs are, and what his potential is."1 This particular definition would certainly be applicable and appropriate for any level of education whether it be first grade or post-graduate. Another definition of a middle school which is a little more specific but still quite vague in nature is by William Alexander which states, . . a school providing a program planned for a range of older children, pre- -adolescents, and early adolescents that builds upon the elementary school program for earlier childhood and in turn is built upon by the high school's program for adolescence.2 It is difficult to determine if he means a separate school or one within and part of another school. The educational process needs to be a continuous endeavor one leading to the other, however, the middle school is a unique setting for the individual student and the program must be involved around that individual's needs and not neces— sarily built from just basic elementary to high school curriculums with the middle school a gap in-between. The majority of authors believe that the middle school should include grades sixth, seventh, and eight along with the possibility of grade five but most concur that grade nine should not be included. However, Hansen and Hearn believe that the term "middle" or "intermediate" school: 1Joseph C. DeVita, The Effective Middle School (West Nyack, New York: Parker Publishing Company, Inc. , 19761, p. 26. 2William M. Alexander and Emmett L. Williams, The Emergent- Middle School (New York: Holt, Rinehart and Winston, Inc., 19687, p.713} 14 designates a school which is between elementary and high school; is housed in separate buildings (preferably designed for this purpose); includes some of the grades five through nine; makes use of variety of instructional innovations; is highly flexible; and is neither elementary nor secondary in basic charactegistics, but strives to make use of the best features of each. A definition that appears to be quite acceptable in most of the literature was written by Judith Murphy who states: . . a middle school designates a school in between elementary and high school housed separately and, ideally, in a building freshly designed for its purpose, and covering at leasx three of the middle school years, beginning with grades 5 or 6. The definition by Georgiady and Romano is also well accepted and probably best describes the middle school according to most of the literature: . . an organizational arrangement encompassing what are tradi- tionally grades six, seven, and eight for purposes of planning and conducting a unique set of educational experiences fog early adolescents or transescent students, ages ll to 14 years. Student Characteristics The main concern of any middle school should be the mental, emotional, social, and physical growth of each individual student. This is the main theme this study will use as it develops criteria to use in evaluating a middle school. 3John H. Hansen and Arthur C. Hearn, The Middle School Program (Chicago, Ill: Rand McNally & Company, 1971), p. 3. 4Judith Murphy, Middle Schools (New York: Educational Facili- ties Laboratories, l967), p. 6. 5Nicholas P. Georgiady and Louis G. Romano, "The Middle School; Is It a Threat to the Elementary School?" Impact, Journal of the New York State A.S.C.D., (Winter 1967-68). 15 The most important aspect of the middle school student is that he is unique. He is experiencing social, emotional, physical and mental changes that are new, frightening and exciting. #MN ‘OGDNOIU'I 10. 6 he: Socially, Seeks approval of friends and acceptance by his contemporaries Displays a strong sense of loyalty and devotion Desires to be a member of the group or clique Desires independence and is inclined to withdraw from the family group Resents criticism and teasing by adults Frequently is actually ashamed of his parents Imitates novelties or fads in manners, dress, speech Is easily influenced by adults, often undesirably ones Exhibits behavior patterns noted by aggression, argumentation, defiance, rebellion and boisterousness Dreads insecurity in social situations 7 Emotionally, he: Is erratic and displays inconsistent behavior-~is either happy or down in the dumps evidence by giggling, loud laughter, pushing or spurts of intense anger or pouting Wants and needs sympathy, some degree of success, and recogni- tion as an individual Gains in self—control, exhibits less timidly and shyness Keenly feels outside pressure to succeed and will often cheat to compete successfully 6The Early Adolescent, (The Interstate Printers and Publishers, Inc., 1963), p. 6. 7The Middle School, (East Lansing, MI: Michigan Association of School Boards, publication), pp. 5-6. 16 5. Seeks love objects outside of family--indulges in hero worship 6. Possesses a great many fears, real or imagined 8 Physically, he: 1. Experiences a great period of growth, students vary greatly in both size and maturity 2. The bones of the body grow in length, width and thickness 3. Maturing of the sex glands becomes the most important single development of the adolescent years 4. Girls begin to develop approximately two years earlier than boys and reach their adult stage more quickly 5. Motor performance becomes a crucial issue 6. Changes in voice are prominent 7. Individual differences are prevalent and important 9 he: Mentally, l. Wants a place to try but a safe place for retreat 2. Is willing to learn things that he considers useful, that answer his questions, and that are related to their interests 3. Performance is unstable since growth of the whole child determines how much he can do 4. Interest develops in solving problems that are real to him, using skills being learned 5. Concern begins to develop for economic independence. Inter- ested in earning money. Asks about vocations. 6. Is less interested in fantasy and fairy tales, more in com- munity and country, and in other countries and people 7. Attitudes are changing because of experience and growth 8Luella Cole, Psychology of Adolescence, VI (New York: Holt, Rinehart and Winston, Inc., 1965), pp. 1-131. 909. cit., p. 4. 17 The aforementioned characteristics only slightly touch upon the hundreds of characteristics described to be common of the early adolescent. The most important aspects to remember are that each child is unique and that he is developing at his own rate of growth. These changes, however, are not taking place separately from one another or wrapped together in a neat package. A certain phase of each is developing simultaneously with the others. The effects are numerous on his personality, countenance, equilibrium, attitude and relationship to others. The problems are then compounded by his friends, family, and community and school environments. He is going through a period of great change, trying to find out who he is, where he is going, and whether or not it all matters. He is expected to act and think like an adult. but is so often treated like a child. He is expected to reason in a mature way but without the needed experience and exposure. Educators must remember that: . individuals neither develop nor reach emotionally, physi— cally or mentally in a separate sense but this happens in an integrated or unified manner. What one does in a given situation, is not only the result of what he knows, but also of how he feels, and of the stimulus value of his environment as he pre- ceives it. Neither the individual nor his surroundings com- pletely determines what he will do or what he will be. A cause and effect relationship exists between him and his milieu be- tween he intellectual, physical, and emotional aspects of his being. 0 Students, during the age of early adolescence, can sometimes give the impression that they really don't care or what happens really 10H. W. Bernard and W. C. Huckins, Readin s in Human Develop- ment (Boston: Allyn and Bacon, Inc., 1967), p. 3 . 18 doesn't matter. In most cases this is a cover up for their real feelings. As Lewis points out: . the frequency with which young people of these ages voice interest in body development and function, and in peers and family relations evidence that the desire to understand is not just one of mere interests but of real concerns. She goes on to state that: The evidence shows clearly that boys and girls of ten to thirteen are not placid and unconcerned but are keenly aware of situations threatening their well-being, eager to cope with the present and be ready to meet the future. They appreciate the worth of a good body and mind. They desire profoundly to have the persistent and faithful love and trust of their parents-- They yearn for opportunities to talk with peers, to raise ques- tions, to have honest answers--They want vegy much to be assured of steady development as competent people. There are reasons, however, why the adult world views the child differently. With all of the social, emotional, physical and mental changes that are occurring, the early adolescent shows: 1. Rebellion against and withdrawal from adults and their values. 2. Intense narcissism, with a strong pre-occupation with one's own body and self. 3. The peer groups as of vital importance, serving as a way station during the transition from childhood to adulthood. 4. Sexual urges and feelings become intense (and are finding ways toward) heterosexual relationships. 5. Marked increase in emotional and intellectual capabilities with a parallel broadening of interests and activities. nGertrude M. Lewis, "I Am-I Want---I Need: Preadolescents Look at Themselves and Their Values," Childhood Education (January, 1970), p. 187. 121mm. p. 197. 13Committee on Adolescence, Group for the Advancement of Psychiatry, Normal Adolescence: Its Dynamics and Impact (New York: Charles Scribner's Sons, l968),p pp 79- 80. 19 6. Marked increaseiriaggressive urges, now supported by a corre- sponding increase in physical size and strength. 7. Attitudes and behavior in general are characterized by unpredictable changes and much experimentation. What does all of this hold for the middle school. It cer- tainly appears to be a paradox of events. On the one hand we have a student who is very concerned about his mind, body, and peers; and on the other hand, we have a student who rebels, is restless, and unpredictable. To complicate the situation, another aspect of the student is the attitude he has about himself. This important aspect must certainly be taken into consideration when planning, organizing, implementing, and evaluating a middle school. As Donald Hamachek states, "one of the striking things we are currently discovering is that the most important ideas which affect students' behavior are those ideas or conceptions they have about themselves."14 The middle school student is a unique individual who is experiencing many changes socially, emotionally, physically and mentally. In planning, organizing, and implementing a middle school it must also be kept in mind that the building and curriculum must fit the student. As James Hertling states "the true rationale of the emergent middle school is rooted positively in the nature of the child and his development, rather than negatively in the inadequacies, even failures, 0f existing institutional arrangements."15 14D. E. Hamachek, ed., The Self in Growth, Teachingand Learn- jgg_(New York: Prentice-Hall, Inc., 1965), p. 77. ISJames E. Hertling, Education for the Middle School Years: Readings (Glenview, Ill: Scott, Foresman and Company,7T97I), p. 221. 20 One of the pioneers in the middle school movement, Donald Eichhorn, states, "that the emerging middle school is an alternative to the junior high school which promises to bring the needed focus to this special period of growth and development in a child's life.“16 Meade wrote that "the middle school would be justified if it provided a launching pad for some new methods that would develop the natural curiosity and non-conformity of children."17 The key, as it is stressed in most of the literature, con- tinues to be the focus on the student. Whether it be the philosophy of the middle school, curriculum, school plant, teacher training, instructional methods or special services it is of the utmost impor- tance that the entire planning be evolved around the student involved--the early adolescent! Philosophy The middle school is unique within the total school program because of the age and characteristics of the students enrolled. The philosophy of a school and the characteristics and needs of its stu- dents should determine the nature of its program. Every school needs a carefully formulated, comprehensive statement of philosophy. Such a statement serves as a basis for forming a judgment upon the extent to which the school is actually accomplishing what it is properly trying to accomplish. 16Donald Eichhorn, "Middle School Or anization: A New Dimen- sion," Theory_Into Practice, VII (June, 1968?, p. 111. 17David Meade, l'Seventeen? No, Thirteen!" Minnesota Journal of Education, XLVII (November, 1966), p. 13. middle school. As Batezel l. 21 A carefully thoughtout philosophy is essential in planning a 18 states: A good middle school ought to provide for a gradual transi- tion from the typical self-contained classroom to the highly departmentalized high school. Provision should be made by program and organization for each student to become well known by at least one teacher. The middle school ought to exist as a distinct, very flexible, and unique organization tailored to the special needs of pre- adolescent and early adolescent youths. It ought not to be anhextension of the elementary nor seek to copy the high so 00 . , The middle school ought to provide an environment where the child, not the program is the most important and where the opportunity to succeed exists. William B. Alexander states that the middle school should:19 Serve the educational needs of the "in-between-agers" (older children, pre-adolescents, early adolescents) in a school bridging the elementary school for childhood and the high school for adolescence. Provide optimum individualization for curriculum and instruc- tion for a population characterized by great flexibility. Relate to the foregoing aims, to plan, implement, evaluate, and modify, in a continuing curriculum development program, a curriculum which includes provisions for a.) a planned sequence of concepts in the general education areas; b.) major emphasis on the interests and skills for continuing learning; c.) a balanced program of exploratory experiences and other activities and services for personal development; and d.) appropriate attention to the development of values. To promote continuous progress through and smooth articulation between the several phases and levels of the total education program. 18George W. Batezel, Schools for the Middle Years: Readings (International Textbook Company, 1969), p. 162 19William B. Alexander, The Emergent Middle School (New York: Holt, Rinehart and Winston, Inc.;fil968), p. 19. 22 5. Facilitate the optimum use of personnel and facilities available for continuing improvement of schooling. Mary Compton states that a middle school should:20 1. Articulate with the elementary school to assure easy transition for youngsters. This may necessitate a pseudo- self-contained classroom approach part of the day for the first middle school year. 2. Team teaching by specialists in closely-related areas of general knowledge--English language, literature, history, geography, economics, anthropology, science, art, and music. 3. Skills laboratories staffed by technologists with subject- matter competencies to provide remedial, developmental, and advanced instruction in such skills as reading, listen- ing, writing, mathematics, science, foreign language, art, music and physical education. 4. Independent study for all students, commensurate with the topic selected for study and the student's needs, interests, and abilities. 5. A home-base group assigned to a teacher trained in guidance and counseling. 6. Activities based on the personal development of students rather than on enhancing the school's prestige or public entertainment. 7. A plan of vertical school organization providing for con- tinuous progress of students. 8. Evaluative techniques in light of individual progress, rather than in terms of some illusive "average" for a chronological age group. 9. A program tailored to the needs of each student, with indi- vidualized schedules. 10. An instructional and administrative staff with an under- standing of the in-between-ager, competence in teaching at least one subject area, and a genuine desire to provide the best possible program for these students. 2OMary Compton, "The Middle School in Theory and in Practice," Educational Digest (April, 1969), p. 24. 23 There are many considerations in planning a middle school as the previous listings show, however, educators should concentrate on providing a middle school with a wide program of elective subjects and activities. Alexander gives us a warning that: . . failing to provide a program and institutional organiza- tion differing very much from those in the predecessor schools may once again freeze too hastily planned institutional arrange- ments into what should be an ever-evolving and changing program of schooling to meet the ever-changing needs of growing indi- viduals in a dynamic society. Or as Atkins states "the uniqueness of the middle school is not so much a matter of organization of courses, of grouping, of schedules or of staffing as it is a matter of attitude, of expecta- 22 tion, of sensitivity, and of perception." He goes on to state that "the school is characterized organizationally by flexibility, environ- mentally by sensitivity to changing needs and instructionally by individualization."23 Moss believes that the overall goal of the middle school is to serve the needs of the students and society and to accomplish this a middle school should foster:24 l. The individual physical well-being of the student during late childhood and early adolescence. Health and physical 21William 8. Alexander, "The Early Adolescent, " Phi Delta Kapgan (December, 1967), pp. 355- 357. 22Neil Atkins, "Rethinking Education in the Middle," Theory into Practice, VII (June, 1968), p. 118. 23Neil Atkins, "Rethinking Education in the Middle," Educa- tion for the Middle School Years; Reading (Scott, Foresman an Company, 1971), p. 20. 24Theodore C. Moss, Middle School (Boston: Houghton Mifflin Company, 1969), p. 20 24 education activities are designed which are unique to this period of rapid physical growth and dramatic bodily change. 2. Individual mental health through a continuous program of sex education aimed at understanding the many epochal changes taking place during the years ll-l4. 3. Learning specifically geared to immature and maturing stu- dents in an atmosphere which challenges but does not pressure the individual. Such programs recognize that there are many different learning styles and that large numbers of this age group cannot tolerate huge doses of subject matter because of their rapid physical metamorphosis. 4. A continuous program of educational guidance based on the concept that guidance belongs in all classrooms, but utilizing specially-trained guidance conselors as resource personnel. Thus all middle school teachers should be "guidance oriented," working with specialists as members of a professional team. Vocational and career guidance (including college counseling) belong in the high school, not the middle school. 5. A curriculum that is part of a continuous nursery through 12th grade program but that takes cognizance of the purposes listed above. Such a program provides for articulation with the elementary school and with the high school. 6. Activities related to the interests and needs of middle school students. These recreations are a natural outgrowth of class- room activities and take the form of special interest clubs and intramural sports. Elaborate graduation ceremonies, evening dances, cheerleaders and marching band do not belong in the middle school. DeVita believes that: . . The major objective of a middle school should be the develop- ment of a curriculum designed specifically to meet the needs, interests, and problems of pre- and early adolescents. These needs, interests, and problems will vary from community to com- munity so that each middlS school program should be "tailor- made" for that community. 5 He goes on to state: . . The middle school program should be designed so that stu- dents are able to achieve the highest degree of responsibility, 25Joseph C. DeVita, The Effective Middle School (West Nyack, New York: Parker Publishing Company, Inc., 1970), p. 67. 25 productivity, creativity, and self-respect in settings which allow them to experience the fabric of life.26 Howard takes a somewhat different approach by dividing the Program up into three different areas:27 1. Personal Development: counseling and referral, development of values, health and physical development, individual interests (a pattern of special-interest activities that includes exploratory experiences, laboratory courses, and the activity program). 2. Skills for continued learning: in reading, listening, asking questions-interviewing, viewing visual aids, using library tools and resources, observing the natural and social environment, organizing information, generalizing from observations, and readings, evaluating information and Opinions, and problem solving. There must be Opportunities for learning skills in every classroom, for specialized instruction in learning skills, and for independent study. 3. Organized knowledge: systematic instruction must be pro- vided in all middle schools and at all levels in English, mathematics, science, and social studies. The actual con- tent and emphasis will vary from school to school. Throughout the program, however, Howard stresses that the program must be designed and developed in terms of the character- istics and needs of the transecent student. As educators plan, organize, implement and evaluate the middle school it would be well to keep in mind "that while the child is the important factor, the program provides the vehicle to move him along intellectually in such a way that his self-image is enhanced."28 26Ibid., p. 67. 27Alvin W. Howard, The Junior_High and Middle Schools: Issues and Practices (Scranton, Pa.: Intext Educatibnal Publishers, 1970), p. 247. 28George C. Stoumbis, Schools for the Middle Years: Readings (International Textbook Company, 1969), p. 162. 26 Middle School Staff As the middle school is developed around the needs, interests and characteristicscrfthe student, planners must be cognizant of one other very important aspect--the teacher involved--"what organizations do or what they seek to do" is nothing "except as the individual mem- bers within them act."29 The role of the middle school teacher is as unique and impor- tant to the middle school student as either the elementary teacher is to the elementary child or the high school teacher is to the young adult. While teaching personalities vary greatly, certain traits are desirable of the level at which instructors teach. Realizing this Moss states that teachers for the middle school should have:30 1. Knowledge about the growth and developmental character- istics of children aged 10-14. Understanding ofand sympathy for middle school students. Sincere liking for middle school students. Ability to talk with middle school students. A keen sense of humor. A keen sense of fairness. Many interests. CDNOSU'l-hwm Flexibility in teaching. 29James D. Thompson, Organizations in Action (New York: McGraw-Hill Book Company, 1967), p. 98. 30Theodore C. Moss, Middle School (Boston: Houghton Mifflin Company, 1969), pp. 229-230. 27 9. Reasonable competency in a teaching field. 