Middle School Presentation Exhibit E - MD

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EXHIBIT E
BEXLEY
MIDDLE
SCHOOL
6-8 PROPOSAL*
Maryland Town Hall Meeting
December 1, 2015
What does
research say
about school
configurations?
 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.
(CCSD, 2009)
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
(Valentine, 2006)
What Does the Data Say?
Building Name
District Name
County
Grade Span
Performance Index Score
2013-14
Letter Grade of Overall
Value-Added
Karrer MS
Dublin City
Franklin
6-8
112.726
A
Grizzell MS
Dublin City
Franklin
6-8
111.79
A
Berkshire MS
Olentangy Local
Delaware
6-8
109.649
A
Hyatts MS
Olentangy Local
Delaware
6-8
109.576
A
Larry Larson MS
Grandview Heights
Franklin
6-8
109.258
A
Liberty MS
Olentangy Local
Delaware
6-8
108.671
A
Shanahan MS
Olentangy Local
Delaware
6-8
108.6
A
Granville MS
Granville EV
Licking
7-8
108.484
C
Hastings MS
Upper Arlington City
Franklin
6-8
108.125
A
Jones MS
Upper Arlington City
Franklin
6-8
107.87
A
Bexley MS
Bexley City
Franklin
7-8
107.574
A
Ranking of 6-8 and 7-8 schools in Delaware, Franklin & Licking counties based on 2013-14 Performance Index. When compared to all counties,
Bexley MS ranks #32
BCSD Strategic Priorities
#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
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 8th 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 (8th grade) strategic and intentional
actions to create a structure where 6th graders get the necessary support to successfully navigate this transition and
start their middle school experience on a positive note.
Shanahan Middle School, Lewis Center, Ohio
• 20% reduction in 6th grade absences
• 37% reduction in 6th grade disciplinary referrals
• 54% reduction in 6th grade D’s and F’s
(BoomerangProject.com)
Social/Emotional Development….
#2 in our priorities, but #1 in our hearts.
Homeroom – A mixed HR assignment, with 6th , 7th and 8th 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) – 8th grade students would not attend class on the first day of school (except mentors)
to allow 6th and 7th 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
7th Grade
• October: Reflection on the start of school/ Goal setting
• Spring: On-site with a focus on raising awareness and support for South Sudan
8th 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 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 staff
1. 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
6th Grade
17-18
MS
15-16
Projected
MS 17-18
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
0.11
1.0
1.5
ELA, Math, SS, Sci
Counselor
Total
Aide
1. Based on current 4th grade staffing
2.Minimum, dependent on IEP needs
3. Dependent on student needs
4. As of October 1, 2015
6. Actual reductions depend on multiple unknown factors
Secretary
40.1 +1.9 FTE5
38.2
?
1.2
1.23
NA
1.5
2.0
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
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:
Current
Start
End
 Increased flexibility with facilities
7:54
3:15
 Start time consistent with research
Alternative 1
8:48
4:19
Alternative 2
?
?
 Ease of congestion at Cassingham Complex
 Allow MS siblings to help with Elementary drop off
 Morning arrival after sunrise
First Floor
Physical Ed
Design
Health
Lab
Lab
Library
Lab
8
MS Office
Cafeteria
8
8
8
8
6
Second Floor
6
6
6
6
6
7
6
8
7
Lang
Lang
6
7
7
7
Lang
7
7
Lab
Lang
Lang
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)
Resources
• 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
• 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
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