Presentation by the Citizens’ Advisory Committee (CAC) Regarding School Configuration

1. Presentation by the Citizens’ Advisory Committee (CAC) Regarding School Configuration

2. School Configuration • As part of the discussion and design of neighborhood school boundaries, various grade level configurations were considered. • These included K – 3, 4 – 6, K – 8, 7 – 9, and specialty schools. • The most viable option for our community focused on 6th – 8th grade middle school model.

3. Some Considerations • Research on grade level spans and school configuration is not definitive. • Research indicates that academic performance declines when students move from elementary to middle school and middle school to high school. The transitions that create the drops in academic performance occur when students change schools. • What is best for the whole child … the academic, social, emotional needs of middle grade students? • How can the transition between grades be ameliorated?

4. In Search of Best Practices

5. The Changing Developmental Needs of Middle Grades Students • A time of transitions in physical, mental, and emotional growth • Changes in the body • Rapid growth spurts; disproportionate body • Changes in the mind • Self-conscious of body image; self esteem affected • Egocentrism • Changes in emotions • Hormones affect sleep, mood, energy levels • Transition of the frontal lobe; risk taking, misinterpreting facial expressions and what adults may say

6. Factors to Consider When Making Grade Span Determinations How does the structure of a middle school meet the academic, social, and emotional needs of our students while preparing them for the rigors of high school? Especially when confronted with challenges of preserving a sense of continuity and stability when approximately 50% of the population turns over every year.

7. Factors to Consider, continued What mechanisms and channels of communication will be used to ensure that students move successfully through the system? How will the social, emotional, and academic needs of the students be addressed? How will parental concerns be lessened?

8. Addressing Those Factors • Plan for Transitions • Visitations, tours, mentoring, school assemblies and activities, student support groups, counselor visits • Student Grouping/Scheduling • Sixth Grade students may be in semi-self-contained classes, such as a humanities core that includes language, literature, and social studies • Seventh & Eighth Grade students are in interdisciplinary groups in which cohorts of approximately 150 students share common teachers

9. Student Grouping/Scheduling, continued • Interdisciplinary Groups • Teacher collaboration has shown to improve student-teacher relationships, motivation, attendance, and understanding of individual student needs. • Intervention time built into the daily schedule. • Teachers collaborate in vertical teams.

10. Addressing Those Factors, continued • Opportunities for Increased Student and Parent Involvement • Leadership class, intramural sports, clubs, academic and curricular activities, electives, exploratory classes • Time …. to build relationships • Curriculum • Common Core Standards • K – 5 Domains • 6 – 8 Domains • 9 – 12 Domains • Text Books written for middle grades, 6 - 8

11. Potential Impact on Resources • Food Services • Transportation • Facilities • Personnel

12. Findings of the CAC • Adopt a K-5 and 6-8 school configuration for AUSD. • The CAC has fulfilled its task of looking at K-6 configuration. • The decision regarding how to proceed with grade level/school configuration for the Atascadero Unified School District now rests with the Board of Trustees.