10. Ability to cooperate and work with colleagues. 11. Commitment to the purposes for the middle school. Most authors agree that a particular type of training is necessary for middle school teachers. As Hansen states, . . basically, a middle school teacher is a hybrid whose preparation contains more subject matter content than his 1531‘211%liefihihlfiis'iiiiiwi"inm‘éi§ ESII'Iidii-igfifsifloil'iihy He believes that the training of these teachers should be directed by the teacher's role as a professional, manager of learning, interactor, counselor, mediator, organization man and liaison man. Mary Grooms states that a middle school teacher must "enjoy students who are active, energetic, and loud, and will take teasing "32 in his stride. She believes the teacher must be "flexible and sensitive to quick changes of moods and needs, and will sense group feeling and student interaction."33 She goes on to state that "the middle school teacher is not teaching math; he is not teaching Mary; he is not teaching math to Mary. He is providing support to Mary so that she can learn math."34 31John H. Hansen and Arthur C. Hearn, The Middle School Egggram (Chicago, Ill.: Rand McNally & Company, 1971), p. 48. 32M. Ann Grooms, Perspectives on the Middle School (Columbus, Ohio: Charles E. Merrill, Inc., 1967), p. 46. 33Ibid., p. 46. 34 Ibid., p. 51. 28 The student, after all, is a unique individual with unique learning processes and only by supporting that student will maximum growth be utilized and recognized in education. There are two serious problems in relationship to the middle school teacher. The first problem relates to the teacher prepara- tion programs offered by colleges and universities. Most institutions offer either an elementary or a secondary program and the college student must decide between one or the other. Most institutions, unfortunately, gear their programs to existing state regulations and this brings up the second serious problem. There are very few states which grant certification for middle school teachers. Obviously, it is going to take concerted effort by everyone to solve these problems. Work, however, is being done in these areas. Indiana legis- lated certification for junior high schools in 1962. However, very few students have taken advantage of this certification and classes are small. Nebraska initiated a teacher preparation program in September 1967. The plan called for certification for elementary (K-6), middle (5-9), and secondary (7-12). Unfortunately, not one college or university in the state of Nebraska has a program to pre- pare teachers for certification under this plan. M. Ann Grooms has formulated a teaching intern program for perspective middle school teachers which would involve:35 a. the assignment of the neophyte to a teaching team b. participation in student programming with the teaching team and students 351bid., p. 50. 29 c. involvement in supporting students in the learning situation guided by a teaching team member d. participation in small group sessions involving other neOphytes and teaching team group leaders from several disciplines e. partaking of staff development activities along with other professionals f. participation in program formulation, learning how to use the computer to select materials which contribute to the most probable success of individual students in the separate disciplines 9. taking part in evaluation conferences with the student, teaching team and student's parents. The importance of the teacher cannot be minimized. A quality school program depends upon competent and effective teachers. The traditional practice of recruiting junior high teachers from those prepared for elementary or high school teaching has never been a satisfactory way of building a teaching staff with dignity and integrity. The unique functions of the middle school require a type of teacher education that is similar to the existing program but at the same time possessing features peculiar to this one specific level of education. The transitional role of the school demands a balance between the basic skills of the elementary school and the subject matter specialization of the senior high school. Teachers must be well versed in child growth and development, especially in terms of the transescent youth. Since in the process of working out personal identities, youngsters often exhibit behavior puzzling to many adults, it is essential that teachers in these 30 schools be trained to understand the psychological bases of youthful behavior and should provide sufficient outlets for the behavior. Behavior exhibited by transescent youth should be considered as input for learning experiences. Teachers must learn to skillfully and accurately interpret the subtle verbal and non-verbal cues which youngsters send. The teachers must master the art of listening in the literal sense and also in the more figurative sense of listening with the inner ear. The transescent individual and his needs must be the central focus of each teacher in each classroom. Each teacher must be guid- ance oriented. Not that the functions of a good guidance program should be taken over by the classroom teachers, but the teachers and counselors should work as cooperative counselors. The skills of the trained guidance specialists must be utilized in prescribing remedies or strategies for dealing with youngsters educational and/or per- sonal problems. Thus, the guidance staff also contributes to the delivery system and help the youngsters attain the goals and objec- tives they have set. If teachers are not prepared for this type of teaching, a very high percentage of them will not remain middle school teachers. Buddle found that junior high school teachers in Michigan were less likely to remain in the field of teaching or at their grade level than were teachers at other levels of the school system. To help alleviate this problem Hertling suggests that: . state education department officials, especially those concerned with teacher certification, should take the lead in bringing together representatives of all interested parties to 31 plan over-all policies and to stimulgge development of programs at teacher-preparation 1nst1tut1ons. Colleges and universities must meet the challenge of preparing teachers to properly instruct the early adolescent. Students pre- paring for teaching at this level should take courses in the teaching of reading, instruction in guidance, information on conducting practi- cal experience projects, psychology--understanding adolescents, and sociology. Students should plan appropriate major-minor combina- tions such as English-social studies; math-science; or shop-art and crafts. And last, but certainly not least, students should do their student teaching at the junior high school or middle school level. By having the student do his student teaching at this level he would have the opportunity to know the needs, attitudes, problems, and desires of the early adolescent. Middle schools can also do their part to help train and retrain teachers at this level of instruction. They can have orienta- tion and inservice programs which would stress: conferences and workshops, emphasizing the school's point of view; visits to well- established schools in the area; cooperative efforts or team teaching; curriculum study groups, stressing adolescent needs; summer school classes in middle school education; proper supervision; faculty meetings; and visiting consultants. As Hertling says, . . . The demand for separate and equal provisions for middle school teachers in training and retraining is increasingly 36James E. Hertling, Education for the Middle School Years: Reading (Glenview, 111.: Scott, FOresman & Co.,7197l), p. 109. 32 evident. The movement seeks reorganization of teacher education, at least to the extent that middle school teachers have an opportunity for training equal in extent to that of the elementary and secondary teachers. 7 Summary When the junior high school was established it was to "bridge the gap" between the elementary school and the high school. Much of what was hoped for and promised, according to many educators, never came to pass. Changing social and economic conditions, expanded knowledge of the adolescent and the nature of learning, earlier maturity and sophistication of American youth and increased public interest in and critical scrutiny of education have produced criticism, controversy, and proposals markedly affecting the curriculum, organization, and administration of the junior high schools. Out of this disenchantment for the junior high school has come an organizational pattern which is commonly called the "middle school." Most of the middle school experts agree that the middle school involves what are traditionally grades six, seven, and eighth; is housed in its own building; has a curriculum designed for the early adolescent and includes students between the ages of 10-14. The key to the middle school, according to Williams, Alexander, Moss, Eichhorn, Romano, and many other middle school experts, con- tinues to be the focus on the individual student. 37Ibid., p. 111. 33 Whether it be the philosophy of the middle school, curriculum, teacher training or instructional methods it is of the utmost impor- tance that the entire planning be evolved around the student involved-- the early adolescent! CHAPTER III PROCEDURES USED IN THE STUDY The main purpose.of this dissertation is to develop evaluative criteria for a middle school. After an extensive research of litera- ture it was revealed that at the present time no evaluative criteria instrument exists which could be used exclusively for middle schools. All of the evaluative criteria instruments reviewed are either for junior high schools or junior high school/middle schools. According to most of the authors concerned with early adoles- cent education major differences exist between the philosophy and application of the junior high school and the middle school. It would seem logically then that a specific evaluative criteria instru- ment should be developed that educators could use in evaluating middle schools. This particular study will be somewhat different from the usual dissertation as it will not use statistical references such as sample, population, variance, or mean scores as its methodology. Instead it will use a panel of experts who will accept, reject or modify the questions which were compiled by the author through a survey of the literature and discussion with practitioners. The accepted and modified questions will eventually be used as the evalua- tive criteria. 34 35 This chapter will be used to explain the procedure for selecting the experts, a resume of the experts, source of the data, selection of the questions, degree of acceptance of the questions, treatment of the data and the procedures for the analysis of data. Guidance and consultation was given for this chapter by Dr. Mary Ellen McSweeney, statistical expert in the guidance and counseling department at Michigan State University. Dr. McSweeney concurs with the literature that using experts to verify question- naires has been a well-established educational practice. Other experts used for consultation in specific areas were: Dr. Archibald Shaw, Administration and Higher Education department at Michigan State University,school plant; Dr. James Costar, Guid- ance and Counseling department at Michigan State University, guid- ance; Jacqueline Wolff, Ph.D. candidate, media center; and Shirley Davis, Ph.D. candidate, instructional areas. Guidance was also given by Dr. Stephen Yelon noted expert in the area of writing behavior objectives. Dr. Louis Ramano critiqued every section before the sections were sent to the panel of experts. Selection of Experts A list of experts were compiled by the researcher using the following criteria: 1. All have Ph.D.'s in the field of education. 2. All have published. 3. All have been used as consultants for the middle school. 36 4. All have been used as speakers or presenters at conferences or workshops. 5. All have had an association at the middle school level. 6. All are presently working in the middle school field either as practitioners or consultants. The consultant for this dissertation, Dr. McSweeney, verified that the experts could be chosen randomly or arbitrarily depending on the number of noted-experts in the middle school field. Since this particular field is relatively new in comparison to the elemen- tary or high school levels there are very few recognized experts. Therefore, it was recommended by the consultant that the experts be chosen arbitrarily using the above criteria. The five experts used for this dissertation was also recom- mended as a workable number. If there were a considerable larger number of experts from which to choose than a larger sample would be more acceptable but since the field is rather limited, five is con- sidered a significant number. Following is the list of experts chosen: Dr. Thomas Gatewood, Central Michigan University; Dr. Nicholas P. Georgiady, Miami Univer- sity, Oxford, Ohio; Dr. Glen K. Gerard, Principal, Kinawa Middle School, Okemos, Michigan; Dr. George Mills, University of Michigan, Ann Arbor, Michigan; and Dr. Jack D. Riegle, Ball State University, Muncie, Indiana. Source of the Data It should be noted that all questions used for verification by the experts, which will eventually be used as the evaluative criteria, 37 were written using behavioral objective terms. The main purposes for using behavioral objective terms were for clarification of the questions (knowing exactly what was expected) and for communication (knowing exactly what was asked). The main source used in writing the questions was Preparing_Instructional Objectives by Robert F. Mager. The proper terms to use were taken from Objectives for Instruc- tional Programs by Croft Educational Services, Inc. The topics for evaluation were taken from magazines, books, booklets, and pamphlets relating to the middle school; materials received from ERIC (Educational Resources Information Center); National Association of Secondary Administrators' Evaluative Criteria for junior high school/middle schools, the National Study of School Evalua- tion's Guide in evaluative criteria for junior high school/middle schools; the Utah Evaluative Criteria for a junior high school; the Iowa Evaluative Criteria for a junior high school; and the Texas Evaluative Criteria for a junior high school. The particular format used was develOped after an examination of several different instruments. This particular format provides for both subjective and objective responses. Topics Chosen After a thorough study of literature the following areas were chosen for inclusion into the evaluative instrument: 1. The Developmental Characteristics of Early Adolescents. 2. Basic Middle School Characteristics 3. Philosophy and Objectives. 38 4. School and Community. 5. Staff and Administration. 6. School Plant. 7. Curriculum and Instructional Areas. 8. Extra-Curricular Activities. 9. Student Services. 10. Media Center Services. Selection of the Questions After a thorough research of the topics to be chosen, questions were written using the content materials which were most often men- tioned as important to the middle school organization. These ques- tions were critiqued by the aforementioned individuals, rewritten and then sent to the five experts for acceptance, rejection or modifica- tion. It was confirmed by the research consultant that four-out-of— five or more of the experts should agree to the questions before using them in the evaluative criteria. Using this format the possibility of chance was only about 16 percent. By using only three-out-of-five the possibility of chance rose to nearly 50 percent, which was con- sidered by the consultant to be too high. In essence, before any questions were used in the final instrument it had to be accepted by 80 percent or more of the panel of experts. This level of acceptance would lower the possibility of chance, therefore increasing the reliability of the questions. 39 Analysis of Data As each section of evaluative criteria was completed it was sent to five experts in the middle school concept. They accepted, rejected, and/or modified the statements and then returned them for further analysis. Each statement was analyzed on its own merits and if 80 percent or more of the experts agreed to its concept then it was incorporated into the final evaluative criteria instrument. After all the materials for each section were returned and analyzed, the accepted and modified statements were used to establish the evalua- tive criteria for a middle school. The necessity of using a panel of experts was to verify the statements that will be incorporated into the evaluative criteria on the middle school. This particular type of approach is used quite often to check the reliability of the forms and types of questions that are asked. It is the belief of the researcher that 80 percent or more of the panel will agree on the basic concepts of the middle school and the practicality of the statements. On the basis of this agreement the statements relating to the middle school will be formulated into the evaluative criteria used to evaluate a middle school. Summary This particular chapter has explained the need for the develop- ment of a middle school evaluative instrument as, at the present time, no instrument has been written exclusively for this purpose. 40 The material used for the instrument was gathered from several different sources as they related to the middle school concept. After each section was written it was given to specific experts for correction and/or modification. The section was then critiqued by this author's chairman, rewritten, and sent to the panel of experts. The experts, who were chosen arbitrarily using the aforemen- tioned criteria, were asked to accept, reject, or modify the questions. After receiving the sections back, the author used only those ques- tions that were accepted or modified by 80 percent or more of the panel of experts. The questions were then compiled for final inclu- sion into this dissertation. CHAPTER IV ANALYSIS OF THE DATA This chapter includes the ten sections that were sent to the five experts for acceptance, rejection, or modification. If 80 per- cent or more of the experts accepted the statement, then the state- ment was included in the final revision which appears in the appendix. Those statements that did not receive 80 percent or more acceptance but needed only a slight modification were also corrected and included in the final instrument. The statements that needed complete modifi- cation or were rejected by two or more of the experts were not used in the final revision. A summary for each of the sections follows giving the per- centage of those statements that were accepted; an explanation of those rejected; and the correction for each statement that needed modification. Administration The section on administration involved thirty statements and received the most comments from the panel of experts. Twenty-one or 70 percent of the statements were accepted by 80 percent or more of the experts. Six statements or 20 percent of the statements were accepted by three of the experts and modified by two of the experts. These six statements were rewritten according to the recommendations 41 42 by the panel and used in the final draft. The remaining three statements did not receive sufficient support and were eliminated from the final instrument. Curriculum There were twenty-five statements initially in this section and twenty-four of the statements or 96 perCent of the statements were accepted by 80 percent or more of the experts. The other statement, number twelve, was accepted by three of the experts and modified by two of the experts. The statement is number twelve and reads, "All students have an opportunity to participate in a wide-exploration program." The revised statement reads, "All stu- dents have an opportunity to participate in a program of widely ranging exploratory studies." With the revision of this particular statement, all twenty-five of the original statements were used in the final instrument. Extra-Curricular This particular section was well accepted by the panel of experts as twenty-six of twenty-seven statements were accepted or 96 percent. Statement twelve was accepted by three experts and modi- fied by two of the experts. The statement as first presented read, "The programs provide a form of student participation in government as an important feature of the programs." The revision reads, "The programs provide the opportunity for student participation in govern- ment as an important feature of the programs." It was also recommended 43 by a majority of the experts to change "Extra-Curricular" to "Co- Curricular" which has been done. Guidance Program Thirty out of thirty-one statements or 97 percent of the statements were accepted by 80 percent or more of the panel of experts. The one remaining statement, number six, was accepted by three experts and rejected by two and will therefore be eliminated from the final draft. The part basically rejected was, "by placing the stu- dent into specific courses and programs." It inferred that the counselor does the scheduling and the two experts objected to this procedure. They felt that the counselor should do no more than assist with the scheduling. Media Center The media center section has more statements than any of the other sections but forty-four of forty-five statements were still accepted for a 98 percent acceptance. These experts felt that the media center is an extremely important component of the middle school and that the number of statements for this section was appropriate. Statement fifteen was accepted by three experts, rejected by one as being "unrealistic" and modified by one to read "with reason- able safeguards." The question reads, "All resources are circulated for students' use outside the school building (including equipment)." This particular statement was included into the final instrument with special scrutiny recommended after field testing. 44 Objectives There were seventeen statements to this section and fifteen of the statements were accepted by 80 percent or more of the panel of experts. Statement seven relating to the training and preparation of middle school teachers----was accepted by two, rejected by one, and modified by two. The modifications are quite extensive indicating ambiguity with the statement and, therefore, the statement will not be included in the final instrument. Statement eleven, "The middle school takes into consideration the general objectives of the local school system in its planning," was accepted by three, rejected by one, and modified by one. Since the modification consists of changing the word "objectives" to "goals" the statement was included in the final revision. The suggestion by all the experts was to change the word "good" as it appears in all the statements to read "effective." This revision was made in the final instrument. Philosgphy The section on philosophy received only 78 percent acceptance as only eighteen statements out of twenty-three were accepted by 80 percent or more of the panel. Three statements or 13 percent were accepted by three experts and modified by two. These statements were 5, 8, and 21. As the three statements needed only a slight revision, correction was made and the three statements are in- cluded in the final instrument. Statement seven was only accepted by two experts, rejected by one, and modified by two. This statement, 45 along with statement twenty-three, which was an incomplete statement, were eliminated from the final instrument. School-Community Eighteen of the twenty statements or 90 percent of the state- ments were accepted in this section. Statements one and seventeen were accepted by three of the experts and rejected by two experts. It was suggested that in statement one the words "in book form" be added for confidentality. It was suggested that "evaluating, modify- ing and" be included in statement seventeen which originally read "A policy of follow-up on withdrawals furnishes data that are used in planning the curriculum offerings and administering the schools." Both changes were made in the final instrument. School Plant Eighty-nine percent of the statements in this section or twenty-four of twenty-seven were accepted by 80 percent or more of the experts. The remaining three statements were accepted by three of the experts and modified by two experts. In statement two, the word "help" was changed to "advice." Statement twenty-two was changed from "the site is located in an open-space locality," to read "thesite is located on a site adequate to the needs of the school program." The word in statement twenty-four "centrally" was changed to "conven- iently." 