Castaic Middle School

Introduction to Castaic Middle School

Academic Excellence | Developmental Responsiveness | Social Equity | Organizational Support

Principal: Marcia Dains
Enrollment: 1,819
Grade Configuration: 6-8
Daily Schedule: 6 Period Day

Throughout Castaic Middle School’s history, the staff has striven to address students’ needs through best practices and current research and thought such as Caught in the Middle and Taking Center Stage. The staff and community have worked diligently to create a school where students meet rigorous expectations and apply their learning to real world situations. Over the past 15 years the school has experienced enormous growth in size, making connecting with each child a challenge, but also a priority. Communication between teachers, students and parents is one of Castaic’s greatest strengths. Open dialogue between teachers and parents makes grade level standards and goals clear, helping each child to take responsibility for his or her own learning. Students are not placed in high or low level tracks; all students receive the same core curriculum through heterogeneous grouping. Enrichment is achieved through the use of differentiated instruction and open-ended projects and assignments. At CMS all stakeholders work together to provide a safe environment that allows every child to grow intellectually, ethically, socially and physically.

Distinctive Characteristics

Academic Excellence

Vertical teams align curriculum to state standards and collaboratively review student work samples with rubrics throughout the year.
District writing assessment guides instruction.
Student-led conferences and eighth grade portfolio day.
2001 LA County Department of Education literacy demonstration site for reading literacy program for at-risk readers.

Developmental Responsiveness

Grade-level, academic-interdisciplinary teams create small learning communities and differentiated instruction for grade 7 and 8 students. Sixth grade students are in a three period core self-contained class.
Balance between direct instruction, cooperative/inquiry (hands-on) and individual study.
Exploratory classes (including a video-production elective), in-school intervention classes, and after school enrichment opportunities.
Students become peer mediators and have a voice on campus through advisory and elected leadership.

Social Equity

Collaborative resource model for students with special needs allows full access to rigorous curriculum.
English learner teacher provides ELD class and content support class. Instructional aides provide support to clustered students in core content classrooms. w Clusters of computers available in all classrooms for all students to use.
Wednesday evenings – library/media center open to community and families in addition to classes in parenting, English and computer skills.

Organizational Support

Strategic Planning Team comprised of administrators, parents, teachers and board members was established in 1998 to develop district’s vision, mission statement, and goals.
School Improvement Plan is created and refined annually by teachers, site council, and bilingual advisory council.
Elements of plan are written in both Spanish and English for parents to understand.
Strong teacher/leader culture meets with administrators monthly to discuss issues and to propose action.
Parents are encouraged to be actively involved and responded with 4,500 hours of volunteer service in 2001-02.
Stakeholders work together to maintain the vision while student population grows at 10% a year.

California League of Middle Schools
6615 East Pacific Coast Highway, Suite 120, Long Beach, California 90803
Voice: 562/430-3136 or 800/326-1880 . . . FAX: 562/430-5607. . . E-Mail: info@clms.net