The document summarizes observations from a case study of Mid-Carolina High School's middle school environment and teaching practices. It discusses their approaches to preparing students for tests, catering to different learning styles, connecting lessons to standards, flexibility, note taking strategies, study habits, classroom management, the use of primary sources, and implementing Common Core standards. Suggestions are provided around increasing consistency and support for students with special needs.

1. Mid-Carolina High School
Case Study
2012

2. The Middle School Environment
 Preparing for Tests
 Graphic organizers
 Projects v. tests
 Catering to Different Learning Styles
 Single gender classrooms
 Group work
 Classroom Management
 Clearly posted expectations and procedures

3. The Middle School Environment
 Connection to Standards
 Standards are posted everywhere
 Timeline
 Flexibility
 Monitoring and adjusting
 Expect the unexpected
 Common Core
 Writing
 Primary Documents

4. Note Taking
 Copying down word from word
 Using abbreviations/short hand
 Only copying down important
information
 Summarizing points
 Using strategies and graphic
organizers

6. Study Habits
 Estimated time spent studying
 Share different study techniques
 Study Guides

8. IEP’s/504’s/Gifted and Talented
 Overall very attentive to the students in need
and very accommodating.
 District Binder
 Binder put together that is signed everyday
 Teachers seen reading tests to students
when needed, giving more time, alternate
assignments.
 Good use of smaller groups (3-4 students).

9. Suggestions
 Too much visual and audible
 More tactile for struggling learners
 Social Studies Department Binder
 Keep a binder with information and methods used
for either certain students that might be shared, or
for certain types of IEP’s/504’s/gifted and talented.
 Keeps uniformity in the department and for shared
students to further help them.

10. Classroom Management: What we
observed
 Classroom rules posted somewhere in the
classroom
 Small poster
 It was mentioned that rules were not posted in
every classroom
 Procedures/schedule written on board
 This includes:
 Upcoming activities for that class period
 Bell work/pre-lesson
 Upcoming assignments for the future

11. Classroom Management: What we would like
to see implemented
 Uniform rules for all classes
 That way students can be held to the same standards within the
classroom
 Having things posted in every room also helps students
understand it and memorize it better
 If there are different rules in every classroom then it can cause
trouble
 Ex) chewing gum in one class, move to the next an not be allowed and get in
trouble
 Possibly have them written where it isn’t “don’t do this, don’t do
this” and more of a set of guidelines for the class to follow
 Having classroom schedule written on the board is a great idea
 Students can come in and expect what they have ahead of them
 Planning for that is great!
 Having anything written is actually helpful in general, especially
when there is bell work for the class

12. Standards
 Publicize the Content of the Standard, not the
number.
 Good to have Standard on test!
 Test Questions are directly related to the
standard.

13. Honors vs. Prep
 Prep-
 Students should be taught the standard as is.
 Honors-
 Students should be taught everything in the
standard

14. Support Documents
 Field experience teachers should know them!
 Primary Sources are a well used tool!

15. Common Core - Observations
 Common Core is obviously being used in the
classrooms, but the students are not aware of
it.
 Formal writing is encouraged (not using
“stuff”, etc.)
 Usage of primary source documents is strong
 Documents are given their place in time
 Summarizing is used to build comprehension

16. Common Core - Suggestions
 The writing in the classroom is great, but there needs to be
more consistency with writing conventions and grammar.
 Collaboration with the English department could help
implement Common Core by providing writing consistency
across subjects.
 Offering rubrics would help students develop more confidence
in writing because it shows them the characteristics of strong
writing.
 It also helps teachers give more guidance when using a
writing activity.
 High expectations across the social studies departments
would encourage students to take writing more seriously and
to work hard to reach the expectations.