46 School Staff There were thirty statements in this section and twenty-seven or 90 percent of them were accepted by 80 percent or more of the panel. Two statements were accepted by three experts, modified by one, and rejected by one. The other statement was accepted by two experts, rejected by one, and modified by two. This statement, num- ber twenty-three, is ambiguous and was not included in the final instrument. Statements thirteen and seventeen were considered to be too encompassing and difficult to measure and also were eliminated from the final instrument. Therefore, only the twenty-seven state- ments originally accepted by the panel were included in the final instrument. Instructional Areas This particular section was critiqued by several different experts and the final thirty-one questions as they appear in both Chapter IV and in the appendices were unanimously accepted. 47 Table 1. Responses of experts on evaluative criteria for administra- tion. Evaluative Criteria Statement Accept Reject Modify l. The administrative staff of the school is organized and oriented to meet the administrative needs of the school as expressed in the phi1050phy and objec- tives. 4 l 2. The administrator has the chief responsibility for the administration of the personnel and program within the building. 3 2 3. The administrator has completed special training in the nature and needs of middle school students. 4 1 4. The administrator has completed a course in personnel administration. 4 l 5. The administrator has completed a course in school administration. 3 2 6. The administrator demonstrates evidence of professional growth. 2 l 2 7. The administrator provides leadership and actively participates in school improvement activities. 3 2 8. The administrator is responsible for the maintenance of good working conditions. 3 2 9. The administrator is responsible for the maintenance of safe, healthy and attrac- tive surroundings. 4 l 48 Table l.--Continued. Evaluative Criteria Statement Accept Reject Modify 10. The administrator's conception of the middle school is identified in terms of its own characteristics rather than in terms of characteristics borrowed from elementary, junior high or senior high school. 11. The administrator accepts the respon- sibility for an adequate system of pupil data and accounting procedures. 12. The administrator is responsible for handling the finances within the school 13. The administrator of the middle school has had teaching experience at the early adolescent level (lo-14). 14. The administrator provides in-service improvement opportunities for teachers. 15. The administrator is responsible for the quality of teaching in the school. fi— 16. The administrator provides for the basic teaching materials needed. 17. The administrator schedules teaching loads equitably. 18. The administrator supports a morale among the staff that challenges them to make a professional career of middle school teaching. 49 Table l.--Continued. Evaluative Criteria Statement Accept Reject Modify 19. The administrator discusses with the faculty members ways of promoting, through school activities, the human worth and dignity of the individual. 20. The administrator participates actively in the recruitment, selec- tion, and assignment of school staff. 21. The administrator employs teachers who plan to make middle school education a career. 22. The administrator develops orienta- tion and guidance programs to expedite the assimilation of new teachers. 23. The administrator provides guidelines for faculty members to help them understand the varied behavior of students. 24. The administrator guides faculty members in developing flexibility in attitudes toward change. 25. The administrator guides faculty members in accepting behavior of colleagues which differs from their own. 50 Table l.--Continued. Evaluative Criteria Statement Accept Reject Modify 26. The administrator participates in all phases of education at the middle school level. 27. The administrator interacts with the state department to develop and/or improve the middle school certification code. 28. The administrator interacts with colleges and universities to develop and/or improve middle school instruction and curricula. 29. The administrator identifies organi- zations and individuals who will help maintain good school-community relations. 30. The administrator communicates as the liaison person for the teachers and other school units with com- munity agencies that have relation- ships with the school. 51 Table 2. Responses of experts of evaluative criteria for curriculum. Evaluative Criteria Statement Accept Reject Modify . The program of studies is based upon the philosophy, objectives, and func- tions of the middle school. 5 . The staff is so organized that each member has the opportunity to con- tribute maximally to the improvement of the instructional program. 5 . There is clear-cut evidence of adminis- trative leadership which provides the kinds of services conductive to the development of an effective instruc- tional program. 5 Provision is made for periodic and . continuous appraisal of the school's instructional program. 5 . The curriculum for the school in the middle must be designed with careful consideration of the growth character- istics of the early adolescent. 5 . The middle school's curriculum pro- vides a broad general education. 4 l . The language arts learning program includes opportunities for reading, writing, speaking, and listening, and will be applied in all fields of study. 01 . The social studies learning program will be designed to develop democratic values and attitudes and will be relevant to students' needs, interests, and lives. 5 52 Table 2.--Continued. Evaluative Criteria Statement Accept Reject Modify . The science learning program will pro- vide opportunities for the early adolescent to acquire an understanding of the basic principles of modern science and of the world in which they live. 10. The mathematics learning program will provide the early adolescent with basic competencies and understandings neces- sary for life in our society. ll. Individualized student programs are in- cluded in the program to permit the individual student to go as far beyond the basic competencies as he is able to do in any field. 12. All students have an opportunity to par- ticipate in a wide exploratory program. 13. All students in the middle school have an opportunity for a continuous program in health, physical education, and recreation. 14. The middle school provides a program of remedial education. 15. The middle school provides alternative programs so that all students will have an opportunity to meet their own indi- vidual needs. 16. The middle school curriculum is flexible so that programs may be modified and expanded in accord with newer approaches to early adolescent education. 53 Table 2.--Continued. Evaluative Criteria Statement 17. The middle school provides many means for the students to see themselves as significant individuals in a larger world setting. 18. The local community is an integral part of all planning for change. 19. Planning for change is based on exten- sive and continuing local study. 20. The curriculum reflects a recognition of the value of varying size of groups to be consistent with the nature of the instruc- tion. 21. The design of the curriculum recognizes the student activities program as an extension of the formal curriculum. 22. The curriculum is influenced by follow- up studies of students who have gone from the school. 23. The design of the curriculum is character- ized by articulation: the sequence of learning experiences is free from gaps and unnecessary repetition. 24. The curriculum provides for experimenta- tion with new materials, procedures, and programs. 25. The middle school recognizes sex educa- tion as an important phase of its curriculum. 54 Table 3. Responses of experts on evaluative criteria for co-curricular activities. Evaluative Criteria Statement Accept Reject Modify 1. Student activities are considered as an integral part of the curriculum of the middle school. 5 2. The objectives of student activities grow out of the middle school's philosophy and objectives. 4 l 3. The activity programs are designed to meet the needs, interests, and abilities of all students. 5 4. The school provides guidance to the stu- dent in the choice of activities. 4 l 5. All regularly enrolled students are eli- gible to participate in student activities. 5 6. Recognition accorded to each activity bears a reasonable relationship to that activity's place in the total educa- tional program. 5 7. Participation of students in activities is not limited by economic circumstances. 5 8. The school activity program is carefully and methodically coordinated with other educative agencies within the community. 4 l 9. The programs provide students with ex- ploration experiences that have physical, social, and emotional value, for both the present and the future. 4 l 55 Table 3.--Continued. Evaluative Criteria Statement Accept Reject Modify 10. The programs provide leisure-time and recreational experiences that will have both immediate and carryover value. 5 11. The programs provide for individual, small- group, and entire student body participa- tion. 12. The programs provide a form of student participation in government as an important feature of the program. 3 2 13. The programs avoid emphasis on contests and the exploitation of students for the benefit of school or community prestige. 4 l 14. The programs are under the supervision of interested, competent, qualified sponsors. 5 15. The programs are recognized by the faculty as worthwhile endeavors because they under- stand that it helps to fulfill needs in early adolescent growth and development. 5 16. The middle school programs are under the sponsorship and direction of the school. 5 17. The program offerings are determined by the interests of the students. 4 l 18. Human relations, family life, and the home are considered in the development of the programs. 5 19. Sponsors guide rather than dominate the programs. 5 56 Table 3.--Continued. Evaluative Criteria Statement Accept Reject Modify 20. A faculty-student committee coordinates the student activity programs. 5 21. Policies concerning relationships between class and extra-class activities are deter- mined by the general faculty. 5 22. A definite time is provided in the daily schedule for student participation in the program. 5 23. The activity programs provide social situ- ations through which students may achieve self-realization. 4 l 24. The manner of handling activity funds con- forms to the general school poliey for handling monies. 5 25. Assembly programs provide a balance between education and recreation. 4 l 26. The assembly programs are coordinated by the faculty-student committee. 4 l 27. The programs are continually evaluated by students, faculty, and administration. 5 Table 4. 57 program. Responses of experts on evaluative criteria for a guidance Evaluative Criteria Statement Accept Reject Modify . The guidance staff works with the faculty to incorporate guidance into the total program. . Administrative, guidance, and instruc- tional staff members have clearly defined responsibilities in the guidance program. . The guidance program provides for both individual and group counseling through- out the middle school years. . The guidance program has available and utilizes CA's, teacher recommendations, parental concerns, testing results plus other relevant materials in working with each student. The guidance program is concerned with behavioral outcomes as they relate to the social adaptation of the student. . The guidance program helps each student identify and understand his attitudes, abilities, interests, aspirations, and motivations by placing the student into specific courses and programs. . Guidance services give evidence of under- standing . The guidance program helps each individual make the most of his intellectual, physical, and social capacities through proper place- ment into courses, programs, and extra- curricular activities. 58 Table 4.--Continued. Evaluative Criteria Statement Accept Reject Modify . Guidance personnel develop a systematic plan for scheduling one or more counsel- ing interviews each year with all students. 10. Every effort is made to maintain and improve the position of the classroom teacher as an effective student counselor by meeting individually with each teacher at least once during the school year. 11. Counselors and teachers are expected to consult with parents by developing a systematic form of communication. 12. Guidance service makes use of all school activities that contribute to the stu- dent's ability to make worthwhile adjust- ments. 13. Guidance activities are planned to help each student understand himself as an in- dividual and as a member of a group. 14. The guidance program helps each student learn about the world of work and those types of work most likely to provide for him a satisfying career. 15. The guidance program helps each student recognize what educational opportunities exist within the school system for his personal and social as well as vocational development. 16. Provision is made for effective use of the services of counselors, school nurses, psy- chologists, psychometrists, psychiatrists and physicians by providing special infor- mation programs for all students. 59 Table 4.--Continued. I Evaluative Criteria Statement Accept Reject Modify 17. The guidance program helps each indi- vidual adjust to the demands of his environment by assisting the student to develop habits of self-reliance. 18. The guidance service helps the student develop an understanding of the privi- leges and responsibilities of citizen- ship in the community through community visitations, lay speakers and media pre- sentations. 19. The guidance service helps the middle school staff to understand and provide for individual differences by providing case studies of students. 20. The guidance personnel participates in the placement of handicapped students in remedial programs within the school. 21. The guidance service helps students to express their social tendencies in help- ful services through proper placement into programs. 22. The guidance service strives to acquaint students with the social, emotional, and economic problems they will face in the world outside of school. 23. The guidance personnel regularly assess the needs of students who are or will be enrolled in the school, and to initiate means by which changing needs can be met. 24. The guidance personnel countinuously evaluate the degree to which the objec- tives of the guidance program are being met. 60 Table 4.--Continued. Evaluative Criteria Statement Accept Reject Modify 25. Guidance service records are adequate, accurate, and up to date. 26. Information gathering is limited to items that are germane to the guidance function. 27. Security measures are taken to protect the integrity of the individual stu- dent's record for authorized and pro- fessional use only. 28. Adequate provision is made for the exchange of essential information among the instructional staff, students, par- ents, counselors, administrators, and community resources. 29. There is extensive sharing of records between the elementary school and the middle school and between the middle school and the senior high school. 30. The guidance department provides special assistance to students during their transition from one school to another by arranging for the testing and placement of these students. 31. The guidance department develops plans for the systematic follow-up of students as they move from one course to another or change curricula. 61 Table 5. Responses of experts on evaluative criteria for a media center. Evaluative Criteria Statement Accept Reject Modify 1. Academic and social needs of the learner are served by a rich collection of recommended print materials. 5 2. Print materials are systematically organized and accessible through a centralized card catalog. 5 3. Academic and social needs of the learner are served by a rich collection of recommended nonprint materials. 5 4. Non-print materials are systematically organized and accessible through a centralized card catalog. 5 5. Students are actively involved in the selection of materials for acquisition by the media center. 4 l 6. An atmosphere (physical as well as mental) conducive to learning is evident in the media center. 5 7. Adequate learning facilities have been provided for according to identified instructional goals and learner needs. 5 8. Formal and informal instruction in the use of the media center and its resources is provided for individuals and groups. 5 9. Professional assistance is offered to students for the purpose of selecting, evaluating, and utilizing instructional resources appropriate to individual and academic needs. 5 62 Table 5.--Continued. Evaluative Criteria Statement Accept Reject Modify 10. Students are assisted in the develop- ment of competency in the listening, viewing and reading skills. 4 1 11. Students are guided in the development of desirable reading, viewing, and listening attitudes and appreciations. 5 12. A system for correlating student interest with available materials is successfully used to promote use of the media center. 5 13. All resources of the media center and equipment are circulated to any student to use in the media center. 5 14. All resources are circulated for use by students in areas in the building other than the media center. 4 l 15. All resources are circulated for stu- dents' use outside the school building (including equipment). 3 l l 16. The services and resources provided in the media program are available at times other than the normal school day. 5 17. Student schedules, as well as media center philosophy, permit felxible use of the media center. (That is, schedules are not limited to study periods and/or scheduled class group use.) 5 63 Table 5.--Continued. Evaluative Criteria Statement Accept Reject Modify l8. Opportunities are provided for students to design and produce audiovisual and printed materials needed for classroom assignments. 5 19. The media center staff identifies and designs services according to curric- ular needs. 4 l 20. The media center staff identifies and designs services to meet varied teaching styles. 5 21. Classroom teachers receive consultative services aimed at implementing curricular objectives by the use of media and media services. 5 22. A system is provided to acquaint faculty members with the resources in the media collection which are relevant to their instructional needs. 5 23. Media center staff develop resource units or packages from the media collection for classroom or media center use either on a short or long term basis. 4 l 24. A plan is provided whereby faculty members regularly review, evaluate and suggest possible new acquisitions. 5 25. Classroom teachers are provided local production facilities. 5 64 Table 5.--Continued. fi Evaluative Criteria Statement Accept Reject Modify 26. Media professionals assist classroom teachers in the design of instructional media. 5 27. Media center staff provide inservice education in the effective utilization of all types of media. 5 28. Instructional equipment needed in class- room instruction is readily available and well maintained. 5 29. Well selected professional volumes and journals are provided for faculty use. 4 l 30. Use of the media center and its services is predicated on the needs of students and teachers rather than inflexible time schedules. 5 31. The media center staff has the desire and ability to work with and relate well to students and faculty. 5 32. Possesses the ability to critically select and evaluate print and nonprint materials, equipment, and media programs. 4 l 33. Is alert to new developments in both curricular areas and media center program development. 4 l 65 Table 5.--Continued. Evaluative Criteria Statement Accept Reject Modify 34. Should be an active member of all curriculum related groups in the school. 35. The media center director should be a professional—~background in teaching, library science, audiovisual, instruc- tional design, etc. 36. The media center should provide areas for instruction of individuals, small groups, and class-size groups. 37. The media center should have an area in which students and faculty members can design and construct instructional material. 38. The media center should be kept in good physical repair. 39. The media center should have physically comfortable furnishings. 40. The media center should be arranged in a way that insures efficient and profit- able educational use. 41. The media center should be arranged in a way that permits the implementation of a wide variety of activities. 42. The media center should provide an area for administration of the program in- cluding office and storage areas. 66 Table 5.--Continued. Evaluative Criteria Statement Accept Reject Modify 43. The media center director prepares and executes the budget for the media program. 44. The media center director submits, on an annual basis, a media program progress report to the local Board of Education (usually as part of the budget request and justification). 45. A substantial budget provides for the continuous development of the media center program. ,_. Table 6. 67 Responses of experts on evaluative criteria for objectives. Evaluative Criteria Statement Accept Reject Modify d A good middle school has a cooperatively developed, agreed upon written state- ment of the major functions for the middle school. . A good middle school has a systematic plan for regular, continuous program of in-service study and in-service training in the new middle school organizational and program arrangements for all profes- sional personnel. . A good middle school has an identifiable independent study program for all middle school students. . A good middle school has a systematic plan for studying significant research related to early adolescence. . A good middle school has a planned pro— gram of intramural activities for both boys and girls. . A good middle school has an exploratory program designed especially for the middle school students. . A good middle school employs a staff representing both elementary and junior high preparation and experience. . A good middle school provides a secure home base arrangement for each student. . A good middle school has a systematic plan for recognizing, evaluating, and reporting on student progress toward all significant middle school goals. 68 Table 6.--Continued. Evaluative Criteria Statement 10. A good middle school has a systematic plan for communicating its purposes and procedures to all interested publics. 