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