EXHIBIT E BEXLEY MIDDLE SCHOOL 6-8 PROPOSAL* Maryland Town Hall Meeting 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.”

1904 Early adolescence recognized as a unique growth stage requiring a unique educational experience 1909 & 1910 First Junior High Schools established in Columbus, OH & Berkley, CA 1970s 7,000+ Junior High Schools in the US ,000+ Middle Schools in the US 1991 Bexley Junior High changes to Bexley Middle School 2007 IB MYP adopted as best practice 2014 Accelerated math students again attend BMS 2010 Common Core adopted increasing academic rigor 1998 ODE creates the Middle Childhood (4-9) license 1994 IB MYP first offered 1966 Middle School concept is founded 2000 Turning Points

Ohio 88% Middle Schools, 12% Junior High Schools 32% of schools house 6 th graders with students younger than 4 th grade 1 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?

What Does the Data Say? Building NameDistrict NameCountyGrade Span Performance Index Score Letter Grade of Overall Value-Added Karrer MSDublin CityFranklin A Grizzell MSDublin CityFranklin A Berkshire MSOlentangy LocalDelaware A Hyatts MSOlentangy LocalDelaware A Larry Larson MSGrandview HeightsFranklin A Liberty MSOlentangy LocalDelaware A Shanahan MSOlentangy LocalDelaware A Granville MSGranville EVLicking C Hastings MSUpper Arlington CityFranklin A Jones MSUpper Arlington CityFranklin A Bexley MSBexley CityFranklin A Ranking of 6-8 and 7-8 schools in Delaware, Franklin & Licking counties based on Performance Index. When compared to all counties, Bexley MS ranks #32

#1 Instructional and Extracurricular Programs: The Bexley City School District will maintain comprehensive instructional and extracurricular programs to ensure that students are successful in an internationally connected and changing world. All of Bexley City Schools’ programs will be programs of distinction. #2 Social/Emotional Development: The Bexley City School District will create learning environments to support the social and emotional health of its community members. We will care for ourselves, others and the environment through individual and collective efforts. #3 Readiness for Lifelong Learning: The Bexley City School District will provide instructional and extracurricular programs to ensure that all students grow, acquiring the necessary skills to thrive as they make transitions in school and in life in the 21st century. #4 Professional Development #5 Technology #6 Facilities BCSD Strategic Priorities

Why are we looking at a change? Priority 1 & 3: Instructional and Extracurricular Programs, Readiness for Lifelong Learning More instructional time (+15 days) Increased opportunities in language and music Teacher’s ability to specialize = more rigorous content Focused Health and Design classes Ability to serve diverse needs in larger groups (economy of scale)

Why are we looking at a change? Priority 2: Social/Emotional Development Young adolescents experience an environment focused on their specific needs - Staff with training/desire to work with this age group - Health classes dedicated to their concerns Better transitions - Students have a year get used to BMS before athletics begins - Bexley “transition years” more spread out - BMS staff get to know students better (3 years vs.2)

Social/Emotional Development…. #2 in our priorities, but #1 in our hearts. It starts before they walk in the door… April Visit to MS - All students visit for a ½ day to become familiar with the building and staff. Classroom Guidance Lessons - Mrs. Louys visits each classroom to share about the middle school and gather questions/ concerns that students might have. On a second visit she responds to the questions that students have or address other topics as needed.

Social/Emotional Development…. #2 in our priorities, but #1 in our hearts. Current Guidance Service: Full-Time Counselor, Mrs. Louys - Available to meet with students and parents as needed - Integral part of Response to Intervention team that identifies and seeks to resolve barriers to student success Director of Student and Community Engagement - Ms. Smith works with students, families, and staff to identify how we can make school a positive and productive place for all. College and Career Planning - Mrs. Louys meets with all 8 th graders to explore their interests and options for post secondary. - She helps with their HS schedules so they can accomplish their goals. Depression Awareness and Suicide Prevention - Nationwide Children’s Hospital program provided On-Site Mental Health Professional - Available to counsel students and families needing mental health or substance abuse services that are beyond the school’s scope.

