Middle School Science

Theme - Recognition, Intervention, and Adjustments

Best Practices

  • Enrichment and special help offered through after-school clubs and activities. Effective use of TAs and other support staff within classrooms; focused on keeping students on track before intervention are used.

To spark and/or satisfy students’ interest in science, enrichment is often offered through after-school clubs and activities. Special help is available as well. Interventions are focused on keeping students on track before the need for remediation.

Some differences between higher- and average-performing schools

The higher performers share a belief that all students can succeed and in the importance of keeping options open for all students to study advanced science beyond the state requirements. In the average performers, there is acceptance of the idea that failure in science is predictable for some students.

In the average performers, the schedule drives decisions about interventions; in contrast, student needs for interventions drives decisions in the higher performers.

Higher performers, more focused on prevention than intervention, make greater use of push in/coteaching or inclusion for ESL and special education students and differentiated instruction is well established; staff view assignment of a student to AIS as an instructional failure. In average performers, ESL and special education are more likely to be pull-out classes, differentiated instruction is in its infancy stages, and staff are beginning to look at ways to improve AIS services.

Selected Evidence:

Jamestown’s winter benchmark assessment results are provided to teachers with an item by           item analysis that lets them see overall performance as well as which individual students failed to make the correct response on each question.