1. BEXLEY MIDDLE SCHOOL 6-8 PROPOSAL* Elementary Town Hall Meeting November 10, November 30, December 1, 2015

2. 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.”

3. 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 2009 15,000+ 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 2000 1900 1960 2020

4. 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

5. 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)

6. (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

7. (AMLE, 2010) Link to.pdf version

8. (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

9. (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

10. 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?

11. 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 2016-17 MS Involved in hiring of potential staff in 2015-16 Timeline provides time to identify high quality staff 1. Posted for internal applicants first 2. Dependent on IEP needs

12. Staffing Plan EnrollmentCurrent 4 2017-18 4 th 199162 5 th 163162 6 th 165199 7 th 181163 8 th 182165 Middle School363527 1. Based on current 4 th grade staffing2.Minimum, dependent on IEP needs 3. Dependent on student needs4. As of October 1, 2015 6. Actual reductions depend on multiple unknown factors 6 th Grade 17-18 MS 15-16 Projected MS 17-18 ELA, Math, SS, Sci 9.0 1 12.820.0 Design -.-1.01.8 Art 0.51.01.4 General Music 0.50.81.2 Health/ PE 0.51.01.8 Spanish 0.251.42.4 French -.-1.02.4 Intervention 1.04.05.0 2 Title 1 -.-1.0 Orchestra 0.150.40.6 Band 0.150.40.6 Choir -.-0.20.4 Counselor 0.111.01.5 Total38.240.1 Aide ?1.21.2 3 Secretary NA1.52.0 +1.9 FTE 5

13. Student Plan Proposed implementation SY 2017-18 (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 2017-18

14. Parent Plan Proposed implementation SY 2017-18 (current 4 th 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 5 th / 6 th grade parents in Spring 2017 Host evening tours for students/ parents

15. 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

16. 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 StartEnd Current7:543:15 Alternative 18:484:19 Alternative 2??

17. MS/ CS Schedule Middle SchoolCS Elementary Language Arts250330 Social Studies250 185 Science250 Math250300 Foreign Language25035 Music/ Art/ PE250210 Electives25070 Core Instruction1,250895 Total Instruction1,9001,625 Minutes per week

18. 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

19. Spanish Exploration 35 min/ week 6 French 1a or Spanish 1a French 1b or Spanish 1b 78 Language Acquisition Current practice

20. French Exploration Spanish Exploration 6 French 1a or Spanish 1a French 1b or Spanish 1b 78 Language Acquisition Proposed 2017-18 Schools must provide sustained language learning in at least two languages for each year of the MYP.

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

22. 678 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

23. 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)

24. 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

25. 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

26. 8 8888 Health Design Physical Ed Lab Library MS Office Cafeteria First Floor

27. 6 6 6 6 666 6 Lang77 7 77 7 7 8 Lab Lang Second Floor

28. Band Orchestra Choir Performing Arts Visual Arts Art Wing

29. 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)

30. 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/Developm 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

31. 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