O.S.T.C.
One School, Two Campuses
Middle Program Development and Alignment

Shanghai
American School
has embarked on
achieving
Two Pre-K –12 Schools
to serve families
throughout Shanghai

The benefits of the one school two
campus philosophy are increased…
…ability to serve students
and their families.
…ability to develop authentic
interactive learning
experiences using
technology to promote
21st century learning
skills.

The benefits of the one school two
campus philosophy are increased…
…opportunity for
student interaction
with peers across
campuses in
authentic and
meaningful ways.

SAS Self Study
We look for three outcomes
o To build a deeper understanding of our
organization
o To transform the way we do our work
o To design quality metrics that will allow
us to measure and report our progress
toward our mission and vision

Where do we begin with
regard to Middle School
Recommendations from our
Midterm Accreditation
Visiting Committee report:
1. “Create a long-term vision
for the future relationship and
educational consistency of
the two campuses”

Where do we begin with
regard to middle School
Recommendations from our Midterm
Accreditation Visiting Committee report:
2. “Using a multi-year curriculum review process,
refine the documented curriculum in selected
curricular areas to address . . .
• Grade level expectations
• Scope and sequence of content and skills
• K-12 articulation
• Linkage to appropriate School-wide Learning Results
(EAGLES)
• Assessment methods

Our WASC
Progress

Our WASC
Progress
Profile
Develop

Our WASC
Progress
Core
Values,
Develop
EAGLES
Profile

Our WASC
Progress
Gather
Evidence
Core
Values,
Develop
EAGLES
Profile

Our WASC
Analyze
Progress
Evidence
Gather
Evidence
Core
Values,
Develop
EAGLES
Profile

Create
Our WASC
Action Plan
Analyze
Progress
Evidence
Gather
Evidence
Core
Values,
Develop
EAGLES
Profile

Establish
Monitoring
Create Process
Our WASC
Action Plan
Analyze
Progress
Evidence
Gather
Evidence
Core
Values,
Develop
EAGLES
Profile

WASC
Visiting
Committee
Establish
Monitoring
Create Process
Our WASC
Action Plan
Analyze
Progress
Evidence
Gather
Evidence
Core
Values,
Develop
EAGLES
Profile

Celebrate
Successes WASC
Visiting
Committee
Establish
Monitoring
Create Process
Our WASC
Action Plan
Analyze
Progress
Evidence
Gather
Evidence
Core
Values,
Develop
EAGLES
Profile

Celebrate
Successes WASC
Work on Visiting
Recommendations Committee
Establish
Monitoring
Create Process
Our WASC
Action Plan
Analyze
Progress
Evidence
Gather
Evidence
Core
Values,
Develop
EAGLES
Profile

What our Self Study looks like in
SAS Middle Schools
1. Gather and analyze research on what
makes the best Middle Schools
• Our benchmark schools
• Leading thinkers in the field
October
to March • Test scores and assessment data
2007-08
• What we know students need to know and
be able to do to be successful in High
School and beyond
Administrators and faculty, with information to parents through
parent coffees, ParentTalk and other means

What our Self Study looks like in
SAS Middle Schools
Analyze research…. October
to March
2007-08
 “This We Believe” (NMSA)
 “Turning Points 2000” (Carnegie Foundation)
 “Student Involved Assessment” (Rick Stiggens AND ATI)
 “Differentiated Instruction” (Carol Ann Tomlinson)
 www.nmsa.org
 WWW.MIDDLEWEB.COM
AND….
 Our own WASC Recommendations

What our Self Study looks
like in SAS Middle Schools
2. From the data, construct a
“data picture” of an ideal Middle
School that aligns with best
practices.
April to
June 3. Make decisions related to MS
2008 Alignment
4. Design quality metrics to gauge
our progress toward the goal

What our Self Study looks
like in SAS Middle Schools
5. Self Study Visiting
October
2008
Committee (WASC) provides
outside validation of our self
study and school-wide
action plans and provide
recommendations

What our Self Study looks like in
SAS Middle Schools
6. Begin implementation:
OSTC Alignment decisions for…
•Middle School
•Visiting Team recommendations
•School-wide action plans
November
to May
2008-09

Where do we begin with regard
to middle School
Recommendations from our Midterm
Accreditation Visiting Committee report
– “Create a long-term vision for the future
relationship and educational consistency of the
two campuses”
– “Using a multi-year curriculum review process,
refine the documented curriculum in selected
curricular areas to address . . .”

Language Arts PK-12
Math 6-12
Science 6-12
Chinese 6-12
Program Review 2007-8
Program Renewal 2008-9

http://teachers.saschinaonline.org/edpro

Our Goal…
“Create Programs, assessments and
experiences that serve to unite the school and
to celebrate the distinctiveness of each
campus community.”
- FROM SAS VISION

Schedule and Program Design
How does a school administration make
recommendations and decisions about
schedule and programs offered?