Social/Emotional Development…. #2 in our priorities, but #1 in our hearts. WEB (Where Everyone Belongs) – Trains staff and peer mentors (8 th grade) strategic and intentional actions to create a structure where 6 th graders get the necessary support to successfully navigate this transition and start their middle school experience on a positive note. (BoomerangProject.com) Shanahan Middle School, Lewis Center, Ohio 20% reduction in 6 th grade absences 37% reduction in 6 th grade disciplinary referrals 54% reduction in 6 th grade D’s and F’s

Social/Emotional Development…. #2 in our priorities, but #1 in our hearts. Homeroom – A mixed HR assignment, with 6 th, 7 th and 8 th graders getting to know each other and interact in supervised space provides opportunities for students to know and trust each other. A teacher would keep the same students for all three years which would allow for a sustained and meaningful adult involved in their lives. Staggered Start (17-18) – 8 th grade students would not attend class on the first day of school (except mentors) to allow 6 th and 7 th grade students to acclimate to the building and allow us to offer programming unique to them and their needs. Academy Days – The first 1-2 days of school are set aside to focus on transition and organization. Classroom teachers give mini-lessons on how to be successful in their subject, how to login and use technology resources, what resources are available to them, etc. Health Class – All students would take a 12 week Health/ PE course taught by a certified teacher. Our curriculum has always revolved around healthy choices at an age appropriate level.

Social/Emotional Development…. #2 in our priorities, but #1 in our hearts. The mission of BMS is to educate the middle level child for academic excellence, developing informed, responsible, respectful, and productive citizens. Community & Service Days 7 th Grade October: Reflection on the start of school/ Goal setting Spring: On-site with a focus on raising awareness and support for South Sudan 8 th Grade October: Community Tour Spring: Off-site service opportunities art local charitable organizations

Social/Emotional Development…. #2 in our priorities, but #1 in our hearts. (I’m)agine 2.0 – We would review, revamp, and implement the next iteration of our home grown advisory program.

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 6 th grade Minimum of one intervention teacher 2 Professional development to begin MS Involved in hiring of potential staff in Timeline provides time to identify high quality staff 1. Posted for internal applicants first 2. Dependent on IEP needs

Staffing Plan EnrollmentCurrent th th th th th Middle School Based on current 4 th grade staffing2.Minimum, dependent on IEP needs 3. Dependent on student needs4. As of October 1, Actual reductions depend on multiple unknown factors 6 th Grade MS Projected MS ELA, Math, SS, Sci Design Art General Music Health/ PE Spanish French Intervention Title Orchestra Band Choir Counselor Total Aide ? Secretary NA FTE 5

Student Plan Proposed implementation SY (current 4 th grade class) 2/3 of student body will be new to BMS Separate graduations for 5 th and 6 th grades to maintain traditions Work with 5 th grade students/ teachers to ease transition Work with 6 th 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 6 th graders entering MS (mentoring program) Adoption of Standards Based Grade Card in

Parent Plan Proposed implementation SY (current 4 th grade class) Winter SY run Town Meetings at each Elementary School to address questions/ concerns Spring SY return to BOE with findings and recommendations Run parallel meetings for 5 th / 6 th grade parents in Spring 2017 Host evening tours for students/ parents

Lunch time Make use of new cafeteria design 6 th grade eat first, then activity period 7/8 th grade have activity period first, then eat Closed lunch for 6 th grade

What will the student day look like? Current Schedule: Home Room 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 StartEnd Current7:543:15 Alternative 18:484:19 Alternative 2??

MS/ CS Schedule Middle SchoolCS Elementary Language Arts Social Studies Science250 Math Foreign Language25035 Music/ Art/ PE Electives25070 Core Instruction1, Total Instruction1,9001,625 Minutes 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 or Spanish 1b 78 Language Acquisition Current practice

French Exploration Spanish Exploration 6 French 1a or Spanish 1a French 1b or Spanish 1b 78 Language Acquisition Proposed Schools must provide sustained language learning in at least two languages for each year of the MYP.

design health & pe performing arts visual arts design health & pe performing arts visual arts 78 general music phys ed 6 Current practice Integrated Studies

678 Proposed 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 (7 th 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 6 th graders already participate along side MS students in the theater program

Facility Plan Add classrooms from Cassingham currently used for 6 th 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

Health Design Physical Ed Lab Library MS Office Cafeteria First Floor

Lang Lab Lang Second Floor

Band Orchestra Choir Performing Arts Visual Arts Art Wing

Next Steps Town Hall meetings at each elementary school for parent input (winter ) 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)

Local Report Card Building Data. (2014, September 25). Retrieved from Bedard, K., & Do, C. (2005). Are middle schools more effective? The impact of school structure on student outcomes. Journal of Human Resources. 40, (3), Carolan, B., & Chesky, N. (2012). The relationship among grade configuration, school attachment, and achievement. Middle School Journal, 43, (4), Caskey, M., & Anfara, Jr., V.A. (2014). Developmental Characteristics of Young Adolescents. Retrieved from ental-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 Rockoff, J.E., & Lockwood, B.B. (2011). Stuck in the middle: Impacts of grade configuration in public schools. Journal of Public Economics, (94), 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 Resources