11. The middle school takes into considera- tion the general objectives of the local school system in its planning. 12. The middle school considers the charac- teristics of the students' total educa- tional environment, school and non-school in its planning. 13. The middle school recognizes and appreci- ates accepted learning theories. 14. The middle school demonstrates a respect for individual differences among students and plans ways for providing for these differences. 15. The middle school personnel accept the obligation to promote intellectual development. 16. The middle school personnel accept the obligation to provide citizenship experi- ences necessary to function in a free American Society. 17. The middle school personnel consider the rapid physical, mental, emotional, and social maturation of the students in their planning. 69 Table 7. Responses of experts on evaluative criteria for philosophy. Evaluative Criteria Statement Accept Reject Modify l. A school for the middle school years should have a separate identity as an institution, include at least three age-or-grade-levels, and embrace the years during which the vast majority of students reach puberty. 5 2. The plant, equipment, and supplies for the educational program of the middle school years must be adequate for the task, and be designed in terms of the special characteristics and needs of early adolescents. 4 1 3. The middle school should be staffed with dedicated and highly qualified men and women especially trained for work with early adolescents. 4 l 4. Scheduling and administrative routines should be adaptable and flexible. 5 5. Students should have opportunities to come to grips with pressing social realities of the times. 3 2 6. Students should receive help in meeting their personal-social needs. 5 7. Students should be helped to understand and practice democratic values, including reliance upon the method of intelligence. 2 l 2 8. Students at all levels should participate in a structured core program that deals with significant centers of experience or prob- lem areas. Block-time scheduling and inter- disciplinary team teaching represent major steps toward this goal. 3 2 70 Table 7.--Continued. Evaluative Criteria Statement Accept Reject Modify . Students should grow in ability to use the language arts through abundant opportunities to read, write, speak and listen. 10. Students should acquire the social understandings, competencies, and attitudes essential for democratic citizenship. 11. Students should acquire the mathe- matical understandings and competencies essential for intelligent citizenship. 12. Students should acquire a basic under- standing of the natural world and of modern scientific technology. 13. Students should have many experiences with arts and crafts, literature, home- making, industrial arts, and music. 14. Students should participate in a com- prehensive health and physical educa- tion program. 15. Students should have access to a variety of elective courses that are appropriate to the needs of young adolescents. 16. Students should have access to a rich variety of co-curricular activities. 17. A full range of guidance services should be available to every student. 71 Table 7.--Continued. Evaluative Criteria Statement Accept Reject Modify 18. Individual abilities, needs, and achievement should be determined by a carefully planned and coordinated program of testing and evaluation. 4 l 19. Students should have access to remedial help in the basic skills. 5 20. Students should be taught through a wide variety of teaching methods and instruc- tional materials. 5 21. Assignment of students to class sections should be based on careful consideration of all pertinent factors but still should stress heterogeneous grouping. 3 2 22. Every student should progress continuously through school. Flexible scheduling and nongraded programs are valuable means to this end. 5 23. The relationship of the school to other educational institutions and agencies in the community, such as colleges, libraries, museums, recreational agencies, should be evaluated yearly. 3 2 72 Table 8. Responses of experts on evaluative criteria for school- community. Evaluative Criteria Statement Accept Reject Modify ‘— -—l . A large map of the school district is available and all relevant middle school data entered as it is secured and as it relates to the community. 3 2 2. Findings of the financial ability of the community to pay for educational benefits are available. 4 l 3. A study is made to see what informa- tion the school needs from the parents and how best to obtain it. 4 l 4. The racial and lingual status of the parents is studied for any effect it may have on the students' success in school. 5 5. The health, safety and moral hazards of the community are known and located. 5 6. The recreational opportunities, facilities and pursuits of the adults and children of the community are surveyed. 4 l 7. The school is alert to any sub- community conflicts. 4 l 8. The types of homes or living quarters of the students are known. 5 73 Table 8.--Continued. Evaluative Criteria Statement Accept Reject Modify 9. Up-to-date data are available for the staff to use to describe the com- position of the student population as a whole and indicate their educational needs. 5 lO. Up-to-date data are available for the staff to use to describe the various school groupings and determine their educational needs. 4 l ll. Up-to-date information about the occupational pursuits of the adults in the school community is kept cur- rent and is used in the development of the curriculum offerings. 5 12. Significant findings related to the education of adults in the school- community are used in the development of the curriculum. 5 13. The educational expectations of the parents are known to the teachers. 5 14. A survey of the community is made to find out what services are available which may be used to facilitate or enrich the educational program. 5 15. The school cooperates to extend its services as an integral part of the community. 5 l6. Up-to-date data are available for the staff to use to describe, diagnose, and plan for each student. 4 l 74 Table 8.--Continued. Evaluative Criteria Statement Accept Reject Modify 17. A policy of follow-up on withdrawals furnishes data that are used in planning the curriculum offerings and administering the schools. 18. A policy of follow-up on students who have gone to senior high school furnished data that are used in planning and revising the curriculum offerings and administering the schools. 19. Administrative provision is made to secure and service the data without encroaching on the teaching time of the teachers. 20. A survey is made to find out what information about the school the parents want and how best to supply it. 75 Table 9. Responses of experts on evaluative criteria for school plant. Evaluative Criteria Statement Accept Reject Modify l. The school plant is built to provide for the future growth of the community. 4 l 2. The plant was constructed or modified only after obtaining the best pro- fessional help available from adminis- trators, teachers, and consultants. 3 2 3. Plant facilities are designed to promote utilization for community activities. 5 4. Parking areas are provided for the teachers and the general public. 5 5. The design of the building facilitates the efficient movement of students. 5 6. Each area for instruction is of such size and design as to meet the needs of the instructional program allotted to that area. 5 7. The building is equipped with safe- guards for the protection and rapid evacuation of all students and other personnel. 5 8. The grounds are landscaped, clean, and attractive. 5 9. The sanitary and safety facilities of the plant are planned to permit prac- tices which help prevent disease. 5 76 Table 9.--Continued. Evaluative Criteria Statement 10. All areas used for instructional pur- poses are lighted, heated, and venti- lated to meet accepted standards for the activity. 11. All instructional service areas are designed, arranged, decorated, and acoustically treated to provide a har- monious and pleasant atmosphere con- ducive to effective learning. 12. Facilities are provided for personal belongings of all students. 13. Sanitary restroom facilities are pro- vided in appropriate parts of the building. 14. Work spaces, conference rooms and lounges are provided for teachers. 15. A cumulative inventory of equipment and supplies is kept for each instructional and service area. 16. The plant, equipment, and facilities are maintained in such a way as to get efficient use of them. 17. Facilities and equipment are replaced when they are no longer educationally useful. 18. Public address facilities are provided. 19. The school plant is built to provide for possible future curricular offerings. 77 Table 9.--Continued. Evaluative Criteria Statement Accept Reject Modify 20. The classrooms have facilities for carrying on an innovative program of education. 5 21. The school plant is built so as to meet adequately the students' needs arising from the students' characteristics. 5 22. The site is located in an open-space locality. 3 2 23. The site is large enough to provide for all outdoor exploratory programs. 4 1 24. The administration offices are centrally located. 3 2 25. The school plant is such that philosophy and objectives of the school may be implemented. 5 26. The design of the school plant provides for present and future flexibility as the educational program changes. 5 27. Storage space is provided for pupils and teachers in each instructional area. 5 78 Table 10. Responses of experts on evaluative criteria for administration. Evaluative Criteria Statement Accept Reject Modify l. The instructional staff of the school is organized and oriented to meet the instructional needs of the school as expressed in the philosophy and objec- tives. 5 2. The instructional staff of the middle school is chiefly responsible for guiding students in their learning. 4 l 3. The staff actively participates in instructional improvement activities. 5 4. The staff actively participates in in- service opportunities. 4 l 5. The staff utilizes self-evaluation instruments for improvement. 4 l 6. The staff takes an active part in scheduling procedures. 5 7. The instructional staff fosters a teaching-learning environment in which the educational program can continually improve. 5 8. The staff members make recommendations to the administration of perspective candidates for middle school teaching. 4 l 9. The staff members help new teachers to begin their work with confidence. 5 79 Table lO.--Continued. Evaluative Criteria Statement Accept Reject Modify 10. The staff members seek ways of pro- moting, through school activities, the human worth and dignity of the individual. 4 l 11. The staff members work to develop flexibility in attitudes toward change relating to curricular and instructional techniques. 5 12. The staff members are willing to accept teaching styles of colleagues which differ from their own. 4 l 13. The instructional staff is in such ratio to the total student population that its members are able to perform an effective functional role. 3 l l 14. Members of the instructional staff are professionally energetic, socially well adjusted, and serve as desirable models for students as evidenced by their instruction, actions, and attitudes. 4 l 15. Members of the instructional staff have broad general knowledge and acquaint- anceship with the behavior and needs of early adolescents. 5 16. The staff members enjoy working with the early adolescent. 5 17. The staff has had student teaching experience at the early adolescent level. 3 l l 80 Table lO.--Continued. Evaluative Criteria Statement Accept Reject Modify 18. The staff personnel show evidence of keeping abreast in all phases of education at the middle school level. 19. The staff members are guidance- oriented in working with students. 20. The staff members are consciously searching for new teaching materials. 21. The staff members conceptions of the middle school are more defined in terms of its own characteristics rather than in terms of characteristics borrowed from the elementary, junior high or senior high school. 22. The staff members possess special competencies that contribute to the cooperative efforts required to satisfy the needs of all the students. 23. Members of the instructional staff have both intensive and extensive prep- aration in their field of specializa- tion. 24. The staff reveals evidence of profes- sional growth through in-service training, workshops, travel, course work, and committee involvement. 25. The staff works with colleges and universities to develop and/or improve middle school instruction and cur- riculums. 81 Table lO.--Continued. Evaluative Criteria Statement Accept Reject Modify 26. The staff gives attention to the maintenance of a safe, healthy and attractive building. 27. The instructional staff utilizes community resources such as special speakers or visitations with the community. 28. The staff of the school works with parents and other organizations to improve the service the school renders to citizens in the community. 29. Staff members make a conscious effort to improve community/school relations. 30. The staff respects the individual dif- ferences of the students and works to develOp each student to his fullest potential. 82 Table 11. Responses of experts on evaluative criteria for subject areas . Evaluative Criteria Statement Accept Reject Modify l. The content and instructional activities in this subject area are based on the philosophy and objectives of the middle school. 5 2. The content and instructional activi- ties articulate the learning experiences of the middle school with those of the elementary and high school. 5 3. The subject area is organized so that the ratio between students and teachers in a given area is conducive to learning. 5 4. The content and instructional activities are based on an analysis of the educa- tional needs of early adolescents. 5 5. The content and instructional activi- ties contribute to a balanced program of general education for each student. 5 6. The subject area provides the student with opportunities for exploration within the subject area. 5 7. The subject area provides the student with opportunities for specialization in areas of interest or ability. 5 8. The subject materials are flexible enough to meet the changing needs of students. 5 83 Table ll.--Continued. Evaluative Criteria Statement Accept Reject Modify . Recently adopted basic and supplementary texts are being utilized. 10. Reference materials, books, magazines, and newspapers are being utilized. 11. Visual aids are being used to provide motivation, instruction and apprecia- tion. 12. Ample equipment needs are provided for the instructional area. 13. The teacher assumes direction and leadership by being helpful, under- standing, approachable, and sympathetic in relationship with students but does not dominate. 14. The teacher is released from nonprofes- sional duties through the aid of paraprofessionals. 15. The teacher makes use of independent study, one-to-one, small group and large group modes for various teaching- learning activities. 16. The teacher is cognizant of various learning styles and provides a variety of instructional activities to meet these differences. 84 Table ll.--Continued. Evaluative Criteria Statement Accept Reject Modify 17. The subject area provides for evalua- tion Of student achievement in accordance with each individual's aptitudes and abilities so that re-teaching techniques are based upon prognostic evaluation. 18. The subject area is analyzed in an effort to determine why students do not succeed in some areas. 19. The subject area is examined in order to determine what contribution this area makes to the total education of the students. 20. The results of evaluation are used to reveal individual strengths and to identify areas for improvement. 21. The students have input in setting subject area goals and objectives. 22. Provisions are made for the individual ability differences among students. 23. The classroom is equipped with appro- priate furniture consistent with the needs for a particular subject. 24. fir Career education Opportunities are dis- cussed within each instructional area. 25. Class time is provided for improving individual skills, and for acquiring new ones through problems, projects, and units. 85 Table ll.--Continued. Evaluative Criteria Statement Accept Reject Modify 26. Students are encouraged to seek guidance and direction in the solu- tion to their subject area problems. 27. The learning situation encourages and involves critical thinking. 28. Students are motivated to find needed resource materials both to prepare assignments and to satisfy intellec- tual curiosity. 29. Special projects, such as community field trips, are COOperatively planned by the teacher and students. 30. Students are encouraged to participate in co-curricular activities which complement their subject area special skills. 31. Students have an Opportunity to evaluate their individual growth toward their own goals. 86 ml Total No. Accepted Rejected Modified Section Questions No. Percent No. Percent NO. Percent Administration 30 21 70% 3 10% 6 20% Curriculum 25 24 96% O 0% 1 4% Extra-Curriculum 27 26 96% 0 0% l 4% Guidance 31 30 97% l 3% I 0 0%17 Media Center 45 44 98% 0 0% l 2% Objectives 17 15 88% l 6% 1 6% Philosophy 23 18 78% 3 13% 2 9% School-Community 20 18 90% O 0% 2 10% School Plant 27 24 89% O 0% 3 11% School Staff 30 27 90% 3 10% O 0% Instructional 31 31 100% O 0% 0 0% Areas CHAPTER V CONCLUSIONS Summary The junior high school, from its beginning over sixty years ago has had its share of controversy, strongly worded claims of potential, and sharp criticisms. The movement for a reorganization of the public schools that developed in the late 1800's and cul- minated in the junior high school (which usually included grades 7, 8, and 9) was heralded by some as the answer to the majority of the problems besetting the public secondary schools of the times. Much of what was hoped for and promised came to pass. But changing social and economic conditions, expanded knowledge Of the adolescent and the nature Of learning, improved educational and teaching techniques and methods, earlier maturity and sophistica- tion of American youth, and increased public interest in and critical scrutiny of education have produced criticism, controversy, and proposals markedly affecting the curriculum, organization and administration Of the junior high schools. Out of this disenchantment for the junior high school has come an organizational pattern which is commonly called the "middle school." 87 88 The review of literature suggested two main ways of viewing the middle school. One group looked at it, consciously or uncon- sciously,as an organizational device. According to this viewpoint it consists of three grades grouped together in one building called a middle school or a junior high school, with its own teaching and administrative staff. In operation, it may be merely a scaled down version of the high school. The other viewpoint expressed that the middle school con- sists Of students in the 10-14 year age group, a group which is different from both the elementary and high school students. This difference is based on the social, emotional, physical, and mental development of the students. The curriculum, method of instruction, and instructional materials are selected because of their appro- priateness for the early adolescent. Learning responsibility is placed on the students; a guidance and supportive role on the teacher. Middle School, as used in this study, was used with the second viewpoint in mind. The middle school, as considered from the first viewpoint, is not in truth a middle school. To date there are not very many middle schools, perhaps, depending on the strictness of the definition, a few hundred Operating across the United States. If these middle schools prove to be pacesetters, the name middle school will earn its own more precise definition. 89 The purpose of this study was to develop evaluative criteria to use in planning, organization, implementing and/or evaluating a middle school. A tremendous amount of material has been written, espe- cially in the last decade, expressing different ideals and attitudes concerning what a middle school is and how it should be implemented. It was the intent Of this study to review, analyze, and summarize all the available material into a working guide for educators to follow in implementing and/or evaluating their own middle schools. The evaluative criteria for a middle school, as developed for this study, involves the develOpmental characteristics, basic middle school characteristics, school and community, philosophy and Objectives, staff and administration, school plant, curriculum and subject areas, extra-curricular activities, student services, and the media center. Procedure As each section of evaluative criteria was completed it was sent to five experts in the middle school concept. They accepted, rejected, and-or modified the statements and then returned them for modification. Each statement was analyzed on its own merits and if 80 percent or more of the experts agreed then, it was incorporated into the final evaluative criteria instrument. After all the 90 materials for each section was returned and analyzed, the accepted and modified statements were used to establish the evaluative criteria for a middle school. The necessity Of using a panel of experts was to verify the statements that were incorporated into the evaluative criteria on the middle school. This particular type of research approach was used to check the reliability of the forms and types of questions that were asked. If 80 percent or more of the panel agreed on the basic concepts of the middle school they were used as the evaluative criteria. 0n the basis of this agreement the statements relating to the middle school were formulated into the evaluative criteria used to evaluate a middle school. Findings Section I - Developmental Characteristics The developmental characteristics were compiled by Dr. Louis Romano and were included in this study as an introduction to the instrument so that each school district or individual using this instrument would have a basic concept of these characteristics.38 38Romano, Louis 6.; Geordiady, Nicholas P.; and Heald, James E. The Middle School (Camden, New Jersey: Nelson Hall Company, 1973, p. 187. 91 Section II - Basic Middle SchooT‘Characteristics Dr. Jack D. Riegle, for his dissertation, developed eighteen basic middle school principles which habe become recognized through- out the United States. These principles were included to help give direction for implementation or evaluation of a middle school. It should help to develop a certain degree of consistency from middle school to middle school using this particular instrument.” Section III - Administration The section on administration involved thirty statements and received the most comments from the panel of experts. Twenty-one or 70 percent of the statements were accepted by 80 percent or more of the experts. Six statements or 20 percent of the statements were accepted by three of the experts and modified by two of the experts. These six statements were rewritten according to the recommendations by the panel and used in the final draft. The remaining three state- ments did not receive sufficient support and were eliminated from the final instrument. Section IV - Curriculum There were twenty-five statements initially in this section and twenty—four of the statements or 96 percent of the statements 39Riegle, Jack D. "A Study of Middle School Programs to Deter- mine the Current Level of Implementation Of Eighteen Basic Middle School Principles." Unpublished Ph.D. dissertation, Michigan State University, 1971. 