Planning and Coordination…
• Space
• Time
• Program
• People
 To further the school’s
mission and vision….

“An inviting, supportive, and
Space safe environment…”
- From “This We Believe”
National Middle School Association
• Appropriate to the subject
• Shared spaces available to everyone
• Enough to go around

“Organizational structures that support
Time
meaningful relationships and learning.”
“Multiple learning and teaching approaches
that respond to their diversity.”
- From “This We Believe”
National Middle School Association
 Length & arrangement of school year
 Length & arrangement of school day
 Length of periods/blocks appropriate to the subject
 Arrangement of time within a period/block
 Number of class meeting times per cycle
 Enough of it!
 Quality of it!
 Appropriateness to activity
 ‘Prime Time’ utilized

“Organizational structures that support
meaningful relationships and learning.”
Time “Multiple learning and teaching approaches that
respond to their diversity.”
- From “This We Believe”
National Middle School Association
Pudong
Current Year
Example is listed as
Min. per Semester Ave. Min per Day
5355 63.75
CORES
Math
AVERAGES and
5355
3570
63.75
42.5
Science
HUM 14280 Total CORE
may vary depending
3465 41.25
Specials
Chinese/French/Spanish
on team, grade level
3465
3465
3465
41.25
41.25
41.25
PE
Music
Rotation 13860 Total Specials
and units being
Programs Art Health
840 10 Home Room* 1732.5 1732.5
1680 20 Advisory*
taught
1680 20 Elective* 4200 Extra Programs*
35 35 Lunch
420 Min Per Day

“Organizational structures that support
meaningful relationships and learning.”
Time “Multiple learning and teaching approaches that
respond to their diversity.”
- From “This We Believe”
National Middle School Association
Puxi
Current Year
Example is listed as
Min. per Sem.
3360
Ave. min per Day
40
CORES
Math
AVERAGES and
3360
3360
3360
40
40
40
Science
LA
SS 13440 Total CORE
may vary depending
2520
2520
30
30
SPECIALS
Chinese/French/Spanish
PE
on team, grade level
2520
2520
30
30
Music
Rotation
PROGRAMS
10080
Art Health
and units being
3360 40 Literacy 3360 840 1680
2100 25 Advisory*
1260 15 Home Base* 3360 Extra Programs*
taught
3780 45 Lunch
1260 15 CORE Break
420 Min Per Day

“Organizational structures that support
meaningful relationships and learning.”
“Multiple learning and teaching approaches that
Time
respond to their diversity.”
- From “This We Believe”
National Middle School Association
Pudong
In Planning….
Ave. Min per Day
CORES
s… 45 Math
on
45 Science 180 minutes per day of Core
ti 45 HUM
ta 45 HUM
ro Puxi
In
In Planning….
Ave. Min per Day
CORES
45 Math
45 Science 180 minutes per day of Core
45 LA
45 Social Studies

Time
Puxi
Further areas for alignment…
SPECIALS
30 Chinese/French/Spanish
30 PE
30 Music
30 Rotation
PROGRAMS Art Health
40 Literacy 840 1680
25 Advisory*
15 Home Base*
With the Middle School Pudong
Alignment Task Force, to Further areas for alignment…
be shared with the Specials
Student Programs 41.25 Chinese/French/Spanish
Committee…. 41.25 PE
41.25 Music
AND 41.25 Rotation
…. Reported to parents Programs Art Health
through ParentTalk and 10 Home Room* 1732.5 1732.5
MS Parent Coffees 20 Advisory*
20 Elective*

-“Students and teachers engaged in active
learning.”
Program -“Curriculum that is relevant, challenging,
integrative, and exploratory.”
- “Assessment and evaluation programs
that promote quality learning.”
- From “This We Believe”
National Middle School Association
 SAS Standards &
Benchmarks
 Conscious choices
 Both curricular & co-
curricular
 Core and specialists

“Multiple learning and teaching approaches
that respond to their diversity. Since young
adolescents learn best through engagement
People and interaction, learning strategies involve
students in dialogue with teachers and with
one another.”
- From “This We Believe”
National Middle School Association
 Students
–Appropriate to
developmental needs
–Includes ‘break / breather’
–Meets ‘wants’ and ‘needs’

“Educators who value working with this age group
and are prepared to do so. Effective middle level
educators understand the developmental uniqueness
People of the age group, the curriculum they teach, and
effective learning and assessment strategies. They
need specific teacher preparation before entering the
classroom and continuous professional development
as they pursue their careers.”
- From “This We Believe”
National Middle School Association
 Teachers
– Fully utilized
– Qualified for assignments
– Common Planning /
Preparation
– Facilitates team teaching

Other considerations:
•Points along a
continuum
•Traditional Design to
Best Design
•Written curriculum
•Maximum capacity