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BEXLEY MIDDLE SCHOOL6-8 PROPOSAL*
Elementary Town Hall MeetingNovember 10, November 30, December 1, 2015
Why do we have
middle schools?
“Distinctive characteristics of young adolescents with regard to their physical, cognitive, moral, psychological, and social-emotional development, as well as spiritual development.”
(McEwin, 2011; Caskey, 2014)
“Although a major goal of junior high schools was to provide programs uniquely designed to meet the needs of young adolescents, a comprehensive specialized middle level knowledge base needed to fully sustain this goal was largely absent.”
“The desire for developmental responsiveness was what set the middle school apart from its predecessor, the junior high.”
“Young adolescents warrant educational experiences and schools that are organized to address their physical, intellectual, emotional/psychological, moral/ethical, spiritual, and social developmental characteristics.”
1904Early adolescence recognized as a unique growth stage requiring a unique educational experience
1909 & 1910First Junior High Schools established in Columbus, OH & Berkley, CA
1970s7,000+ Junior High Schools in the US 2009
15,000+ Middle Schools in the US
1991Bexley Junior High changes to Bexley Middle School
2007IB MYP adopted as best practice
2014Accelerated math students again attend BMS
2010Common Core adopted increasing academic rigor1998
ODE creates the Middle Childhood (4-9) license
1994IB MYP first offered
1966Middle School concept is founded
2000Turning Points 2000
1900
1960
2020
Ohio
88% Middle Schools, 12% Junior High Schools
32% of schools house 6th graders with students younger than 4th grade1
Locally
Bexley, Hamilton Local, Worthington (K-6, 7-8)
Hilliard (K-5, 6, 7-8)
South-Western, Pickerington (K-4, 5-6, 7-8)
Canal Winchester, Dublin, Gahanna, Groveport, Upper Arlington, Westerville, Whitehall, Olentangy (K-5, 6-8 )
Grandview (K-3, 4-5, 6-8)
New Albany (K-1, 2-5, 6-8 or 2-8)
Reynoldsburg (K-4, 5-8)
Granville (K-3, 4-6, 7-8)(McEwin, 2011; ODE, 2014)
How are middle schools
configured?
1. k/1-6, k/1-8, 2-6, or 3-6 configurations, only schools with 80+% of indicators passed and a Performance Index < 99 included
There is no definitive answer on the most effective grade configuration.
The quality of the school and instruction is more important than the grade configuration.
Leadership, classroom teachers, and instructional strategies have the greatest impact on student success.
Transitions may have a negative impact on students.
The longer students stay in one school, the more relationships they form with teachers and other adults which increases the likelihood of success.
What does research say about school
configurations?
(CCSD, 2009)
(AMLE, 2010)
This We Believe
First published in 1982, This We Believe is the definitive position of educating young adolescents
4 Essential Attributes of Middle Schools
Developmentally Responsive
Challenging
Empowering
Equitable
16 Characteristics of Middle Schools
(AMLE, 2010)Link to .pdf version
(Valentine, 2006)
Turning Points 2000
design
Involve parents and community in supporting learning and development
Provide a safe and healthy environment
Staff schools with teachers that are experts on middle level students
Teach a grounded curriculum
Use instructional methods that prepare all students to achieve high standards
Organize relationships for learning
Govern democratically, involving all school staff members
(McEwin, 2011; EdSource, 2010)
What are the characteristics
of successful middle schools?
Interdisciplinary units
Common planning time for teachers
Flexible scheduling
Less direct instruction
Higher percentages of core teachers with middle level teacher certification (4-9, two subjects)
Advisory programs
Primary focus on improvements in academic outcomes for all students
An instructional program to prepare all students for a rigorous high school education
Teacher’s ability to specialize = more rigorous content
More instructional time (+15 days)
Increased time in language instruction (+215 min/wk)
Increased opportunities in music (+55 min/wk, choir)
Focused Health and Design classes
A year of MS before athletics begins
K-6 is a broad range of developmental needs
Ability to serve diverse needs in larger groups (economy of scale)
Space out “transition years”
Ability for MS staff better know students (2 vs. 3 years)
Alignment to ODE licensure (PreK-3, 4-9, 7-12)
What are the benefits for
our students?
