The Gervais Model • A recommendation by the Gervais Middle School Site Council
The Gervais Model Three years ago our Site Council began working on school improvement. After serious and lengthy discussion and review of our processes we concluded that we needed to focus on two areas if we were to truly grow:
• We needed to change our instructional model because our current model was not helping our students make AYP • We needed to improve our climate by building relationships.
Our demographic is about: 40% migrant children, 14% Russian Old Believer, 73% low SES, and 50% students of mobility. (Students who come to us having been to three or more schools)
•These students need strong relationships to thrive academically and socially.
We began a long process of research and reflection. We visited other schools and looked at their programs and models. We talked with other Site Council members and principals around the state.
• Ultimately we found the model that best fits our goals
One of the Principals we talked to was Dr. Randy Trani of Corbett. His Middle School is rated as one of the 8 best middle schools in the entire country. These are the 5 key features of his instructional model, features we recommend adapting to become the Gervais model;
• Morning Meeting • Integrated thematic instruction • Multi-grade classrooms • Common teacher preps • Continuous progress model of grading
Morning Meeting • A short full school meeting at the start of each day. • Purpose: announcements, awards instead of at assemblies, communication of expectations. • Goal: building community relationships
Integrated thematic instruction • Exploring a theme, such as the Columbia Gorge, through science, social studies, math and reading. • Purpose: develop in depth content knowledge and cognitive skills through instructional rigor at appropriate learning levels. Facilitate teacher interaction and cooperation. • Goal: Increase student knowledge, while building common student activities. One major topic which the entire student body explores.
Multi-grade classrooms • Students of more than one grade in a classroom. (We do this already in reading 5/6, Enrichment and ELD 5/6 and social studies 7/8.) Students will remain with the same teacher for more than one year. • Purpose: allows peer mentoring, building long term relationships with both teachers and other students • Goal: Long term relationships and trust. Improved teacher knowledge of student abilities.
Common teacher preps • Teachers have simultaneous prep periods • Purpose: Improved communication in teacher teams because teachers have common time to share knowledge about instruction and students. • Goal: Stronger instructional model through peer development of instructional units.
Continuous progress model of grading • Evaluating students on their progress in learning rather than “grading” them. • Purpose: Provide teachers and parents with a more detailed picture of student growth through narrative documentation. • Goal: A better understanding of a student’s overall growth rather than a “snapshot” grade.
The Gervais Model: The plan for next year as proposed by the GMS Staff • Morning Meeting: Incorporate into next year’s schedule. Begin a “before school” version in May. • Implementation: During spring “practice” invite parents to observe and comment.
Integrated thematic instruction • Adopt building wide next year, with a year of training and support (through School Improvement Funds for Professional development) from Simon Fraser University’s Dr. Kieran Egan and the IERG (Imagination in Education Research Group) • Two days of training to happen in May after OAKS is completed. • Parent information newsletter.
Multi-age classrooms • We already do this in 5 th and 6 th grade reading groups, ELD and Enrichment and 7 th and 8 th Social Studies. We would extend it to all classes. • The plan would be 5/6 and 7/8 mixtures allowing students to spend two full years with a teacher. • Parent information newsletter.
Common teacher preps • This is currently restricted by the schedule. Next year 3 or 4 teachers at a time can be scheduled for common prep at a time. Prototype schedule already exists.
Continuous progress model of grading • The new grading system limits the implementation of this. Teachers can write a short narrative in the grading program, but translation to Spanish is unavailable. We will begin the narrative process with core subjects to the extent we are able. Students still receive a letter grade.
• Prior to adoption of this proposal all certified staff visited Corbett to see the model in progress. Several classified members did as well. • The staff vote for the adoption was as follows.
1.) I am willing to support and implement a daily morning meeting for students and staff. Responses Very Supportive 12 48% Supportive 9 36% Somewhat Supportive 2 8% Need More Information 2 8% Totals 25 100% 8% 8% 48% 36% Very Supportive Supportive Somewhat Supportive Need More Information
2.) I support a multi-age classroom model. Responses 33.33 Very Supportive 8 % 20.83 Supportive 5 % Somewhat Supportive 6 25% 20.83 Need More Information 5 % Totals 24 100% 20.80% 33.30% 25% 20.80% Very Supportive Supportive Somewhat Supportive Need More Information
3.) What is the multi-age model for students that I would support next year? Responses 5/6, 7/8 18 75% 12.50 5/6/7, 6/7/8 3 % 4.17 5,6,7,8 1 % 8.33 None of These 2 % Totals 24 100% 8.30% 4.20% 12.50% 75% 5/6, 7/8 5/6/7, 6/7/8 5,6,7,8 None of These
4.) I will need on-going staff development to implement the integrated-thematic instructional model. Responses Very Supportive 13 52% Supportive 3 12% Somewhat Supportive 4 16% Need More Information 5 20% Totals 25 100% 20% 52% 16% 12% Very Supportive Supportive Somewhat Supportive Need More Information
5.) I believe that GMS is on the right track for creating a great school focused on success. Responses 16.67 Very Supportive 4 % 54.17 Supportive 13 % 12.50 Somewhat Supportive 3 % 16.67 Need More Information 4 % Totals 24 100% 16.70% 16.70% 12.50% 54.20% Very Supportive Supportive Somewhat Supportive Need More Information
• We see these changes as having the ability to significantly and positively impact student success, both academically and socially.
•All five points of the model are supported by research which indicates that: •multi-grade classrooms •and thematic instruction, •with consolidated teacher prep time to support it, • produce a rich environment •which builds teacher- student and student-student relationships • in the process of improving academic excellence.
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