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“A major goal of middle-school education is to make students responsible for their own learning. Adolescents must be active participants in setting academic goals for themselves, deciding how to accomplish these goals, and assessing their achievements” (SmallPlanet, 2000). Any educator specializing in the middle schools or administrator having to govern over middle schools must absolutely understand the psyche of the age group and understand the level of development.

One recommendation that sounded quite innovative was an idea from a principal in 2001. “Imagine teachers in your school receive a report on their students three times a year, an analysis of each student’s reading, writing, and math skills. What’s more, the school-developed assessments would be scored against rubrics the staff has written using state standards and the school’s expectations for good work.

Within the realm of K-12 public education, there exists three subcultures divided by student grade level. Each subculture contains specialized administrators and teachers to teach and inspire the various age groups. Along with this comes the responsibility of creating and implementing adequate forms of assessment on each grade level. They are the elementary school years of Kindergarten through 5th, the middle school years of 6th through 8th and the high school years of 9th through 12th.

So how will Baxter conclude with this modification to his learning processes in the music classroom? A well designed Success Plan is key to his progression into positive integration.

For the next step of the Success Plan, Standard 1.2.B.5, “Demonstrate how the elements of music are used to achieve unity and variety, tension and release, and balance in composition” (New Jersey, 2004), Baxter will need to practice listening.

As Baxter proceeds through the extra work, there will be a time when he does not need to be reminded of the staff acronyms and he will be able to spell notes. This occurs when he will begin working on the next standard in his Success Plan, National Standard 1.2.B.2.