Staffing Plan
Goals:
Maintain our current quality of programming
Align staff strengths with student needs
Current Middle School staff
9 sixth grade teachers (+0 FTE)1
Not all staff new to BMS will be assigned to 6th grade
Minimum of one intervention teacher2
Professional development to begin 2016-17
MS Involved in hiring of potential staff in 2015-16
Timeline provides time to identify high quality staff1. Posted for internal applicants first
2. Dependent on IEP needs
Staffing Plan
Enrollment Current4
2017-18
4th 199 162
5th 163 162
6th 165 199
7th 181 163
8th 182 165
Middle School
363 527
1. Based on current 4th grade staffing 2.Minimum, dependent on IEP needs3. Dependent on student needs 4. As of October 1, 2015
6. Actual reductions depend on multiple unknown factors
6th Grade 17-18
MS 15-16
Projected MS 17-18
ELA, Math, SS, Sci
9.01 12.8 20.0
Design -.- 1.0 1.8
Art 0.5 1.0 1.4
General Music 0.5 0.8 1.2
Health/ PE 0.5 1.0 1.8
Spanish 0.25 1.4 2.4
French -.- 1.0 2.4
Intervention 1.0 4.0 5.02
Title 1 -.- 1.0 1.0
Orchestra 0.15 0.4 0.6
Band 0.15 0.4 0.6
Choir -.- 0.2 0.4
Counselor 0.11 1.0 1.5
Total 38.2 40.1
Aide ? 1.2 1.23
Secretary NA 1.5 2.0
+1.9 FTE5
Student Plan
Proposed implementation SY 2017-18 (current 4th grade class)
2/3 of student body will be new to BMS
Separate graduations for 5th and 6th grades to maintain traditions
Work with 5th grade students/ teachers to ease transition
Work with 6th grade students/ teachers to ease transition
Host evening tours for students/ parents
Host multiple dates for student visits to MS to help students feel comfortable (either by grade or by school)
District/ Building resources such as Leisan Smith & Katie Loveless to overcome non-academic barriers
Utilize structures that will support the unique needs of 6th graders entering MS (mentoring program)
Adoption of Standards Based Grade Card in 2017-18
Parent Plan Proposed implementation SY 2017-18 (current 4th grade class)
Winter SY 2015-16 run Town Meetings at each Elementary School to address questions/ concerns
Spring SY 2015-16 return to BOE with findings and recommendations
Run parallel meetings for 5th/ 6th grade parents in Spring 2017
Host evening tours for students/ parents
Lunch time Make use of new cafeteria design
6th grade eat first, then activity period
7/8th grade have activity period first, then eat
Closed lunch for 6th grade
What will the
student day look
like?
Current Schedule:
Home Room
7 - 50 min periods
30 min lunch
30 min activity/ intervention period
Benefits to alternative schedule:
Increased flexibility with facilities
Start time consistent with research
Ease of congestion at Cassingham Complex
Allow MS siblings to help with Elementary drop off
Morning arrival after sunrise
Start End
Current 7:54 3:15
Alternative 1
8:48 4:19
Alternative 2
? ?
MS/ CS Schedule
Middle School CS Elementary
Language Arts 250 330
Social Studies 250185
Science 250
Math 250 300
Foreign Language
250 35
Music/ Art/ PE 250 210
Electives 250 70
Core Instruction
1,250 895
Total Instruction
1,900 1,625Minutes per week
The MYP requires at least 50 hours of teaching time for each subject group in each year of the programme.
