TO: The Honorable Members of the Board of Regents
FROM: The New York State Reading Association

NYSRA's Statement in Response to the Elementary, Middle, Secondary, and Continuing Education Draft Policy Statement on Middle-Level Education, “Supporting Young Adolescents: Regents Policy Statement on Middle-Level Education”

May 5, 2003

The New York State Reading Association is comprised of over 5,000 classroom teachers, reading teachers, college educators, school library/media specialists, curriculum specialists, parents and school administrators. We are committed as professionals to the development of reading skills and to the on-going preparation and education of excellent teachers of reading.

The New York State Reading Association is pleased to share with the Committee our observations and recommendations regarding the Draft 2003 Policy Statement on Middle-Level Education.

We appreciate this opportunity to share our recommendations and observations with you. The New York State Board of Regents is to be congratulated on its middle-level initiative. That “middle-level grades are a vital link” and that middle-level grades must attend to the “twin purposes of academic preparation and individual self-development for all students in these grades” are essential if we are to realize our youth’s potential.

It is also important that the unique needs of middle level learners be considered in the design of their educational systems. We agree with the statement that it is important to recognize that not all students have access to the same supports and experiences. Yet we believe that it is too easy to create contexts of diminished expectations for our young people by hinting that it would be better if they all grew up with resources that may be available to only some—even when these less advantaged youth come from families who love and care for them. Instead, a position statement could acknowledge that our educational systems should welcome and even celebrate all the realities and skills our middle level young people bring to school.

Middle level education cannot work without family and community involvement. Homes and communities support the needs of adolescent learners. The position statement could make a stronger statement about its respect for parents/families as our youth’s primary teachers, noting that effective middle level educators join with parents and community to create schooling that sends the message of support and high expectations simultaneously.

Middle level education requires teachers who understand the complexities of individual adolescent readers. Teacher education is vital to the success of improved middle level education. Pre- and in-service teachers need ongoing support in understanding middle grade youths and their developmental needs so that they can offer instruction that builds the skill and desire to read increasingly complex materials. Teachers also need validated classroom models of effective pedagogy: participatory, experiential, and integrated, with many scaffolded, collaborative opportunities for extended reading, writing, speaking, listening, and numeracy with varieties of texts and technologies in pursuit of the answers to essential questions across the curriculum. Teachers need support to develop a thorough understanding of integrated classroom instruction and assessment practices that promote and gauge development of literacy and numeracy strategies, including scaffolded, explicit instruction and guided practice, as well as project-based teaching and inquiry. We urge greater collaboration, communication and continuity between K-12 and teacher preparation programs to achieve this.

Even as we are aware that some middle schools used early moves toward integration to lose sight of the need for high expectations within and across disciplines, we also think it should be noted that current discipline-specific standards assessments may work against even reasonably modified integrated notions of best, more inclusive, culturally responsive practice for middle grade youth. Expert teachers who model and provide explicit instruction across the curriculum are essential to effective middle level education.

Teachers will “teach to the tests” in narrow, constrained ways if supports are not in place to help them move in higher level, discipline rich, integrated ways. Strengthening teacher's understanding of the role of on-going assessment in informing effective instruction is crucial. It is important that we use forms of assessment that show students' strengths as well as their needs. Too often we lose sight of this in a sea of reported numbers.

It should also be noted that the newest technologies needed for such immersion in rich study, including texts suited to a variety of reading levels and interests, are in short supply in our neediest schools. The proposed New Century Libraries initiative is one that would provide such materials and resources, especially for those in high needs districts.

While we agree that research does not suggest particular configurations for the education of middle-grade youths, there is some evidence in the school reform literature to suggest the value of smaller schools, where adults know students and work to establish meaningful relationships with them and their families. In addition to being achievement and relationship oriented, the school culture must scream that it values literacy and numeracy, so that every staff member and student sees these as his and her first goals. This culture, and relevant pedagogy, can greatly be enhanced by including reading specialists as central members of building staffs, teaming with teachers to plan and provide effective instruction, as well as to track students’ progress. Students having difficulty learning how to read need reading specialists who can help accelerate the student's progress at this crossroads time in his and her education. We know a great deal about how this can be done, but the school day and the school culture must provide the opportunity for this to be done.

The education of our young adults is at stake in the tensions created by the difficulties of addressing these twin purposes with limited resources in an increasingly complex society. We have made great strides to reform and strengthen our education system in New York State. But those efforts require our continued investment and commitment, especially during the crucial middle years.

For the New York State Reading Association:

Janice Almasi, President

Francine Stayter, Advocacy Coordinator

Kathleen Hinchman, Commission on Adolescent Literacy, International Reading Association