92 were accepted by 80 percent or more of the experts. The other statement, number twelve, was accepted by three of the experts and modified by two of the experts. The statement is number twelve and reads, "All students have an Opportunity to participate in a wide-exploration program." The revised statement reads, "All students have an opportunity to participate in a program of widely ranging exploratory studies." With the revision of this par- ticular statement, all twenty-five of the original statements were used in the final instrument. Section V - CO-Curricular This particular section was well accepted by the panel Of experts as twenty-six of twenty-seven statements were accepted or 96 percent. Statement twelve was accepted by three experts and modified by two of the experts. The statement as first presented read, "The programs provide a form of student participation in government as an important feature of the programs." The revision reads, "The programs provide the opportunity for student participa- tion in government as an important feature of the programs." It was also recommended by a majority Of the experts to change "Extra- Curricular" to "Co-Curricular" which has been done. Section VI - Guidance Program Thirty out of thirty-one statements or 97 percent Of the statements were accepted by 80 percent or more of the panel of experts. The one remaining statement, number six, was accepted by 93 three experts and rejected by two and will therefore be eliminated from the final draft. The part basically rejected was, “by placing the student into specific courses and programs." It inferredthat the counselor does the scheduling and the two experts objected to this procedure. They felt that the counselor should do no more than assist with the scheduling. Section VII - Media Center The media center section has more statements than any of the other sections but forty-four of forty-five statements were still accepted for a 98 percent acceptance. These experts felt that the media center is an extremely important component of the middle school and that the number of statements for this section was appropriate. Statement fifteen was accepted by three experts, rejected by one as being "unrealistic" and modified by one to read "with reasonable safeguards." The question reads, "All resources are circulated for students' use outside the school building (including equipment)." This particular statement was included into the final instrument with special scrutiny recommended after field testing. Section VIII - Objectives There were seventeen statements to this section and fifteen of the statements were accepted by 80 percent or more of the panel of experts. Statement seven relating to the training and preparation of middle school teachers----was accepted by two, rejected by one, and modified by two. The modifications are quite extensive 94 indicating ambiguity with the statement and, therefore, the statement will not be included in the final instrument. Statement eleven, "The middle school takes into consideration the general Objectives of the local school system in its planning," was accepted by three, rejected by one, and modified by one. Since the modification con- sists of changing the word "objectives" to "goals" the statement was included in the final revision. The suggestion by all the experts was to change the word "good" as it appears in all the statements to read "effective." This revision was made in the final instrument. Section IX - Phi1050phy The section on philosophy received only 78 percent acceptance as only eighteen statements out of twenty-three were accepted by 80 percent or more of the panel. Three statements or 13 percent were accepted by three experts and modified by two. These state- ments were 5, 8, and 21. As the three statements needed only a slight revision, correction was made and the three statements are included in the final instrument. Statement seven was only accepted by two experts, rejected by one, and modified by two. This statement, along with statement twenty-three, which was an incomplete statement, were eliminated from the final instru- ment. Section X - School-Community Eighteen of the twenty statements or 90 percent Of the statements were accepted in this section. Statements one and 95 seventeen were accepted by three Of the experts and rejected by two experts. It was suggested that in statement one the words "in book form" be added for confidentality. It was suggested that "evalu- ating, modifying and" be included in statement seventeen which originally read "A policy of follow-up on withdrawals furnishes data that are used in planning the curriculum Offerings and administering the schools." Both changes were made in the final instrument. Section XI - School Plant Eighty-nine percent Of the statements in this section or twenty-four Of twenty-seven were accepted by 80 percent or more of the experts. The remaining three statements were accepted by three of the experts and modified by two experts. In statement two, the word "help" was changed to "advice." Statement twenty-two was changed from "the site is located in an open-space locality," to read ”the site is located on a site adequate to the needs Of the school program." The word in statement twenty-four "centrally“ was changed to "conveniently." Section XII - School Staff There were thirty statements in this section and twenty-seven or 90 percent of them were accepted by 80 percent or more of the panel. Two statements were accepted by three experts, modified by one, and rejected by one. The other statement was accepted by two experts, rejected by one, and modified by two. This statement, 96 number twenty-three, is ambiguous and was not included in the final instrument. Statements thirteen and seventeen were considered to be too encompassing and difficult to measure and also were eliminated from the final instrument. Therefore, only the twenty-seven state- ments originally accepted by the panel were included in the final instrument. Section XIII - Instructional Areas This particular section was critiqued by several different experts and the final thirty-one questions as they appear in both Chapter IV and in the appendices were unanimously accepted. Conclusions 1. At the present time no evaluative instrument exists strictly for middle school. 2. There are strong differences Of Opinion expressed in the literature between educators as to the necessity Of a middle school organization. 3. Eighty percent or more of the experts agreed that the evaluative criteria as it appears in Appendix C are valid. 4. The criteria which appear in Appendix C are useful and appropriate in the evaluation of a middle school. Recommendations for Further Study Throughout the study this author could find no instrument available for evaluating a middle school. The evaluative instruments 97 available were strictly for junior high schools or for a combination of the junior high/middle school. It is recommended that this particular instrument be used in a pilot study with a few well-selected, well-established middle schools. This would provide for a consistency and help give direc- tion for improving the instrument. After the pilot study has been completed and improvements incorporated then a field study should be made to determine the reliability and validity of this instrument on a national scale. Another study of importance to the middle school concept would be an analysis of the justifications Offered by school super- intendents, school boards of education, and administrators for inclusion of interscholastic atheletics in the middle school programs rather than intramural activities. Studies have been conducted relating to the social and growth aspects of the early adolescent. A study could be conducted to pro- vide an indication of the level Of knowledge middle school personnel have in these areas. A study was conducted to determine the backgrounds of middle school principals. The results indicated that administrators were evenly divided between an elementary background and a secondary back- ground. A follow-up study should be made to determine which group better understands and implements the middle school concepts. A study should be made Of middle schools to determine the needs of this particular age group and how best to provide for these needs. 98 Reflections As I ponder all that I have read and experienced in the area of middle school education, I cannot help but have mixed emotions with the way the middle school concept has been misused. 0n the negative side, it is apparent from the literature that a great percentage of middle schools are in name and/or grade organi- zation only. Not only are these schools passing up a great Oppor- tunity to establish a much needed educational program especially designed for the early adolescent, but their reputation impairs the implementation of other middle school programs. There are also indications that many are establishing middle schools without careful planning for staffing and instructional organization. This, of course, leads to programs that are either elementary or secondary oriented when what is needed are special programs for a group of students with unique educational needs. After all, middle schools are justifiable, but these units should be considered neither elementary nor secondary. It is extremely important that middle school programs be planned and implemented with staffs that have the commitment and special com- petencies to do so. It is also discouraging to see the number of middle schools which still have an active interscholastic athletic program. We live in a sports-minded society which envisions glory, fame and fortune for those talented in athletics. However, those advocates of interscholastic sports do not stop to contemplate, analyze or accept the facts stated by the medical profession which proves that 99 interscholastic athletics are frequently harmful, both physically and mentally, to students at the middle school level. Looking at the positive side, there is an increasing number of middle schools that do have programs that are different from either the "traditional" elementary or secondary programs, utilizing the best from both and adding new features appropriate for the early adolescent. The percentage of identified middle school grade organi— zations that are authentic middle schools seems to be increasing each year. The increase in numbers Of middle schools has brought to focus the need for special programs for this age group, and the middle school has been the subject of countless conferences, meetings, and seminars. Also, an excess of books and articles has been written on middle schools in the past decade, bringing more and more informa- tion to more and more interested readers. Certainly, the increasing trend to provide teacher education programs and certification procedures for teachers of the middle grades is a positive result of the middle school movement. The notion that teachers are either secondary or elementary is outdated, and provisions to adjust teacher education programs and certification procedures to recognize and accommodate middle grade teachers are long overdue. The decision by any community to adOpt the middle school concept must be accompanied by an understanding of what a middle school is, why it is a more effective way of providing for the educa- tion of students in the transescent stages of development and how it is organized and operated. 100 It is also necessary for a board of education to recognize its responsibility for commitment to the middle school concept once the decision is made to adopt it. This includes providing funds and other support for the preparation Of staff to effectively make the adjustment to the middle school concept. A further responsibility of the board of education is the communication to parents of the nature of the middle school, its advantages to the community through better education and their involvement in the program of the middle school in a true community- school approach. The trend toward reorganized middle schools is clear. It is hoped that more and more of these schools will reflect a phi- losophy that is appropriate for the education of the early adolescent. This has been a most meaningful and enjoyable experience in research, and a very valuable experience in middle school education. SELECTED BIBLIOGRAPHY SELECTED BIBLIOGRAPHY Books Adams, James F. Understanding Adolescence. Boston: Allyn and Bacon, Inc., 1969. ’ - Alexander, William M. The Emergent Middle School. New York: Holt, Rinehart and Winston, Inc., 1968. Atkins, Neil P. Education for the Middle School Years: Reading. Glenview, Illinois: Scott, Foresman and Company, 1971. Bernard, H. W., and Huchins, W. C. Readings in Human Development. Boston: Allyn and Bacon, Inc., 1967. Billett, Roy Oren. Teaching in Junior and Senior High Schools. 1963. Bossing, Nelson L., and Cramer, Roscoe V. The Junior High School. Boston: Houghton Mifflin Company, 1965. Brimm, R. P. The Junior High School. New York: The Center for Ap- plied Research in Education, Inc., 1963. Cole, Luella, and Hall, Irma Nelson. Psychology of Adolescence. New York: Holt, Rinehart and Winston, Inc., 1965. Committee on Adolescence, Group for the Advancement of Psychiatry, Normal Adolescence Its Dynamics and Impact. New York: Charles Scribner & Sons, 1968. Conant, James B. The American High_School Today. New Jersey: Educa- tional Testing Service, 1959. Conant, James 8. Education in the Junior High School Years. New Jersey: Educational Testing Service, 1960. DeVita, Joseph C.; Pumerantz, Philip; and Wilklow, Leighton B. The. Effective Middle School. West Nyack, New York: Parker Pub- lishing Company, Inc., 1970. Douglass, Carl R. The High School Curriculum. New York: Ronald Press, 1964. 101 102 Eichhorn, Donald H. The Middle School. New York: The Center for Ap- plied Research in Education, 1966. Elicker, Paul E. The Administration of Junior and Seniorpfligh Schools. 1964. Faunce, Roland C., and Clute, Morrel J. Teaching and Learning in the #unior High School. San Francisco: Wadsworth Press Company, 963. Garrison, Karl C. Psychology Of Adolescence. Englewood Cliff, New Jersey: Prentice Hall, Inc., 1965. Grooms, M. Ann. Perspectives on the Middle School. Columbus, Ohio: Charles E. Merrill Books, Inc., 1967. Hamachek, D. E. The Self in Growth,_Teachingpend Learning. New York: Prentice Hall, Inc., 1965. Hansen, John. The Middle School Program. Chicago, Illinois: Rand, McNally & Company, 1971. Hertling, James, and Getz, Howard G. Education for the Middle Years: Readings. Glenview, Illinois: Scott, FOresman and Company, 1971. Howard, Alvin W., and Stoumbis, George C. The Junior High and Middle . School: Issues and Practices. Scranton, Pennsylvania: In- ternational Textbook, 1970. Hurlock, Elizabeth B. Adolescent Develppment. New York: McGraw-Hill Book Company, Inc., 1955. Johnson, Eric W. How to Live Through Junior High_SchOOl. Philadelphia, Pennsylvania: J. B. Lippincott Company, 1959. Junior High School Staff Personnell. 1966. Koos, L. V. The Junior High School. New York: Harcourt, Brace and Company, 1921. Koos, Leonard V. Junior High School Trends. New York: Harper and Brother, 1955. Moss, Theodore C. Middle School. Boston: Houghton Mifflin Co., 1969. Murphy, Judith. Middle Schools. New York: Educational Facilities Laboratories, 1965. Noar, Gertrude. The Junior High School Today and Tomorrow. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1953. 103 Popper, Samuel H. The American Middle Schools: An Organizational Analysis. Waltham, Massachusetts: Blaisdell"Publishing Company, 1967. Powell, Marvin, and Frericks, Allen H. 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Alexander, William M. "The New School in the Middle." Phi Delta Kappan, L (February, 1969). Alexander, William M. "The Junior High School: A Positive View." Bulletin of the National Association Of Secondary School Principals, 49 (March, 1965), 276-285. Alexander, William M. "What Educational Plan for the In-Between-Ager?" NEA Journal, 55 (March, 1966), 30-32. Anderson, Lester W., and Suehr, John H. "Has Accrediting Really Helped Secondary Schools?" Michigan Education Journal, (November, 1965 . 1 104 Atkins, Neil. "Rethinking Education in the Middle." Theory into Practice, VII (June, 1968). Baruchin, F. "Middle School for Elementary Youngsters? Maybe Not!" New York State Education, 54 (February, 1967), 44-47. Batezel, George. "The Middle School: Philosophy Program Organization." The Clearinngouse, XLII (April, 1968). Baughman, M. Dale. "Joy in the Junior High and Middle School." NASSP Bulletin, (May, 1973). Boutwell, W. 0. "What's Happening in Education? What Are the Middle Years?" 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Dan- ville, Illinois, Interstate Printers & Publishers, 1966. North Central Association of Colleges and Secondary Schools. Policies and Standards for the Approval of Junior High/Middle Schools, 1971-1972. Sabine, Gordon A. How Students Rate Their Schools and Teachers. Na- tional Association Of Secondary School Principals, 1971. Schwarts, E. Terry. An Evaluation of the Transitional Middle School in New York City, EDRS No. 011020, Cleveland, Ohio, ERIC Document Reproduction Service, Bell and Howell Company. Strom, Merle T. Needs Of Adolescent Youth. The Interstate Printers & Publishers, Inc., 1963. Vars, Gordon F. Guidelines for Junior High and Middle School Education. Washington, D.C., National Association of Secondary School Principals, 1966. 109 Pamphlets Block-Of-Time Scheduling Practices in Junior High Schools. The Inter- state Printers & Publishers. Climate for Learning . . . Focus on the Teacher. The Interstate Printers & Publishers, Inc., 1964. The Common Goals of Michigan Education. Michigan Department of Educa- tion, 1971. Junior High School Curriculum. The Interstate Printers & Publishers, Inc., 1961. Junior High School Staff Personnel. The Interstate Printers & Pub- lishers, Inc., 1966. The Middle School. Michigan Association of School Boards. Middle Schools. Educational Research Service Circular, NO. 3, 1965, Washington, National Education Association, May, 1965. 101 Examples Of Creative Teaching in the Junior High School. The In- terstate Printers & Publishers, Inc., 1962. Williams, Emmett. The Emergent Middle School: Some Guidelines. Uni- versity Of Florida, Gainesville, Florida, September 15, 1970 (Mimeographed). Dissertations Elie, Marie-Therese. "A Comparative Study of Middle School and Junior High Students in Terms of Socio-emotional Problems, Self- concept Of Ability to Learn, Creative Thinking Ability and Physical Fitness and Health." Unpublished Ph.D. dissertation, Michigan State University, 1970. Fallon, John Patrick. "A Comparison of Transescent Male Development in Two Organizational Patterns Centering on Middle School Grade Reorganization." Unpublished Ph.D. dissertation, Michigan State University, 1969. Hawkins, James. "A Study to Ascertain Actual Middle School Practices in Selected Michigan Schools and Nationally Prominent Schools as Perceived by Teachers and Principals." Unpublished Ph.D. dissertation, Michigan State University, 1972. 110 Hedberg, James D. "Pupil Control Ideology of Middle School Teachers Marshall, and Its Relationship to Student Alienation and to Selected Organizational and Teacher Variables." Unpublished Ph.D. dissertation, Michigan State University, 1973. Doris Lee. "A Comparative Study of Instructional Policies of Middle Schools Administered Respectively by Elementary Oriented Principals and Secondary Oriented Principals." Un- published Ph.D. dissertation, Michigan State University, 970. Riegle, Jack O. "A Study of Middle School Programs to Determine the Current Level of Implementation of Eighteen Basic Middle School Principles." Unpublished Ph.D. dissertation, Michigan State University, 1971. Sienkiewicz, Henry S. "A Comparative Study to Determine the Relation- ship Of Selected Middle Schools and Student Performance on a Standardized Attitudinal Measure." Unpublished Ph.D. dis- sertation, Michigan State University, 1973. APPENDICES APPENDIX A LETTERS TO PANEL 0F EXPERTS November 21, 1973 Dear Dr. I am presently working on the Doctor of Philosophy degree at Michigan State University under the guidance of Dr. Louis Romano. He has rec- ommended that I contact you for the purpose of serving on a panel of experts to verify a list of statements to be used in the development of an evaluative criteria for the middle school. Specifically, you are to accept, reject, or modify any of the state- ments. Upon receipt of the list Of statements from you and the four other experts, I will then have those statements accepted by the panel of experts. You will note some similarity with the topics that I will send you be- cause we will attempt to pattern the topics after the traditional junior high format, but the statements to be included in the evalua- tive criteria will be significantly different. The evaluative criteria should help teachers and administrators to develop a true middle school. I respect how busy your schedule must be, but I also know that you have much to contribute to this important study. I will look forward to communicating further with you. Sincerely, William W. Powell 111 December 28, 1973 Dear Dr. Thank you for your willingness to serve as a panel member. Enclosed is the first sub-section Of the middle school evaluative criteria instrument. Lou Romano and I feel that the format is quite concise and workable. However, if you have any suggestions for improvement, please feel free to make them. Your main responsibility, however, is to accept, reject, and/or modify the statements as they apply to the middle school organization. Directions Under comments you may indicate your choice by writing either (A) (B) or (C). If you mark (C), please state your suggestion for modification. 1. Read each statement: A. accept the statement completely 8. reject the statement completely C. accept the statement with modification 2. Attach any statements you feel should be included as important to the administration of a middle school which may have been omitted. 3. Return to me for summary and analysis We will attempt to follow the same format for the other nine sub- sections. If for any reason the procedure is not clear or becomes too involved, please communicate with me. Sincerely, William W. Powell 112 APPENDIX B INSTRUCTIONS FOR THE MARKING OF THE EVALUATIVE CRITERIA 1. INSTRUCTIONS FOR THE MARKING OF THE EVALUATIVE CRITERIA HOW TO MARK A. Evaluation should be made on the basis of how extensively each criterion is found to be in operation. B. Evaluate by placing a check ____On the line beside the number that is most applicable, using the following standards: (0) if the provision does not APPLY. (1) if the provision or condition is MISSING but is recognized as being NEEDED. (2) if the provision or condition is LIMITED in extent. (3) if the provision or condition is in evidence to an APPRECIABLE extent. (4) if the provision or condition is EXTENSIVELY in evidence. 0. For those items marked (0) state under COMMENTS why items do not apply. 0. For those items marked (1) or (2) indicate under COMMENTS Ob- served areas of weakness. E. For those items marked (3) or (4) indicate under COMMENTS spe- cific evidence of implementation Of the criteria. 