Language Acquisition (Foreign Language)
Language and Literature
Individuals and Societies (Social Studies)
Sciences
Mathematics
Arts (Visual and Performing)
Physical and Health Education
Design
International Baccalaureate curriculum
Spanish Exploration 35 min/ week
6
French 1a or Spanish 1a
French 1b orSpanish 1b
7 8
Language Acquisition
Current practice
French Exploration
Spanish Exploration
6
French 1a orSpanish 1a
French 1b orSpanish 1b
7 8
Language Acquisition
Proposed 2017-18
Schools must provide sustained language learning in at least two languages for each year of the MYP.
designhealth& pe
performin
g artsvisualarts
designhealth& pe
performin
g artsvisual arts
7 8
visual arts
general music
phys ed
6
Current practiceIntegrated Studies
Integrated Studies
6 7 8
Proposed 2017-18
The MYP requires at least 50 hours of teaching time for each subject group (arts, physical and health education, design) in each year of the programme.
visual arts
performing arts
health/ phys ed
design
performing arts
health/ phys ed
design
visual arts
health/ phys ed
design
Electives Currently offered on an A/ B schedule so that students may take two if they wish
Study Hall
Band (avg 125 min/wk)
Choir (avg 125 min/wk)
Orchestra (avg 125 min/wk)
Visual Art elective (7th grade only, avg 125 min/wk)
Athletics/ Theater
OHSAA allows participation in school sports for students in grades 7-12
This would allow students to adjust socially and academically before adding athletics
6th graders already participate along side MS students in the theater program
Facility Plan
Add classrooms from Cassingham currently used for 6th grade
Group classrooms by grade
Relocate ENL classroom
Relocate HS Health classroom
Intervention teachers share classrooms with co-teachers
“Repurpose” some spaces
Utilize planning periods for 1 period needs
Expand 1 computer lab to accommodate 50 students
8
8888
Health Design
Physical Ed
Lab
Lab
LabLibrary
MS Office
Cafeteria
First Floor
6
6
6
6
6 6 6
6
Lang 7 7
7 7 7
77
8
LangLang
Lab
Lang
Lang
Second Floor
Band Orc
hest
ra
Choir
Perfo
rmin
g Arts
Visu
al
Arts
Art Wing
Next Steps Town Hall meetings at each elementary school for parent input (winter 2015-16)
Email surveys to K-12 parents in the district for input (Late Winter 2016)
Surveys for 4-12 students in the district (Late Winter 2016)
Ongoing input and refinement from staff
Findings and recommendations to BOE (Spring 2016)
• 2013-14 Local Report Card Building Data. (2014, September 25). Retrieved from http://reportcard.education.ohio.gov/Pages/Download-Data.aspx
• Bedard, K., & Do, C. (2005). Are middle schools more effective? The impact of school structure on student outcomes. Journal of Human Resources. 40, (3), 660-682.
• Carolan, B., & Chesky, N. (2012). The relationship among grade configuration, school attachment, and achievement. Middle School Journal, 43, (4), 32-39.
• Caskey, M., & Anfara, Jr., V.A. (2014). Developmental Characteristics of Young Adolescents. Retrieved from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/455/Developmental-Characteristics-of-Young-Adolescents.aspx
• Cook, P.J., MacCoun, R., Muschkin, C., & Vigdor, J. (2008). The negative impacts of starting middle school in sixth grade. Journal of Policy Analysis and Management, 27, (1), 104–121.
• McEwin, C., & Greene, M. (2011). The status of programs and practices in america’s middle schools: Results from two national studies. Westerville, Ohio: Association for Middle Level Education.
Resources
• Research on School Configuration. (2009, October 27). Retrieved from http://www.ccsdut.org/about.cfm?subpage=3482
• Rockoff, J.E., & Lockwood, B.B. (2011). Stuck in the middle: Impacts of grade configuration in public schools. Journal of Public Economics, (94), 1051-1061.
• This we believe: Keys to educating young adolescents. (2010). Westerville, Ohio: Association for Middle Level Education.
• Valentine, J., & Goodman, M. (2006, March 18). Turning points 2000 recommendations and student achievement: A statewide study provides insight into best practices. Lecture presented at Annual Convention, Reno.
• Williams, T., Kirst, M., Haertel, E., et al. (2010). Gaining ground in the middle grades: Why some schools do better. Mountain View, CA: EdSource.
• WWC quick review of the article: “The negative impacts of starting middle school in sixth grade”. (2008). Retrieved from http://ies.ed.gov/ncee/wwc/pdf/quick_reviews/sixthgrademiddle_060308.pdf
Resources