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School Configuration for the “Middle Years”: Grades 7-8 vs. Grades 6-8

School Configuration for the “Middle Years”: Grades 7-8 vs. Grades 6-8 . Identification of questions, issues and challenges. Why consider a change now? . The demands for student achievement have never been greater, and are growing. This is especially true in mathematics and science.

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School Configuration for the “Middle Years”: Grades 7-8 vs. Grades 6-8

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  1. School Configuration for the “Middle Years”: Grades 7-8 vs. Grades 6-8 Identification of questions, issues and challenges

  2. Why consider a change now? • The demands for student achievement have never been greater, and are growing. This is especially true in mathematics and science. • Our resources to deliver education have never been more stretched. • The world is ever more complicated and connected, making the transition to adolescence more stressful. • Measure 10 allows renovation or relocation of the current Junior High and the Fine Arts Academy. It is AUSD’s responsibility to design the best educational structure possible to maximize the benefit of the taxpayers’ money. • The new California Common Core State Standards are organized K-5, 6-8, and 9-12. • Which configuration best meets the needs of academic achievement, uses resources most effectively, and addresses the needs of the “whole child”?

  3. How did we get here? • A Citizen’s Advisory Committee (CAC) was chartered by the School Board in March of 2010 to look at elementary school boundaries and grade configuration. • A sub-group of the CAC led by Lori Thomas-Hicks did research on the middle school/junior high structures. • Schools in the top 10% of API scores covering the 6-8 grades were researched.

  4. Research Findings • The majority of high-performing schools researched by the CAC sub-group were 6-8 middle schools, not 7-8 junior high schools. • Interviews discovered structural advantages to the 6-8 configuration that address the areas of achievement, resources, and “whole child” development. • Professional Learning Communities (PLCs) were in place. • Interventions imbedded in the school schedule were utilized. • Having three years with 6-8 students allows early and consistent interventions in social and educational behaviors. This aids the transition to adolescence as well as the transition to high school. • Having three years allows more time to build relationships with students and families.

  5. Discussion with Stakeholders • The following need to be considered: • Timing • Space • Execute before or after facilities are renovated/built • Fine Arts Academy • Elementary schools • Involvement of parents, business community, taxpayers • School boundaries • And many more

  6. Discussion Topics • What are the issues that we face as a school district? • What are the issues facing our early adolescent children? • Does our current structure allow us to organize against those challenges most effectively? (Doing the same thing and expecting different results…) • What impact would the elimination of sixth grade have on the elementary sites? (CP, CR, and SM would have the option of maintaining the K-6 configuration.) • What are the ramifications of having a middle school of approximately 1,000 students? • Is the research done by the CAC intriguing to you? Why, or why not? • What would it take for you to support a decision to move to a 6-8 configuration? • Other questions/concerns?

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