113 APPENDIX C THE ACCEPTED AND REVISED EVALUATIVE CRITERIA DEVELOPMENTAL CHARACTERISTICS 114 wfimvsopemssoo Possum esp as ueuv>oss apes sese «seasons? egos m.uw yes» msvzosx soosmmepo esp swspwz moseuwsm euw>oss H on exppeoPmopommxss use zp—eowmopows upo mseex mp we xes mps_m u_o sew» ep esom messes: .u_o mseea op >_Peu -Pmo_owmxss use >Fpeo -wmopowe we mes mace upo see» up meow ..m.e .mmepu eso xse sw mpe u>ep mewssuee mo moses mzouseeesp e we prz usese pesu aoesxe H on .somsmq mossom ues e we Amvsopemssou Foosom msw~wF_p: as use _e>e_ soosmmepu use we moseuwzm mswuw>oss .e .suzosm sw meoswsemwwu Pesuw>wusw usage as? ussems Amv "mpeemse use muse—s mo suzosm msw>sem use Amy "mmmmop so ms_em mswpsesu use mpe>sepsw sepzmes we mswssmees use mswsmwmz AFV ”we seem suzosm we mswuseumseu 1s: se sope>eu Ppwz pese mmosewsesxm mosmwum use supees mswuw>oss .e "an esou we see mes» 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mp somsmo smseemp spew psez mmooH pee op mpsez .mwwH we mmwpwmeoeoe mswusepm -smuso sw ons sow psmseo sesp smspo pHeue se sow seoH Hez .mpsmses eosw mmooH pee op mswmmm mesmusmomusH .m .msospm uzose we mssmmmss .psops o.pesz oe op pses .pms pos mse msowpepems uxm .mpsmses smsz Hpmwxse Hmmw Hes pos mesmusmsmusw psez .sowpesmuos sw msw -semzm use mswsswsu pome -e< .mpsmseo use msmseemp Eosw mHm>mH sows pemoxm .uzose wo poo pme smmo muoHesw op sHpses meoems He: .swews: msoHse mmsmH -Hese op sewzo mse use .msospm mewpmon mHoEwm we mmsmm smseemw msp sow msowpmmzo Hoosem msp sow msowpeewHoeH EoHoewssou unsu msp sow msmew Hepsmseon>ms sow>esmm use mewpmw -smpeesesu Hepsmsoon>ms 124 Hpsmu -apm seem pomsmms H on wuHsoz pHaue szoss msp sw mmHo -Eexm msw>wH mawm H see wmsowpeapwm smspo sw smppms mp ssoz psmusmo -musw pesp zesm omHe use msowpeapwm swep -sme sw sowpee oaosm we mpwwmsms msp 3osm H on epsmsm>osoew1mem sow mswsseHs psmusmomusw sow mmesese m>wm H on .smspo .mpemuoss .prawpee 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seeH 3osm uHaou =.pw oswou mse muws msp wo pmms msp: Hem He: .pemsxm uHaoz oaosm msp we usoomms pmaE m: .maHe> meew pe smsep ms possee use msteHe mHos mp sow>esms sea: .umpewspm -ms smsz mmowsw .Hses smosoH os mp ms mpmmposs .mem sow pao mmswsp msa -mww op use prsospae eosw smseemp msp sow msowpmmao Hoosem msp sow msowpeewHoEH EaHaewssau unso msp sow msmew Hepsmseon>ms sow>esmm use mewpmp -smpeesesu Hepsmsoon>ms 125 Hmsw>wH psmusmomu -sw sow msem msp ou H on Hsmsses m>ppwmoo e sw msw>wH m>wpesm -oooe mNHmesoEm H es .sowp -eesmpsw Heweom mws m>osoew op 3os essemH es pesp om o: erao mospsp cos: sppHHpmos wo mmemHms seHo H es HHuapm psmusmomusw sow msowmw>oso mses H on spsops ooe msp ou op ews sp m>es HHH: msmspo spwew msos msp mmHuses use mmsam -me ms prstwmsoomms msos msp pesp mNHHems erso esp oHos H on .mHeauw>wu -sw smspo so oaosm msp sppz ssoz op HpHste mws sw ozosm ms msmsz msowpeapwm HseE mup>oss .smsp spwz mooe op 3os use msos pe umHeHsmwu mmstmmw mmaemwu op mmwpwsapsoooo muw>oso 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.prpsmuw umem e m>smmmss op mmsmwz .mswssapms smsz umHoHssm HHm>wpemse smsp usww Hes msmseemp msoHe pon mp mmeHe sms: smseemw msp sow msowpmmao Hoosem msp sow msowpeewHosH EaHaewssau unsu msp sow msmew Hepsmsoon>ms sow>esmm use mewpmw -smpeeseso Hepsmsoon>ms 126 Hpmmsmpsw pesp so ssoz op maswpsoe use unse seem sow poms m.pesz wo mmum quoss msp smmm H es Hmmsem pmwao sppz muowsmo HeHo maosomw> 3oHHow H on Hmmsem Eemp msw>Ho>sw sow>esms mHseswmmu wo mHoEexm Esww .uooo e pmm H es Hummweso so uweo ms op HHmsms pos use .umms we mmaeems umpmHo usoe ms op msmep Hses mse msmsp pesp mNHHe -os op sps ons H on .mpmmsmpsw .msto use .mHos spos sw sowpeswuso uoe pHaewwwwu HHmswmemse usw sow pr>wpee muw>oss .mpsmuapm prste smsooo we sowmaHexm op smspose mso pmsweme mpmoEoe pp sw pmms msp msmsz pr>wpee sow use mew>wpee umst sow Hmmsem Hos HHe .stm HHe sow prsapsoooo muw>oss .mso sw Hmexm Hes psmuapm e pesp om mmwp uw>wpoe wo Hpmwse> e sow mmwpwsapsesoo muw>oss .mstmsoomms HHmswmemsesw ms op use .mson mpmHosoe .HHmz ssoz op Ews ons sews3 mmwpw>wpee muw>oss .prsewsmw usw we mesmm meow mesm uwsmoxm Hsz seem msmsz mso use Hmexm see som usmo seem sows: sw pr u>wpee oaosm mso pmemH pe muw>oso op poempp< .msmspo sesp mseo pe smppms HHHesapes mse msom pesp mswusepmsmusa spwz msem msp sw smspo seem wo mpesmuwmsoe ms op HHe moesaoesm .mEem meow sw mpeowewp uses op HHe moesaoesm .oa mswzosa we pseo mp prstwmsoom ums ssoz wo mesepomee< .mmepm pmmesem msp pe HHHewemomm .meseusmppe sw ms uHaosm somw>smoam e use umsmesep umm smms pmsww m>es uHaosm mmHas usaosm pas smspmo uop HHmz HHsesomems ssoz see Hmsw .umewpeeso use uoopmsmusa mp HeHo Eemw .sossm se mmses osz smspose mHaewuws Hes swz op mswmmu sw Hos mso .Hseswss mse Hmexm op Hsz msp use ppswom m>wpwpmoeoe msp ommepm HHsem p< NeHo .u .uowsmo wo usm usezop wwo seeHm Hes smsp pemsm mw smewmaspsm .pmsww pe Hesapes msmmm prstwm usoomms ssoz wo mesepome uee msw "mmwpwstwmsoom ums msos smspo use pmeses .mmsmwu .see see: op mHs< smseemw msp sow msowpmmao Hoosem msp sow msowpeesteH EaHaewssao unsu msp sow msmew Hepsmseon>ms sow>esmm use mewpmw usmpeesesu Hepsmsoon>ms 127 .sowpeo uwewpseo m.smspose usepm usmusa use mpewemsooe op pmemH pe so smsp we HHe psmpxm meow op mpewemso use use mpeowewpseo Hsz somsme umusaos HHasp e pesw .m>wmmeo msos msmspo use m>wpee meow .mwwH paosmaossp Honsm op mmwpw>wpee we musws HseE mse msmsp pesp zosx .mmwpwHeao smonHow omHe use mmwpwHeao owsm usmuemH oon>mu op ssems .swz op He; e mp smssms seem mswunam .Hee umu Hessmpsw mmaee see Eemp e so smspo seem msw~wewpwse pesp ssems .mpaswspsoe peas HHe .semp e so pesp ssems .mmaem sopepemom use pmwao msp sw omHe pas mowesmxm maosomw> sw mpeowewpses .smspose mso mswmese pman omH< .mmwpw>wpee mpwso>ew mse moos mswssan .msweewzm .HHesmmes .oswpesm smHHom .mswssas use .pr>wpee oaosm .mswszzm Hesse HHe me oEee seesaw mp mswp uoom HHHewemomm s< .sowpesmuwmsoe Heauw> uwusw seas umms Hes msoHe moosw .msmspo spwz HeHo op smwmso poo: .mmwsewu sw mpwsz msmspo 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mHseaHe> mmaemwu H es pmwao use m>wpee muwaoss .preesee HeapemHHmpsw mswzosm ops mmsmHHese Hsz sews: mmwpw>wp uee sw mpeswewpseo ow .mmsem moHp wasew mse .epm .msws uswzm .mwssmp .mstzos .Hsmsese me seam mmsew .HHwEew op smsp meauosp usw see unse om mmEem we mmoHp HHwEew mme usaoesm .sowpeowewpses .Hses so msam ummso msmspxm mmaee Hes HHe sow useusepm um>wmesoemso .mHmswm e .mewpmwsmpee usese Heemeso use Hepsme sw mmesmsmwwwu pemsm msp we mmaeemm .mowsmsowpeHms sm>oemwu op use meHesmsom op prste mws moon>mu m: .memuw peespmse spwz Hkuems msos mooe see ms use .mesmwsmoxm mswummeeam seem spwz msmuwz uHsoz mp: .mHstm Hepsme sw sp3osm psmssaesoe e mp msmsp .mHstm sopoE msoE use msos mswoon>mu use m~wm Hues sw mswmemsesw .HHHeemeso mmsapee unse msp m< pcwEmHMHm memcmw oewpmkep IUMLmzu SHSOLG Pmpcmz .HHH .umumms me mmHas ea msee op mHse msos saosu .seaE me umumms pos mmHam .uwu seem HHmz zos paose umssme usoe msoE mse mpseowewp uses .mswsswz sow pos pas .umpewemssoe Hprm mp HeHo oaosm .uowsmo we usm semz smseemw Hoosem msp sow msp sow msowpmmao msowpeewHoEH EaHaewssau unsu msp sow msmew Hepsmsson>ms sow>esmm use mewpmw usmpeeseso HepsmsseHm>ms 129 Hmsmzoo mswsomems sw zesm op mmwpwsapsoeoo msmpm umsaoH HHe m>wm H es woaosm HE swspwz mmwpwHesomsmo mswssemH mstse> msp pmme op mmwpw>wpee wo muapppHaE e m>es H es Hmemse Hesowp ueaspmsw maowse> msp sw msowpeapwm msw>Hom EmHsoso muw>oso H es wasps useHo psmuapmusmseemp sow muw>eso H es .msmzoo mswsomems mws m>ososw op msowpeapwm HeEsowsw use Hessow msp spos sw mmwpw>wpee muw>oss .psmuapm msp wo mumms msp pmme op mmwpw>wpee wo sowm uw>oso msp smaossp psme uson>mu HeapemHHmpsw wo moses HHaw msp sow muw>oss .msowmaHe usoe mHsepwam pe m>wsse use epeu msp pe sooH peas psmuapm msp msmsz mmwuapm Heweom use mesmwem sw me seam mmesmwsmoxm muw>oss .msmHsoss m>Hom op prste mws sw zosm ow .msowpesm use mpmsesoe pao Hssee op prste mws sw zeso op Eps mHsesm sews3 mmwpw>wpee sw mmemsm ow .sowmwemu esp sow spHHpspmsoom ums msep op use 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uwsapsoooo muw>oso H es Homesmwsmo uxm momsp so unas H os HumpwEwH mse mmesmwsmoxm pesp usepmsmusa H es wmemse Hesowpeaspm usw smspo use Eesm uoso mesmwem msp sw mmwpw>wpee mswmsmH uHese muw>oso H es .epm .ssozmeos .sesmoso Hesowpeaspmsw msp sw soppewse> mwsp sow msowmw>oso mses use mseom sowpsmppe ostse> m>es mpsmuapm pesp mNHsmoemm .HHm>wpemwwm msesmewu use .moes .mpsese uems op 3os ssemH psmuapm msp sHms Hsz sews: mmesmwsmoxm muw>oss .mmwpw>wpee seHaewssae uoe use seHaewssae sw mmesmwsmoxm wo Hpmwse> e sow mmwpwsapsoooo muw>oss .Eesmoso Hesowpeaspmsw msp sw mmwpwste mswsswsp m.smpmmsaoH seem mosmHHese op mmesmwsmoxm muw>oso ow .mHon usm ms sews: mmwpw>wpoe mmosp sw seem sowpsmp upe mws mmemsesw Hsz ms pesp om mmwpw>wp uee Hses sw mpeswewpses .msesmewu use .mpsese .moes mma op Hsemmmems mHstm msp mswssemH Hs sowpeewsas usoe wo mseme smueosm .smwwo op mswspmeom m>es Hes mesmwsmoxm msoa m>es es: msmspo pesp use .umpwEwH mp mesmwsmo uxm m.mso pesp mNHHemm .mmesmsmwwwu mmmsp we psesmHop 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mesz mpmmsmp usw mswuseoxm maswpsou unso msp sow msmew Hepsmsoon>ms .mswsemsuuHeu m>wmmme uxm wo uowsms msp ow mwsw .uoosunse smpeH wo mmpes saws msp ummexm so Heaom mswpemHHoe use mswuems .smpemsm meoems mmesmsmwwwu Heauw>wusw use mpmmsmpsw we Hpmwse> muwz e mp msmsw .psep usoesw HHmswmemsesw meoems msowpeHms sesas wo mEmHsoss .Hpmweom sw smsp mswpweze mmHos 3ms we mmmsmseze msp use .msowpeems Hesowposm msospm HHmswmemsesw .spzosm Heemeso oswpesmHmeee op umpeHms mse mpmmsmpsH mpmmsmpsH .m .pHaue msoems Hes mmpes mswuems sowaesmm use mewpmw usmpeesesu Hepsmeoon>ms 132 HmHsepw>msw use Hes uses mse Hmsp .sowpee ums we mmmHuseoms pas .mmewp pe peespmwu Hsz empos use msmp upmH pesp pemoxm H es ~.epm .Hspmoo .mmws uewu mmesaoesm H os HHawmmmeeam ms see psmuapm seem pesp om mmwpwsapsoooo muw> uoso H es Hmmwpwste use pmmsmpsw Heauw>wu usw so mNHHepwoee op mpsmssmwmme ng> H es .sowp uwspas use momsu .msw uHHpm swes .oamsee sw mpwsa oon>mu H on .mpsmemmsesp HHe sow mpse maowse> msp sw mmesmwsmoxm muw>oss .msowpeauoso ewpesesu sw mswpeewewpses use mswpwsz Hs mm>Hmmsmsp mmmsoxm op mHeauw>wusw sow mmesmwsmoxm muw>oss .sowpwspas use uoow .mmepxmp use mswspoHe sw mmesmwsmsxm muw>oss .mpsmaosp msw~w usemso sw Hawmma mse sowmmmsoxm we mssow mmmsp pesp mNHsmoemm .msmspo wo mmsepmwe msp wo psesmHop mm .smoees Hsz mmxepmpe pesp m~wsmoemm .mem usaoH mswmmmsoxm smsz see aoH pmms msp es .mpsmaosp msp ummmsoxm sow umma mse msmp upmH use .Hspmoo .mmwsews .sowmmmsoxm m>wpemse use sowmmmsoxm umem sow mstemooe HHseHaewpseo mse oswpsweo use mswnwpeEesu .mswpwsz .mm>Hmmsmsp we Heep upwse HHsmws use maowemsoe umem mse mpsmuapm meow .HHuwoes mson>mu .mswswesp use prsapsosoo sm>wm ww .psmHep Hesowp usmexm .umesaososs mse prHpse m>wpemse sw mmesm usmwwwu Heauw>wusH msowpewemsoam.use prst< m>wpemsu .u .mesesemsse swmsp use mm>HmmEmsp spwz umwoae ueomss msos msoems mstu smseemw msp sow msowpmmao Hoosem msp sow msowpeestEH EaHaewssau unsu msp sow msmew Hepsmsoon>ms sow>esmm use mewpmw usmpeeseso Hepsmsoon>ms BASIC MIDDLE SCHOOL CHARACTERISTICS Eighteen Characteristics of the Middle School Characteristics Continuous Progress Multi-material approach What and Why The middle school program should feature a non- graded organization that allows students to progress at their own individual rate regard- less of chronological age. Individual differ- 'ences are at the most pronounced state during the transescent years of human development. Chronological groups tend to ignore the span of individual differences. Explanation The curriculum built on continuous progress is typically composed of sequenced achievement levels or units of work. As a student com- pletes a unit of work in a subject he moves on to the next unit. This plan utilizes pro- grammed and semi-programmed instructional ma- terials, along with teacher-made units. What and Why The middle school program should offer to stu- dents a wide range Of easy accessible instruc- tional materials, a number of explanations and a choice Of approaches to a topic. Classroom activities should be planned around a multi- material approach rather than a basic textbook organization. 133 Flexible Schedules 134 Explanation Maturity levels, interest areas, and student backgrounds vary greatly at this age and these variables need to be considered when materials are selected. The middle school age youngster has a range biologically and physiologically anywhere from seven years Old to 19 years old. Their cognitive development, according to Piaget, processes through different levels, too. (Limiting factors include environment, physical development, experiences, and emotions.) The middle school youngster is one of two stages: preparation for and organization of concrete operations and the period of formal operations. These students have short attention spans. Variation in approach and variable materials should be available in the school program to meet the various needs and abilities of the youngsters and to help the teachers retain the interest of the youngsters. What and Why The middle school should provide a schedule that encourages the investment of time based on educational needs rather than standardized time periods. The schedule should be employed Social Experiences 135 as a teaching aid rather than a control device. The rigid block schedule provides little Oppor- tunity to develop a program to a special situa- tion or to a particular student. Enplanation Movement should be permissive and free rather than dominated by the teacher. Variation of classes and the length of class time as well as variety of group size will help a student become capable of assuming responsibility for his own learning. What and Why The program should provide experiences appro- priate for the transescent youth and should not emulate the social experiences of the senior high school. Social activities that emulate high school programs are inappropriate for middle school students. The stages of their social development are diverse and the question of immaturity is pertinent in the planning of activities for this age level. Explanation The preadolescent and early adolescent undergo changes which affect the self-concept. The youngster is in an in-between world, separate Physical Experiences and Intramural Activities 136 from the family and the rest of the adult world. This is a time of sensitivity and acute perception, a crucial time in prepara- tion for adulthood. This is the age of sex- role identification. The youngsters model themselves after a same-sex adult and seek sup- port from the same-sex peer group. The young- ster needs to be accepted by the peer group. The attitudes Of the group affect the judgment of the individual child. There is the neces- sity for developing many social skills-~espe- cially those regarding the opposite sex. There are dramatic changes in activity: dancing, slang, kidding, practical joke give and take, etc. Common areas should be provided in the building for social interaction among small groups. What and Why The middle school curricular and co-curricular programs should provide physical activities based solely on the needs of the students. In- volvement in the program as a participant rather than as a spectator is critical for stu- dents. A broad range of intramural experiences that provide physical activity for all students 137 should be provided to supplement the physical education classes, which should center their activity upon helping students understand and use their bodies. The middle school should feature intramural activities rather than in- terscholastic activities. Explanation Activities that emulate the high school program are inappropriate for the middle school. The stages of their physical development are di- verse and the question of immaturity is perti- nent in planning activities for this age level. The wide range of physical, emotional, social development found in youngsters of middle school age strongly suggests a diverse program. The child's body is rapidly developing. The relationship of attitude and physical skill must be considered in planning physical activi- ties consistent with the concern for growth toward independence in learning. The emphasis should be upon the development of fundamental skills as well as using these skills in a vari- ety of activities. Intramural activity involves maximum participation, whereas interscholastic activity provides minimum involvement. There Team Teaching Planned Gradualism 138 is no sound educational reason for interschol- astic athletics. Too Often they serve merely as public entertainment and encourage an over- emphasis on specialization at the expense of the majority of the student body. What and Why The middle school program should be organized in part around team teaching patterns that al- low students to interact with a variety of teachers in a wide range of subject areas. Team teaching is intended to bring to students a variety of resource persons. Explanation Team teaching provides an opportunity for teacher talents to reach greater numbers of students and for teacher weaknesses to be’min- imized. This organizational pattern requires teacher planning time and an individualized student program if it is to function most ef- fectively. What and Why The middle school should provide experiences that assist early adolescents in making the transition from childhood dependence to adult 139 independence, thereby helping them to bridge the gap between elementary school and high school. Explanation The transition period is marked by new physical phenomena in boys and girls which bring about the need for learning to manage their bodies and erotic sensations without embarrassment. Awareness Of new concepts of self and new prob- lems of social behavior and the need for de- veloping many social skills is relevant. There is a responsibility to help the rapidly develop- ing person assert his right to make many more decisions about his own behavior, his social life, management of money, choice Of friends, in general, to make adult, independent deci- sions. The transition involves a movement away from a dependence upon what can be per- ceived in the immediate environment to a level of hypothesizing and dealing with abstractions. There is an establishment of a level of adult- like thought and a desire to test ideas in school as well as social situations. Exploratory and What and Why Enrichment Studies The program should be broad enough to meet the individual interests Of the students for which Guidance Services 140 it was designed. It should widen the range of educational training a student experiences rather than specialize his training. There is a need for variety in the curriculum. Elective courses should be a part Of the program of every student during his years in the middle school. Explanation Levels of retention are increased when students learn by doing" and understanding is more com- plete when viewed from a wide range of experi- ences. Time should be spent enriching the stu- dent's concept of himself and the world around him, rather than learning subject matter in the traditional form. A student should be allowed to investigate his interests on school time, and to progress on his own as he is ready. What and Why The middle school program should include both group and individual guidance services for all students. Highly individualized help that is of a personal nature is needed. Explanation The middle school child needs and should re- ceive counseling on many matters. Each teacher Independent Study 141 should "counsel" the child regarding his learn- ing opportunities and progress in respective areas. Each child should perhaps be a member of a home-base group led by a teacher-counselor, someone who watches out for his welfare. Pu- berty and its many problems require expert guid- ance for the yOungsters, so a professional coun- selor should be available to the individual youngster. What and Why The program should provide an opportunity for students to spend time studying individual in- terests or needs that do not appear in the or- ganized curricular offerings. Explanation A child's own intellectual curiosity motivates him to carry on independently of the group, with the teacher serving as a resource person. Independent study may be used in connection with organized knowledge, or with some special interest or hobby. The student pursues his work, after it has been defined, and uses his teachers, various materials available in and out of school, and perhaps even other students, as his sources. He grows in self-direction through various activities and use of materials. Basic Skill Repair and'Extension Creative Experiences 142 What and Why The middle school program should provide oppor- tunities for students to receive clinical help in learning basic skills. The basic education program fostered in the elementary school should be extended in the middle school. Explanation Because of individual differences some young- sters have not entirely mastered the basic skills. These students should be provided or- ganized opportunities to improve their skills. Learning must be made attractive and many oppor- tunities to practice reading, listening, asking questions, etc., must be planned in every class room. Formal specialized instruction in the basic skills may be necessary and should be available. What and Why The middle school program should include oppor- tunities for students to express themselves in creative ways. Student newspapers, dramatic creations, musical programs, and other student- centered, student-directed, student-developed activities should be encouraged. Security Factor 143 Explanation Students should be free to do some divergent thinking and explore various avenues to possi- ble answers. There should be time allowed for thinking without pressure, and a place for un- usual ideas and unusual questions to be consid- ered with respect. Media for expressing the inner feelings should be provided. Art, music, and drama provide opportunities for expression Of personal feelings. What and Why The program should provide every student with a security group: a teacher who knows him well and whom he relates to in a positive manner; a peer group that meets regularly and represents more than administrative convenience in its use of time. Explanation Teachers need time to give the individual stu- dent the attention he needs, to help in counsel- ing and curriculum stituations. The student needs someone in school that he can be comfort- able with. Evaluation 144 What and Why The middle school program should provide an evaluation of a student's work that is personal, positive in nature, nonthreatening, and strictly individualized. The student should be allowed to assess his own progress and plan for future progress. Explanation A student needs more information than a letter grade provides and he needs more security than the traditional evaluation system offers. Tra- ditional systems seem to be punitive. The mid- dle school youngster needs a supportive atmos- phere that helps to generate confidence and a willingness to explore new areas of learning. Student-teacher planning helps to encourage the students to seek new areas. Student-teacher evaluation sessions can help to create a mutual understanding of problems and also to provide a more meaningful report for parents. Parent- teacher-student conferences on a scheduled and unscheduled basis should be the basic reporting method. Competitive letter grade evaluation should be replaced with open pupil-teacher- parent communications. Community Relations Student Services 145 What and Why The middle school should develop and maintain a varied program of community relations. Pro- grams to inform, to entertain, to educate, and to understand the community, as well as other activities, should be a part of the basic op- eration of the school. Epranation The middle school houses students at a time when they are eager to be involved in activi- ties with their parents. The school should en- courage this natural attitude. The middle school has facilities that can be used to good advantage by community groups. What and Why The middle school should provide a broad spec- trum of specialized services for students. Com- munity, county, and state agencies should be utilized to expand the range of specialists to its broadest possible extent. Explanation Health services, counseling services, testing, opportunities for individual development (cur- ricular and co-curricular) meeting the interests and needs Of each child should be provided. Auxiliary Staffing 4 146 What and Why The middle school should utilize highly diver- sified personnel such as volunteer parents, teacher aides, clerical aides, student volun- teers, and other similar types of support staff- ing that help to facilitate the teaching staff. Explanation Auxiliary staffing is needed to provide the in- dividual help students require. A variety of teacher aides or paraprofessionals may be used to extend the talents of the professional staff. ADMINISTRATION EVALUATIVE CRITERIA ADMINISTRATION COMMENTS . The administrative staff of the school is organized and oriented to meet the needs of the middle school as expressed in the philosophy and objectives. (0)__ (l)__ (2)__ (3)_ (4) . The principal has the chief responsi- bility for the administration of the personnel and program within the build- ing. (o>__ (1‘)_ <2)_ (3)_ (4)_ . The administrator has completed a course regarding the nature and needs of middle school students. (0)_ (l)__ (2)_ (3)_ (4)_ . The administrator has completed a course in personnel administration. (0)__ (l)___ (2)_ (3)_ (4)_ . The administrator has completed a course Of study in school adminis- tration. (0)___ (l)_ (2‘)_ (3)_ (4) . The administrator is responsible for the maintenance of good working con- ditions for the professional staff. (0)_ (l)__ (2)__ (3)_ (4)_ . The administrator is responsible for the maintenance of a safe, healthy and attractive physical plant. (0)_ (l)_ (2)_ (3)_ (4) 147 148 EVALUATIVE CRITERIA ADMINISTRATION 8. The administrator's conception of the middle school is identified in terms of its own characteristics rather than in terms of characteristics bor- rowed from elementary, junior high or senior high school. (0)____ (l)__ (2)_ (3)_ (4)_ 9. The administrator accepts the respon- sibility for an adequate system of pupil data and accounting procedures. (0)__ (l)___ (2)_ (3)_ (4) 10. The administrator is responsible for coordinating finances within the school in cooperation with the pro- fessional staff. (0)___ (l)___ (2) (3) (4) 11. The administrator of the middle school has had teaching experience at the early and preadolescent level. (10-14 age level) 0 yrs. 1-3 yrs. 4-6 yrs. 7-9 yrs. 10+ yrs. (0)____ (l)__ (2)_ (3)_ (4)_ 12. The administrator provides in-service improvement opportunities for teachers. (0)___ (l)_ (2)_ (3)____ (4) 13. The administrator shares responsibility with teachers for developing the qual- ity of teaching in the school. (0)___ (l)___ (2)_ (3)_ (4)_. 