Jackson's Upward Bound

What began as a way to increase participation in advanced placement courses in Jackson's schools has blossomed into a district-wide effort to improve student performance and rejuvenate teaching methods.

Four years ago, Jackson teachers from kindergarten through 12th grade began meeting in groups known as vertical teams.

The teams reach up the administrative ladder to link teachers and administrators in finding ways to improve education. They also stretch horizontally, connecting teachers from every grade level in the departments of math, English, social studies, science, music and art at each of the district's 10 schools.

Initially, their mission was to improve advanced placement courses, but along the way they've impacted curriculum, Missouri Assessment Program testing and even classroom instruction.

"Vertical teams have made it easier for us to obtain a solid curriculum," said high school principal Rick McClard, who was involved in implementing the program at Jackson.

"It allows for an interchange of ideas between staff and administrators, and it gives everyone an appreciation of what other grade levels are doing," he said.

The concept of vertical teams is not unique to Jackson schools. Districts across the country have implemented similar programs in recent years.

Gary Manford, with the Missouri Department of Elementary and Secondary Education's leadership academy, said the concept behind vertical teams surfaced around seven years ago.

"Vertical teams hold everyone responsible for curriculum, instruction and assessment, from the beginning of the education process to the end," Manford said.

"It provides an opportunity to share accountability and really strengthens the whole program," Manford said. "It's a very positive practice and we wish all school districts in the state of Missouri were doing it."

After their formation, the Jackson teams' first task was a careful scrutiny of school curriculum. According to vertical teams coordinator Shana Kight, the study turned up some major inconsistencies.

"We found that our curriculum was not aligned," Kight said. "There were gaps where students might be learning something in seventh grade, but then they wouldn't have it again until 11th grade."

To help bridge the learning gap, Kight and other vertical team members have worked to unify course objectives and rearrange class scheduling.

"The teams have provided continuity in the program. We now know all areas will be covered by the time students finish high school," said Joan Howard, music teacher at Orchard Elementary.

Their endeavor to improve curriculum has actually given teachers more control over what's being taught, McClard said.

"It's teacher driven," he said. "Teachers share common goals and vertical teams allow for them to have control over those goals. It's a lot more effective for teachers as opposed to me telling them what to teach."

The first curriculum changes were implemented this year, but McClard said they may not see the fruits of their labor for as long as five or six years.

Changing thinking

During the curriculum study, vertical team members also noted a close relationship between the tests given in their advanced placement courses and the type of testing used in MAP. The similarities between the two tests have allowed the district to focus on improving scores on both, and in the process have changed the way students think.

"It's not just asking what do you know. Those tests take it beyond that to explaining how you know. It's a whole new ball game," McClard said.

Vertical team members say MAP isn't their primary focus, but the standardized test was a factor in determining curriculum objectives.

"There's more to it than MAP," said elementary art teacher Carol Horst. "We've come up with local objectives and at the same time took into consideration state and national standards."

The vertical teams have left their mark on almost every aspect of education in the Jackson district.

"Vertical teams have changed our expectations of students," said Carol Keen, who teaches math at Jackson High School.

"Until I started teaching AP classes, I taught the way I was taught. Now, it's not just recalling facts. It's more interactive," Keen said.

Teacher Tammy Brotherton said she too has encouraged more student participation in her social studies classes at Jackson Middle School.

"We're pushing kids to think," Brotherton said. "My subject has become tougher because of vertical teams. But I think students will rise to those higher expectations. They'll work harder, and that's a good thing."

At the same time, Brotherton said it's important to know this is helping students, not hurting them.

"We don't make it so hard that we lose a portion of the class. We're not leaving kids out," Brotherton said.

Above all else, teachers say they've enjoyed interacting with each other through the vertical teams.

"We'd never had an opportunity for teachers in kindergarten through 12th grade to meet. It's been a great outlet for sharing our ideas," said high school math teacher Rebecca Loenneke.

cclark@semissourian.com

335-6611, extension 128

ABOUT VERTICAL TEAMS

Teachers and administrators in kindergarten through 12th grade meet regularly to improve testing scores and instruction in their subject areas through curriculum alignment and shared teaching strategies.