149 EVALUATIVE CRITERIA COMMENTS ADMINISTRATION 14. The administrator assists in the pro- vision of the basic teaching mater- ials needed. (0)_____ (l)_ (2)_ (3)_ (4)_. 15. The administrator schedules teaching loads equitably. (0)_ (l)___ (2)_ (3)___ (4) 16. The administrator encourages a morale among the staff that chal- lenges them to make a professional career of middle school teaching. (0)_ (l) (2)_ (3)_ (4)_ 17. The administrator discusses with the faculty ways of promoting, through school activities, the human worth and dignity of the individual. (0)_ (l)__ (2)_ (3)_ (4) # 18. The administrator participates ac- tively in the recruitment, selection, and assignment of school staff. (0)_ (1)__ (2)_ (3)_ (4) 19. The administrator employs teachers who plan to make middle school edu- cation a career. (0)_ (l)_____ (2)_ (3)_ (4) 20. The administrator develops orien- tation and in-service guidance pro- grams to expedite the assimilation of new teachers. (0)_ (l)__ (2)_ (3)_ (4) 150 EVALUATIVE CRITERIA COMMENTS ADMINISTRATION 21. The administrator provides guidelines for faculty members to help them un- derstand the varied behavior of stu- dents. (0)_(1)__(2)__(3)_ (4) 22. The administrator guides faculty mem- bers in developing flexibility in attitudes toward change. (0) (l)__ (2)_ (3) (4) 23. The administrator guides faculty mem- bers in accepting behavior Of col- leagues which differs from their own. (0)_ (l)__ (2)_ (3)_ (4)_ 24. The administrator participates in the total curriculum at the middle school level. (0)_ (1)__ (2)_ (3)___ (4) 25. The administrator interacts with colleges and universities to develop and/or improve middle school instruc- tion and curricula. (0)_ (l)___ (2)_ (3)_ (4)_ 26. The administrator identifies organ- izations and individuals who will help maintain good school-community relations. (0) (l)_ (2)_ (3) (4) 151 EVALUATIVE CRITERIA COMMENTS ADMINISTRATION 27. The administrator communicates as the liaison person for the teachers and other school units with community agencies that have relationships with the school. (0)_ (l)_ (2)_ (3)_ (4)_. (0)_ (l)_ (2)_ (3)_ (4) (0) (l) (2) (3)__ (4)_ ——— (0)_ (l)_ (2) (3)_ (4) (0) (l)_ (2)_ (3)_ (4)_. (0)__ (l)_ (2)_ (3)____ (4)_... CURRICULUM EVALUATIVE CRITERIA COMMENTS CURRICULUM . The program of studies is based upon the philosophy, objectives, and functions Of the middle school. (0)_ (l)_ (2)_ (3)_ (4)_ . The staff is so organized that each member has the opportunity to contribute maximally to the improvement Of the instructional program. (0)_ (l)_ (2)_ (3)_ (4) . There is clear-cut evidence of administrative leadership which provides the kinds of services conducive to the development of an effective instructional pro- gram. (0)_ (l)_ (2)_ (3)_ (4)_. . Provision is made for periodic and continuous appraisal Of the school's instructional program. (0)_ (l)_ (2)_ (3)_ (4)_ . The curriculum for the school in the middle must be designed with careful consideration Of the growth characteristics Of the early adolescent. (0)_ (l)_ (2)_ (3)_ (4) . The middle school's curriculum at the minimum provides for a basic education. (0)_ (l)_ (2)_ (3)_ (4) 152 153 EVALUATIVE CRITERIA COMMENTS CURRICULUM . The language arts learning pro- gram includes opportunities for reading, writing, speaking, and listening, and will be applied in all fields Of study. (0)_ (l)_ (2)_ (3)_ (4)_. . The social studies learning pro- gram will be designed to de- velop democratic values and at- titudes and will be relevant to students' needs, interests, and lives. (0)_ (l)_ (2)_ (3)_ (4)_ . The science learning program will provide opportunities for the early adolescent to acquire an understanding of the basic principles of modern science and of the world in which they ve. (0)_ (l)_ (2)_ (3)_ (4)_. 10. The mathematics learning pro- gram will provide the early adolescent with basic compe- tencies and understandings necessary for life in our society. (0)_ (l)_ (2)_ (3)_ (4)_. 11. Individualized student programs are included in the program to permit the individual student to go as far beyond the basic competencies as he is able to do in any field. (0)___ (l)_ (2)_ (3)_ (4) 154 EVALUATIVE CRITERIA COMMENTS CURRICULUM 12. All students have an opportun- ity to participate in a program Of widely ranging exploratory studies. (0)_ (l)_ (2)_ (3)_ (4) 13. All students in the middle school have an opportunity for a continuous program in health, physical education, and recrea- tion. (0)_ (l)_ (2)_ (3)_ (4) 14. The middle school provides a program of special education. (0)_ (l)_ (2)_ (3)_ (4)_. 15. The middle school provides al- ternative programs so that all students will have an oppor- tunity to meet their own indi- vidual needs. (0)_ (l)_ (2)_ (3)_ (4)_ 16. The middle school curriculum is flexible so that programs may be modified and expanded in ac- cord with newer approaches to early adolescent education. (0)_ (l)_ (2)_ (3)_ (4)_ 17. The middle school provides many means for the students to see themselves as significant in- dividuals in a larger world setting. (0)_ (l)_ (2)_ (3)_ (4)_ 155 EVALUATIVE CRITERIA CURRICULUM COMMENTS 18. The local community is an inte- gral part of all planning for change. (0)_ (l)_ (2)_ (3)_ (4)_ 19. Planning for change is based on extensive and continuing local study. (0)_ (l)_ (2)_ (3)_ (4)_ 20. The curriculum reflects a rec- ognition Of the value Of vary- ing size of groups to be con- sistent with the nature of the instruction. (0)_ (l)_ (2)_ (3)_ (4)_. 21. The design Of the curriculum recognizes the student activi- ties program as an extension of the formal curriculum. (0)_ (l)_ (2)_ (3)_ (4) 22. The curriculum is influenced by follow-up studies of stu- dents who have gone from the school. (0)_ (l)_ (2)_ (3)_ (4)_ 23. The design Of the curriculum is characterized by articula- tion: the sequence of learn- ing experiences is free from gaps and unnecessary repeti- tion. (0)_ (l)_ (2)_ (3)_ (4)_ 156 EVALUATIVE CRITERIA COMMENTS CURRICULUM 24. The curriculum provides for ex- perimentation with new materials, procedures, and programs. (0)_(1)_(2)__(3)__ (4) 25. The middle school recognizes sex education as a phase Of its curriculum. (0)_ (l)_ (2)_ (3)_ (4) 26. The middle school curriculum is constructed upon the concept of success motivation. (0)_ (l)_ (2)_ (3)_ (4) (0)_ (l)_ (2)_ (3)_, (4) (0)_ (l)_ (2)_ (3)_ (4)_ (0)_ (l)_ (2)_ (3)_ (4) CO-CURRICULAR EVALUATIVE CRITERIA COMMENTS CO-CURRICULAR . Student activities are considered as an integral part of the curric- ulum of the middle school. (0)_ (l)_ (2)_ (3)_(4) . The objectives of student activi- ties grow Out of the middle school's philosophy and objec- tives. (0)_ (l)_ (2)_ (3)_ (4)_ . The activity programs are de- signed to meet the needs, in- terests, and abilities Of all students. (0)_ (l)_ (2)_ (3)_ (4)_ . The school provides guidance to the students in the choice of activities. (0)_ (l)_ (2)_ (3)_ (4)_ . All regularly enrolled students are eligible to participate in student activities. (0)_ (l)_ (2)_ (3)_, (4)_ . Recognition accorded to each ac- tivity bears a reasonable rela- tionship to that activity's place in the total educational program. (0)_ (l)_ (2)_ (3)_ (4) . Participation of students in ac- tivities is not limited by econ- omic circumstance. (0)_ (l)_ (2)_ (3)_ (4) 157 158 EVALUATIVE CRITERIA CO-CURRICULAR COVMENTS . The school activity program is carefully and methodically co- ordinated with other educative and recreational agencies with- in the community. (0)_ (l)_ (2)_ (3)_ (4) . The programs provide students with exploration experiences that have physical, social, in- tellectual, and emotional value, for both the present and the future. (0)_ (l)_ (2)_ (3)_ (4) 10. The programs provide leisure- time and recreational experiences that will have both immediate and carry-over value. (0)_ (l)_ (2)_ (3)_ (4) 11. The programs provide for indi- vidual, small-group, and entire student body participation. (0)_ (l)_ (2)_ (3)_ (4)_ 12. The programs provide the oppor- tunity for student participa- tion in government as an impor- tant feature of the programs. (0)_ (l)_ (2)_ (3)_ (4) 13. The programs prohibit emphasis on contests and the exploita- tion Of students for the bene- fit of school or community prestige. (0)_ (l)_ (2)_ (3)_ (4) 159 EVALUATIVE CRITERIA CO-CURRICULAR COMMENTS 14. The programs are under the super- vision of interested, competent, qualified sponsors. (0)_ (l)_ (2)_ (3)_ (4) 15. The programs are recognized by the faculty as worthwhile en- deavors because they understand that it helps to fulfill needs in early adolescent growth and development. (0)_ (l)_ (2)_ (3)_ (4)_ 16. The middle school programs are under the sponsorship and di- rection Of the school. (0)_ (l)_ (2)_ (3)_ (4)_ 17. The program Offerings are deter- mined by the interests of the students and the professional judgment of the staff. (0)_ (l)_ (2)_ (3)_ (4)_ 18. Human relations, family life, and the home are considered in the development Of the program. (0)_ (l)_ (2)_ (3)_ (4)_ 19. Sponsors guide rather than dom- inate the programs. (0)_ (l)_ (2)_ (3)_ (4) 20. A faculty-student committee coordinates the student activ- ity programs. (0)_ (l)_ (2)_ (3)_ (4) 160 EVALUATIVE CRITERIA CO-CURRICULAR COMMENTS 21. Policies concerning relationships between class and extra-class ac- tivities are determined by the general faculty. (0)_ (l)_ (2)_ (3)_ (4) 22. A definite time is provided in the daily schedule for student participation in the programs. (0)_ (l)_ (2)_ (3)_ (4)_ 23. The activity programs provide social situations through which students may achieve self- realization and develop social competences. (0)_ (l)_ (2)_ (3)_ (4)_ 24. The manner of handling activity funds conforms to the general school policy for handling monies. (0)_ (l)_ (2)_ (3)___ (4)_ 25. Assembly programs provide a balance between education and recreation. (0)_ (l)_ (2)_ (3)_ (4) 26. The assembly programs are coor- dinated by the faculty-student committee. (0)_ (l)_ (2)_ (3)_ '(4) 27. The programs are continually evaluated by students, faculty, and administration. (0)_ (l)_ (2)_ (3)_ (4)_. GUIDANCE PROGRAM EVALUATIVE CRITERIA GUIDANCE PROGRAM COMMENTS . The guidance staff works with the faculty to incorporate guidance into the total school program. (0)_ (l)_ (2)_ (3)_ (4)_ . Administrative, guidance, and in- structional staff members have clearly defined and shared respon- sibilities in the guidance program. (0)_ (l)_ (2)_ (3)_ (4)_ . The guidance program provides for both individual and group counsel- ing throughout the middle school years. (0)_ (l)_ (2)_ (3)_ (4)_ . The guidance program has available and utilizes CA 60's, teacher rec- ommendations, parental concerns, testing results plus other rele- vant materials in working with each student. (0)_ (l)_ (2)_ (3)_ (4)_ . The guidance program is concerned with behavioral outcomes as they relate to the social adaptation of the student. (0)_ (l)_ (2)_ (3)_ (4)_ . Guidance services give evidence of understanding the emotional, pyschological, and intellectual development Of the early adoles- cent by keeping cognizant Of the current knowledge of his field. (0)_ (l)_ (2)_ (3)_ (4)_ 161 162 EVALUATIVE CRITERIA GUIDANCE PROGRAM COMMENTS 7. The guidance program helps each in- dividual make the most of his intel- lectual, physical, and social capa- ities through proper placement into courses, programs, and cO-curricular activities. (0)_ (l)_ (2)_ (3)_ (4) . Guidance personnel develop a sys- tematic plan for scheduling one or more counseling interviews each year with all students. (0)_ (l)_ (2)_ (3)_ (4)_ . Every effort is made to maintain and improve the position Of the classroom teacher as an effective student counselor by meeting in- dividually with each teacher at least once during the school year. (0)_ (l)_ (2)_ (3)_ (4)_ 10. Counselors and teachers are ex- pected to consult with parents by developing a systematic form of communication. (0)_ (l)_ (2)_ (3)_ (4)_ 11. Guidance service makes use of all school activities that con- tribute to the student's abil- ity to make worthwhile adjust- ments. (0)_ (l)_ (2)_ (3)_ (4) 12. Guidance activities are planned to help each student understand himself as an individual and as a member of a group. (0)_ (l)_ (2)_ (3)_ (4) 163 EVALUATIVE CRITERIA GUIDANCE PROGRAM COMMENTS 13. The guidance program helps each student learn, at least to a min- imum, about the world of work and those types of work most likely for him a satisfying career. (0)_ (l)_ (2)_ (3)_ (4)_ 14. The guidance program helps each student recognize what educa- tional opportunities exist within the school system for his per- sonal and social as well as voca- tional development. (0)_ (l)_ (2)_ (3)_ (4) 15. Provision is made for effective use of the services of counsel- ors, school nurses, psycholo- gists, psychometrists, psychia- trists and physicians by provid- ing special information programs for all students. (0)_ (l)_ (2)_ (3)_ (4) 16. The guidance program helps each individual adjust to the demands of his environment by assisting the student to develop habits of self-reliance. (0)_ (l)_ (2)_ (3)_ (4)_ 17. The guidance service helps the student develop an understanding of the privileges and responsi- bilities Of citizenship in the community through community visi- tations, lay speakers and media presentations. (0)_ (l)_ (2)_ (3)_ (4) 164 EVALUATIVE CRITERIA GUIDANCE PROGRAM cOMMENTS 18. The guidance service helps the middle school staff to under- stand and provide for individ- ual differences by providing case studies Of students. (0)_ (l)_ (2)_ (3)___ (4)_... 19. The guidance personnel parti- cipates in the placement of handicapped students in diag- nostic prescripture programs within the school. (0)_ (l)_ (2)_ (3)_ (4) 20. The guidance service helps stu- dents to express their social tendencies in helpful services through proper placement into programs. (0)_ (l)_ (2)_ (3)_ (4)_ 21. The guidance service strives to acquaint students with the social, emotional, and econom- ic problems they will face in the world outside of school. (0)_ (l)_ (2)_ (3)_ (4)_ 22. The guidance personnel regu- larly assess the needs of stu- dents who are or will be en- rolled in the school, and to initiate means by which chang- ing needs can be met. (0)_ (l)_ (2)_ (3)_ (4)_... 23. The guidance personnel contin- uously evaluate the degree to which the objectives of the guidance program are being met. (0)_ (l)_ (2)_ (3)_ (4).... 165 EVALUATIVE CRITERIA GUIDANCE PROGRAM COMMENTS 24. Guidance service records are ade- quate, accurate, and up-to-date. (0)_ (l)_ (2)_ (3)_ (4)_ 25. Information gathering is limited to items that are germane to the guidance function. (0)_ (l)_ (2)_ (3)_ (4)_ 26. Security measures are taken to protect the integrity of the in- dividual student's record for authorized and professional use only. (0)_ (l)_ (2)_ (3)_ (4) 27. Adequate provision is made for the exchange of essential infor- mation among the instructional staff, students, parents, coun— selors, administrators, and com- munity resources for authorized and professional use only. (0)_ (l)_ (2)_ (3)_ (4)_... 28. There is extensive sharing of records between the elementary school and the middle school and between the middle school and the senior high school for authorized and professional use only. (0)_ (l)_ (2)_ (3)_ (4)_ 29. The guidance department provides special assistance to students during their transition from one school to another by arranging for the placement of these stu- dents. (0)_ (l)_ (2)_ (3)_ (4) GUIDANCE PROGRAM 166 EVALUATIVE CRITERIA COMMENTS 30. The guidance department develops plans for the systematic follow- up Of students as they move from one course to another or change curricula. (0)_ (l)_ (2)_ (3)_ (4)_ (0)_ (l)_ (2)_ (3)_ (4)_ (0)_ (l)_ (2)_ (3)_ (4)_ (0) (l) (2) (3) (4) (0)_ (l) (2) (3) (4)... (0)_ (l)_ (2)_ (3)_ (4) MEDIA CENTER EVALUATIVE CRITERIA MEDIA CENTER COMMENTS . Academic and social needs of the learner are served by a rich col- lection of recommended print ma- terials. (0)_ (l)_ (2)_ (3)_ (4)_ . Print materials are systematic- ally organized and accessible through a centralized card cat- alog. (0)_ (l)_ (2)_ (3)_ (4)_ . Academic and social needs of the learner are served by a rich col- lection of recommended non-print materials. (0)_ (l)_ (2)_ (3)_ (4)_ . Non-print materials are systemat- ically organized and accessible through a centralized card cata- log. (0)_ (l)_ (2)_ (3)_ (4) . Students are actively involved in the selection of materials for acquisition by the media center. (0)_ (l)_ (2)_ (3)_ (4)_ . An atmosphere (physical as well as mental) conducive to learning is evident in the media center. (0)_ (l)_ (2)_ (3)_ (4) . Adequate learning facilities have been provided for according to identified instructional goals and learner needs. (0)_ (l)_ (2)_ (3)_ (4) 167 168 EVALUATIVE CRITERIA MEDIA CENTER COMMENTS . Formal and informal instruction in the use of the media center and its resources is provided for individuals and groups. (0)_(1)_ (2)_ (3)_ (4)_. . Professional assistance is Of- fered to students for the pur- pose of selecting, evaluating, and utilizing instructional re- sources appropriate to individ— ual and academic needs. (0)_ (l)_ (2)_ (3)_ (4) 10. Students are assisted in the development of competency in the listening, viewing and reading skills by the media staff. (0)_ (l)_ (2)_ (3)_ (4) 11. Students are guided in the de- velopment of desirable reading, viewing, and listening atti- tudes and appreciations. (0)_ (l)_ (2)_ (3)_ (4)_ 12. A system for correlating student interest with available materials is successfully used to promote use Of the media center. (0)_ (l)_, (2)_ (3)_ (4) 13. All resources of the media cen- ter and equipment are circulated to any student to use in the media center. (0)_(1)_ (2)_ (3)_ (4)_ 169 EVALUATIVE CRITERIA MEDIA CENTER COMMENTS 14. All resources are circulated for use by students in areas in the building other than the media center. (0)_ (l)_ (2)_ (3)_ (4)_ 15. All resources are circulated for students' use outside the school building (including equipment) with reasonable safeguards. (0)_ (l)_ (2)_ (3)_ (4) 16. The services and resources pro- vided in the media program are available at times other than the normal school day. (0)_ (l)_ (2)_ (3)_ (4)_ 17. Student schedules, as well as media center philosophy, permit flexible use Of the media cen- ter. (That is, schedules are not limited to study periods and/or scheduled class group use.) (0)_ (l)_ (2)_ (3)_ (4) l8. Opportunities are provided for students to design and produce audiovisual and printed mater- ials needed for classroom as- signments. (0)_ (l)_ (2)_ (3)_ (4)_ 19. The media center staff identi- fies and designs services ac- cording to curricular needs through a continuous program Of assessment of such needs. (0)_ (l)_ (2)_ (3)_ (4)_ 170 EVALUATIVE CRITERIA MEDIA CENTER COMMENTS 20. The media center staff identi- fies and designs services to meet varied teaching styles. (0)_ (l)_ (2)_ (3)_ (4)_. 21. Classroom teachers receive con- sultative services aimed at im- plementing curricular Objec- tives by the use of media and media services. (0)_ (l)_ (2)_ (3)_ (4)_. 22. A system is provided to acquaint faculty members with the re- sources in the media collection which are relevant to their in- structional needs. (0)_ (l)_ (2)_ (3)_ (4)_ 23. Media center staff work with teaching staff on needed re- source units or packages from the media collection for class- room Or media center use either on a short or long term basis. (0)_ (l)_ (2)_ (3)_ (4)_ 24. A plan is provided whereby faculty members regularly re- view, evaluate and suggest possible new acquisitions. (0)_ (l)_ (2)_ (3)_ (4)_ 25. Classroom teachers are pro- vided local production facil- ities. (0)_ (l)_ (2)_ (3)_ (4)_ 171 EVALUATIVE CRITERIA MEDIA CENTER COMMENTS 26. Media professionals assist class- room teachers in the design of instructional media. (0)_ (l)_ (2)_ (3)_ (4)_ 27. Media center staff provide in- service education in the effec- tive utilization of all types of media. (0)_ (l)_ (2)_ (3)_ (4)_. 28. Instructional equipment needed in classroom instruction is readily available and well main- tained. (0)_ (l)_ (2)_ (3)_ (4)... 29. Well selected professional vol- umes and journals are provided for faculty use. (0)_ (l)_ (2)_ (3)_ (4)_ 30. Use Of the media center and its services is predicated on the needs of students and teachers rather than inflexible time schedules. (0)_ (l)_ (2)_ (3)_ (4)_ 31. The media center staff has the desire and ability to work with and relate well to students and faculty. (0)_ (l)_ (2)_ (3)_ (4)_ 32. The media staff possesses the ability to critically select and evaluate print and non- print materials, equipment, and media programs. (0)_ (l)_ (2)_ (3)_ (4)_ 172 EVALUATIVE CRITERIA MEDIA CENTER COMMENTS 33. The media staff is alert to new developments in both curricular areas and media center program development. (0)_ (l)_ (2)_ (3)_ (4)_ 34. The media staff should be a mem- ber Of all curriculum related groups in the school. (0)_ (l)_ (2)_ (3)_ (4)_ 35. The media center director should have a professional background in teaching, library science, audiovisual, instructional de- sign, etc. (O)__ (l)_ (2)_ (3)_ (4)_ 36. The media center should provide areas for instruction Of indi- viduals, small groups, and class-size groups. (0)_ (l)_ (2)_ (3)_ (4)_ 37. The media center should have an area in which students and fac- ulty members can design and construct instructional mater- 1a . (0)_ (l)_ (2)_ (3)_ (4)_ 38. The media center should be kept in good physical repair. (0)_ (l)_ (2)_ (3)_ (4)_ 39. The media center should have physically comfortable furnish- 1ngs. (0)_ (l)_ (2)_ (3) (4) 173 EVALUATIVE CRITERIA MEDIA CENTER COMMENTS 40. The media center should be ar- ranged in a way that insures efficient and profitable edu- cational use. (0)_ (l)_ (2)_ (3)_ (4) 41. The media center should be ar- ranged in a way that permits the implementation of a wide variety of activities. (0)_ (l)_ (2)_ (3)_ (4)_ 42. The media center should pro- vide an area for administra- tion of the program including office and storage areas. (0)_ (l)_ (2)_ (3)_ (4)_ 43. The media center director pre- pares and executes the budget for the media program. (0)_ (l)_ (2)_ (3)_ (4)_ 44. The media center director sub- mits, on an annual basis, a media program progress report to the local Board of Educa- tion (usually as part of the budget request and justifica- tion). (0)_ (l)_ (2)_ (3)_ (4) 45. An established budget provides for the continuous development of the media center program. (0)_ (l)_ (2)_ (3)_ (4)_. OBJECTIVES EVALUATIVE CRITERIA OBJECTIVES COMMENTS . An effective middle school has a cooperatively developed, agreed upon written statement of the major functions for the school. (0)_ (l)_ (2)_ (3)_ (4)_ . An effective middle school has a systematic plan for regular, con- tinuous program of in-service study and in-service training in the middle school organizational and program arrangements for all professional personnel. (0)_ (l)_ (2)_ (3)_ (4)_ . An effective middle school has an identifiable independent study program available for all middle school students. (0)_ (l)_ (2)_ (3)_ (4)_ . An effective middle school has a systematic plan for studying sig- nificant research related to early adolescence and for apply- ing it to the improvement of the school program. (0)_ (l)_ (2)_ (3)_ (4)_ . An effective middle school has a planned program of intramural ac- tivities for both boys and girls. (0)_ (l)_ (2)_ (3)_ (4)_ . An effective middle school has an exploratory studies program designed especially for the middle school students. (0)_ (l)_ (2)_ (3)_ (4)_ 174 175 EVALUATIVE CRITERIA OBJECTIVES COMMENTS . An effective middle school pro- vides a secure home base arrange- ment for each student. (0)_ (l)_ (2)_ (3)_ (4)_ . An effective middle school has a systematic plan for recogniz- ing, evaluating, and reporting on student progress toward all significant middle school goals in a positive manner. (0)_ (l)_ (2)_ (3)_ (4)_ . An effective middle school has a systematic plan for commun- icating its purposes and pro- cedures to all interested pub- lics and for involving input from its publics in such plan- ning. (0)_ (l)_ (2)_ (3)_ (4) 10. The middle school takes into consideration the general goals of the local school system in its planning. (0)_ (l)_ (2)_ (3)_ (4) 11. The middle school considers the characteristics of the students' total educational environment, school and non-school in its planning. (0)_ (l)_ (2)_ (3)_ (4)_ 12. The middle school personnel rec- ognizes and utilizes accepted learning theories. (0)_ (l) (2) (3)_ (4)_ 176 EVALUATIVE CRITERIA OBJECTIVES COMMENTS 13. The middle school personnel dem- onstrates a respect for individ- ual differences among students and teachers and plans ways for providing for these differences. (0)_ (l)_ (2)_ (3)_ (4)_ 14. The middle school personnel ac- cept the Obligation to promote intellectual development. (0)_ (l)_ (2)_ (3)_ (4)_ 15. The middle school personnel ac- cept the obligation to provide citizenship experiences neces- sary to function in a free American society. (0)_ (l)_ (2)_ (3)_ (4)_ 16. The middle school personnel consider the rapid physical, mental, emotional, and social maturation of the students in their planning. (0)_ (l)_ (2)_ (3)_ (4) (0)_ (l)_ (2)_ (3)_ (4)_. (0)_ (l)_ (2)_ (3)_ (4) PHILOSOPHY EVALUATIVE CRITERIA PHILOSOPHY COMMENTS l. A school for the middle school years should have a separate identity as an institution, in- clude at least three age-or- grade-levels, not exceeding eighth grade, and embrace the years during which the vast ma- jority Of students reach pub- erty. (0)_ (l)_ (2)_ (3)_ (4)_ 2. The plant, equipment, and sup- plies for the educational pro- gram of the middle school years must be adequate for the task, and be designed in terms Of the special characteristics and needs of early adolescents. (0)_ (l)_ (2)_ (3)_ (4) 3. The middle school should be staffed with dedicated and highly qualified men and women especially selected for their interest in this age group and trained for work with early adolescents. (0)_ (l)_ (2)_ (3)_ (4) 4. Scheduling and administrative routines should be adaptable and flexible. (0)_ (l)_ (2)_ (3)_ (4)_ 5. Students should have opportun- ities to develop the understand- ings, skills, and attitudes nec- essary to come to grips with their daily social realities of the times. (0)_(1)_ (2)_ (3)_ (4)_ 177 178 EVALUATIVE CRITERIA PHILOSOPHY 60””ENTS 6. Students should receive help in meeting their personal-social needs. (0)_ (l)_ (2)_ (3)_ (4) . Students at all levels should participate in a program that deals with significant centers of experience or problem areas. Block-time scheduling and in- terdisciplinary team teaching represent major steps toward this goal. (0)_ (l)_ (2)_ (3)_ (4)_ . Students should grow in abil- ity to use the language arts through abundant opportunities to read, write, speak and lis- ten. (0)_ (l)_ (2)_ (3)_ (4)_. . Students should acquire the social understandings, com- petencies, and attitudes es- sential for democratic citizen- ship. (0)_ (l)_ (2)_ (3)_ (4) 10. Students should acquire the mathematical understandings and competencies essential for intelligent citizenship. (0)_ (l)_ (2)_ (3)_ (4)_ 11. Students should acquire a basic understanding of the natural world and of modern scientific technology as it affects his life. (0)_ (l)_ (2)_ (3) (4)_ 179 EVALUATIVE CRITERIA PHILOSOPHY comm 12. Students should have many exper- iences with arts and crafts, lit- erature, homemaking, industrial arts, and music. (0)_ (l)_ (2)_ (3)_ (4)_ 13. Students should participate in a comprehensive health and physi- cal education program. (O)_ (l)_ (2)_ (3)_ (4)_ 14. Students should have access to a variety of exploratory activi- ties that are appropriate to the needs and interests of young adolescents. (0)_ (l)_ (2)_ (3)_ (4)_ 15. All students should have access to a rich variety of co- curricular activities. (0)_ (l)_ (2)_ (3)_ (4) 16. A full range of guidance ser- vices should be available to every student. (0)_ (l)_ (2)_ (3)_ (4)_ 17. Individual abilities, needs, and achievement should be determined by a carefully planned and coor- dinated program of testing and evaluation. (0)_ (l)_ (2)_ (3)_ (4)_ 18. Students should have access to remedial help in the basic skills. (0)_ (l)_ (2)_ (3)_ (4) 180 EVALUATIVE CRITERIA PHILOSOPHY COMMENTS 19. Students should be taught through a wide variety of teaching methods and instructional materials. (0)_ (l)_ (2)_ (3)_ (4)_. 20. Assignment of students to class settions should be based on careful consideration Of all pertinent factors but still should primarily stress heter- ogeneous grouping. (0)_ (l)_ (2)_ (3)_ (4)_ 21. Every student should progress continuously through school. Flexible scheduling and non- graded programs are valuable means to this end. (0)_ (l)_ (2)_ (3)_ (4) (0)_ (l)_ (2)_ (3)_ (4) (0)_ (l)_ (2)_ (3)_ (4)_ (0)_ (l)_ (2)_ (3)_ (4)_. SCHOOL-COMMUNITY EVALUATIVE CRITERIA SCHOOL-COMMUNITY COMMENTS —J A large map of the school dis- trict, in book form, is available and all relevant middle school data entered as it is secured and as it relates to the community. (0)_ (l)_ (2)_ (3)_ (4)_ . Findings Of the financial abil- ity of the community to pay for educational benefits are avail- able. (O)_ (l)_ (2)_ (3)_ (4)_. . A survey is made to see what in- formation the school needs from the parents and how best to ob— tain it. (0)_ (l)_ (2)_ (3)_ (4)... . The racial and lingual status of the parents is studied for any effect it may have on the stu- dents' success in school. (0)_ (l)_ (2)_ (3)_ (4)_. . The health, safety and moral haz- ards of the community are known and located. (0)_ (l)_ (2)_ (3)_ (4) . The recreational opportunities, facilities and pursuits of the adults and children of the com- munity are surveyed and up- dated regularly. (0)_ (l)_ (2)_ (3)_ (4) 181 182 EVALUATIVE CRITERIA SCHOOL-COMMUNITY COMMENTS . The school seeks to be informed concerning any sub-community conflicts. (0)_ (l)_ (2)_ (3)_ (4)_ . The types of homes or living quarters Of the students are known. (0)_ (l)_ (2)_ (3)_ (4) . Up-to-date data are available for the staff to use to de- scribe the composition Of the student population as a whole and indicate their educational needs. (0)_ (l)_ (2)_ (3)_ (4)_ 10. Up-to-date data are available for the staff to use to de- scribe the various school groupings and determine their educational needs. (0)_ (l)_ (2)_ (3)_ (4) 11. Up-tO-date information about the occupational pursuits Of the adults in the school community is kept current and is used in the development of the curric- ulum Offerings. (0)_ (l)_ (2)_ (3)_ (4) 12. Significant findings related to the education of adults in the school-community are used in the development of the curric- ulum. (0)_ (l)_ (2)_ (3) (4)_ 183 EVALUATIVE CRITERIA SCHOOL-COMMUNITY COMMENTS 13. The educational expectations of the parents are known to the teachers. (0)_ (l)_ (2)_ (3)_ (4) 14. A survey of the community is made to find out what services are available which may be used to facilitate or enrich the educational program. (0)_ (l)___ (2)_ (3)___ (4)_... 15. The school cooperates to extend its services as an integral part of the community. (0)_, (l)_ (2)_ (3)_, (4)_. 16. Up-tO-date data are available for the staff to use to de- scribe, diagnose, and plan for each student. (0)_ (l)_ (2)_ (3)_ (4)_ 17. A policy of follow-up on with- drawals furnishes data that are used in evaluating, modifying and planning the curriculum of- ferings and administering the schools. (0)_ (l)_ (2)_ (3)_ (4)_ 18. A policy of follow-up on stu- dents who have gone to senior high school furnished data that are used in planning and revis- ing the curriculum offerings and administering the schools. (0)_ (l)_ (2)_ (3)_ (4) 184 EVALUATIVE CRITERIA SCHOOL-COMMUNITY COMMENTS 19. Administrative provision is made to secure and service the data without encroaching on the teach- ing time of the teachers. (0)_ (l)_ (2)_ (3)_ (4) 20. A survey is made to find out what information about the school the parents want and how best to supply it and how to utilize feedback from parents. (0)_ (l)_ (2)_ (3)_ (4) (0)_ (l)_ (2)_ (3)_ (4)_ (0)_(1)_(2)_(3)_(4) (0)_ (l)_, (2)_ (3)_ (4) (0)_ (l)_ (2)_ (3)_ (4) SCHOOL PLANT EVALUATIVE CRITERIA SCHOOL PLANT COMMENTS l. The school plant is built to pro- vide for the future growth of the community. (0)_ (l)_ (2)_ (3)_ (4) 2. The plant was constructed or mod- ified only after obtaining the best professional advice available from administrators, teachers, and consultants. (0)_ (l)_ (2)_ (3)_ (4)_. 3. Plant facilities are designed to promote utilization for community activities. (0)_ (l)_ (2)_ (3)_ (4)_ 4. Parking areas are provided for the teachers and the general pub- lic. (0)_ (l)_ (2)_ (3)_ (4) 5. The design Of the building facil- itates the efficient movement of students. (0)_ (l)_ (2)_ (3)_ (4)_. 6. Each area for instruction is of such size and design as to meet the needs of the instructional program allotted to that area. (0)_ (l)_ (2)_ (3)_ (4) 7. The building is equipped with safeguards for the protection and rapid evacuation of all students and other personnel. (0)_ (l)_ (2)_ (3)_ (4) 185 186 EVALUATIVE CRITERIA SCHOOL PLANT COMMENTS . The grounds are landscaped, Clean, and attractive. (0)_ (l)_ (2)_ (3)_ (4)_ . The sanitary and safety facilities 0f the plant are planned to permit practices which help prevent di- sease. (0)_ (l)_ (2)_ (3)_ (4) 10. All areas used for instructional purposes are lighted, heated, and ventilated to meet accepted state standards for the activity. (0)_ (l)_ (2)_ (3)_ (4)_ 11. All instructional service areas are designed, arranged, decorated, and acoustically treated to pro- vide a harmonious and pleasant atmosphere conducive to effective learning. (0)_ (l)_ (2)_ (3)_ (4) 12. Facilities are provided for per- sonal belongings of all students. (0)_ (l)_ (2)_ (3)_ (4)_. 13. Sanitary restroom facilities are provided in convenient parts of the building. (0)_ (l)_ (2)_ (3)_ (4)_ 14. Work spaces, conference rooms and lounges are provided for teachers. (0)_ (l)_ (2)_ (3)_ (4)_. 187 EVALUATIVE CRITERIA SCHOOL PLANT COMMENTS 15. A cumulative inventory of equip- ment and supplies is kept for each instructional and service area. (0)_ (l)_ (2)_ (3)_ (4) 16. The plant, equipment, and facil- ities are maintained in such a way as to get efficient use of them. (0)_ (l)_ (2)_ (3)_ (4)_ 17. Facilities and equipment are re- placed when they are no longer educationally useful. (0)_ (l)_ (2)_ (3)_ (4)_ 18. Public address facilities are provided. (0)_ (l)_ (2)_ (3)_ (4)_ 19. The school plant is built to provide for possible future curricular offerings. (0)_ (l)_ (2)_ (3)_ (4) 20. The classrooms have facilities for carrying on an innovative program Of education. (0)_ (l)_ (2)_ (3)_ (4) 21. The school plant is built so as to meet adequately the students' needs arising from the students' characteristics. (0)_ (l)_ (2)_ (3) (4)_. 188 EVALUATIVE CRITERIA SCHOOL PLANT C°"”E"TS 22. The site is located in an area adequate to the needs of the school program. (0)_ (l)_ (2)_ (3)_ (4)_ 23. The site is large enough to pro- vide for most outdoor explora- tory programs. (0)_ (l)_ (2)_ (3)_ (4)_ 24. The administration Offices are conveniently located. (0)_ (l)_ (2)_ (3)_ (4) 25. The school plant is such that philosophy and Objectives of the middle school may be imple- mented. (0)_ (l)_ (2)_ (3)_ (4) 26. The design of the school plant provides for present and fu- ture flexibility as the educa- tional program changes. (0)_ (l)_ (2)_ (3)_ (4)_ 27. Storage space is provided for pupils and teachers in each instructional area. (0)_ (l)_ (2)_ (3)_ (4)_ 28. The school plant is attractively decorated and arranged to pro- vide a cheerful working place for teachers and students, one that they may be proud Of. (0)_ (l)_ (2)_ (3)_ (4) SCHOOL STAFF EVALUATIVE CRITERIA SCHOOL STAFF COMMENTS . The instructional staff of the school is organized and ori- ented to meet the instructional needs of the school as expressed in the philosophy and objec- tives. (0)_ (l)_ (2)_ (3)_ (4)_ . The instructional staff of the middle school is chiefly respon- sible for guiding students in their learning. (0)_ (l)_ (2)_ (3)_ (4)_ . The staff actively participates in instructional improvement activities. (0)_ (l)_ (2)_ (3)_ (4) . The staff actively participates in the planning for in-service opportunities. (0)_ (l)_ (2)_ (3)_ (4)_ . The staff participates in plan- ning and utilizes self- evaluation instruments for im- provement. (0)_(1)_ (2)_ (3)_ (4)_ . The staff takes an active part in scheduling procedures. (0)_ (l)_ (2)_ (3)_ (4)_ . The instructional staff fosters a teaching-learning environment in which the educational pro- gram can continually improve. (0)_ (l)_ (2)_ (3)_ (4) 189 190 EVALUATIVE CRITERIA SCHOOL STAFF COMMENTS . The staff members make recommen- dations to the administration concerning prospective candidates for middle school teaching. (0)_ (l)_ (2)_ (3)_ (4) . The staff members help new teachers to begin and continue their work with confidence. (0)_ (l)_ (2)_ (3)_ (4) 10. The staff members seek ways of promoting, through school ac- tivities, the human worth and dignity of the individual. (0)_ (l)_ (2)_ (3)_ (4) 11. The staff members work to de- velop flexibility in attitudes toward change relating to cur- ricular and instructional tech- niques. (0)_ (l)_ (2)_ (3)_ (4)_ 12. The staff members, in general, are willing to accept teaching styles Of colleagues which dif- fer from their own. (0)_ (l)_ (2)_ (3)_ (4)_. 13. Members of the instructional staff are professionally ener- getic, socially well-adjusted, and serve as desirable models for students as evidenced by their instruction, actions, and attitudes. (0)_ (l)_ (2)_ (3)_ (4) 191 EVALUATIVE CRITERIA SCHOOL STAFF COMVENTS 14. Members of the instructional staff have broad general knowledge and acquaintanceship with the behavior and needs of early adolescents. (0)_ (l)_ (2)_ (3)_ (4)_ 15. The staff members enjoy working with the early adolescent. (0)_ (l)_ (2)_ (3)_ (4) 16. The staff personnel show evidence Of keeping knowledgeable in most phases of education at the middle school level. (0)_ (l)_ (2)_ (3)_ (4) 17. The staff members are guidance- oriented in working with students. (0)_ (l)_ (2)_ (3)_ (4)_ 18. The staff members are continuously searching for new teaching mater- ials. (0)_ (l)_ (2)_ (3)_ (4) 19. The staff members' conceptions of the middle school are more defined in terms of its own characteris- tics rather than in terms of char- acteristics borrowed from the ele- mentary, junior high or senior high school. (0)_ (l)_ (2)_ (3)_ (4)_ 20. The staff members possess special competencies that contribute to the cooperative efforts required to satisfy the needs of all the students. (0)_ (l)_ (2)_ (3)_ (4) 192 EVALUATIVE CRITERIA SCHOOL STAFF COMMENTS 21. The staff reveals evidence of pro- fessional growth through in- service training, workshops, travel, course work, and committee involvement. (0)_ (l)_ (2)_ (3)_ (4) 22. The staff works with colleges and universities and other agencies to develop and/or improve middle school instruction and curriculum. (0)_ (l)_ (2)_ (3)_ (4)_ 23. The staff gives attention to the maintenance of a safe, healthy and attractive building. (0)_ (l)_ (2)_ (3)_ (4)_ 24. The instructional staff utilizes community resources such as spe- cial speakers or visitations with the community. (0)_ (l)_ (2)_ (3)_ (4)_ 25. The staff of the school works with parents and other organiza- tions to improve the service the school renders to citizens in the community. (0)_ (l)_ (2)_ (3)_ (4)_ 26. Staff members make a conscious effort to improve community/ school relations. (0)_ (l)_ (2)_ (3)_ (4)_ 27. The staff respects the individ- ual differences Of the students and works to help each student develop to his fullest potential. (0)_ (l)_ (2)_ (3)_ (4)_ INSTRUCTIONAL AREAS EVALUATIVE CRITERIA INSTRUCTIONAL AREAS COMMENTS . The content and instructional ac- tivities in this subject area are based on the philosophy and objec- tives of the middle school. (0)_ (l)_ (2)_ (3)_ (4)_. . The content and instructional ac- tivities articulate the learning experiences of the middle school with those of the elementary and high school. (0)_ (l)_ (2)_ (3)_ (4)_ . The subject area is organized so that the ratio between students and teachers in a given area is conducive to learning. (0)_ (l)_ (2)_ (3)_ (4)_ . The content and instructional ac- tivities are based on an analysis of the educational needs of early adolescents. (0)_ (l)_ (2)_ (3)_ (4) . The content and instructional ac- tivities contribute to a balanced program of general education for each student. (0)_ (l)_ (2)_ (3)_ (4)_... . The subject area provides the stu— dent with opportunities for ex- ploration within the subject area. (0)_ (l)_ (2)_ (3)_ (4)_ . The subject area provides oppor- tunities for specialization in areas of interest or ability. (0)_ (l)_ (2)_ (3)_ (4)_ 193 194 EVALUATIVE CRITERIA INSTRUCTIONAL AREAS COMMENTS . The subject materials are flexible enough to meet the changing needs of students. (0)_ (l)_ (2)_ (3)_ (4)_ . Recently adopted basic and supple- mentary texts are being utilized. (0)_ (l)_ (2)_ (3)_ (4) 10. Reference materials, books, maga- zines, and newspapers are being utilized. (0)_ (l)_ (2)_ (3)_ (4)_ 11. Visual aids are being used to pro- vide motivation, instruction and appreciation. (0)_ (l)_ (2)_ (3)_ (4)_ 12. Ample equipment needs are provided for the instructional area. (0)_ (l)_ (2)_ (3)_ (4)_ 13. The teacher assumes direction and leadership by being helpful, un- derstanding, approachable, and sympathetic in relationship with students but does not dominate. (0)_ (l)_ (2)_ (3)_ (4)_ 14. The teacher is released from non- professional duties through the aid of paraprofessionals. (0)_ (l)_ (2)_ (3)_ (4)_ 195 EVALUATIVE CRITERIA INSTRUCTIONAL AREAS COMMENTS 15. The teacher makes use of indepen- dent study, One-to-One, small group and large group modes for various teaching-learning activities. (0)_ (l)_ (2)_ (3)_ (4)_ 16. The teacher is cognizant of various learning styles and provides a var- iety of instructional activities to meet these differences. (0)_ (l)_ (2)_ (3)_ (4) 17. The subject area provides for eval- uation Of student achievement in accordance with each individual's aptitudes and abilities so that re- teaching techniques are based upon prognostic evaluation. (0)_ (l)_ (2)_ (3)_ (4)_ 18. The subject area is analyzed in an effort to determine why students do not succeed in some areas. (0)_ (l)_ (2)_ (3)_ (4)_ 19. The subject area is examined in order to determine what contribu- tion this area makes to the total education of the students. (0)_ (l)_ (2)_ (3)_ (4) 20. The results of evaluation are used to reveal individual strengths and to identify areas for improvement. (0)_ (l)_ (2)_ (3)_ (4)_ 21. The students have input in setting subject area goals and objectives. (0)_ (l)_ (2)_ (3)_ (4)_ 196 EVALUATIVE CRITERIA INSTRUCTIONAL AREAS COMMENTS 22. Provisions are made for the indi- vidual ability differences among students. (0)_ (l)_ (2)_ (3)_ (4) 23. The classroom is equipped with ap- propriate furniture consistent with the needs for a particular subject. (0)_ (l)_ (2)_ (3)_ (4) 24. Career education opportunities are discussed within each instructional area. (0)_ (l)_ (2)_ (3)_ (4)_ 25. Class time is provided for improv- ing individual skills, and for ac- quiring new ones through problems, projects, and units. (0)_ (l)_ (2)_ (3)_ (4)_ 26. Students are encouraged to seek guidance and direction in the solu- tion to their subject area prob- lems. (0)_ (l)_ (2)_ (3)_ (4)_ 27. The learning situation encourages and involves critical thinking. (0)_ (l)_ (2)_ (3)_ (4)_ 28. Students are motivated to find needed resource materials both to prepare assignments and to satisfy intellectual curiosity. (0)_, (l)_ (2)_ (3)__ (4)... 197 EVALUATIVE CRITERIA INSTRUCTIONAL AREAS COMMENTS 29. Special projects, such as commun- ity field trips, are cooperatively planned by the teacher and stu- dents. (O)_ (l)_ (2)_ (3)_ (4) 30. Students are encouraged to partici- pate in co-curricular activities which complement their subject area special skills. (0)_ (l)_ (2)_ (3)_ (4) 31. Students have an Opportunity to evaluate their individual growth toward their own goals. (0)_ (l)_ (2)_ (3)_ (4)_ (0)_ (l)_ (2)_ (3)_ (4)_ (0)_ (l)_ (2)_ (3)_ (4)_ (0)_ (l)_ (2)_ (3)_ (4)_ Wped and Printed in the U.S.A. Professional 111cm Preparation Cliff and Paula Houghey 144 Maplewood Drive 1 East Lansing. Michigan 48823 Telephone (517) 337-1527 l'lICHIG N TATE UNIV. LIB 1111111111 11111111111“ 2931043 1487