Location of Students at K8:

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Location of Students at K-8

• The Impact of the Senior 1 Location Study

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Background

• During 2000-2001 River East School Division
  undertook a study to examine the best placement
  for Senior 1 (Grade 9) students
• A Study Committee was struck to examine all
  relevant factors and information related to the
  location of Senior 1 students

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Mandate of the Study Committee

• Recommend either to retain Senior 1 students in
  junior highs with the appropriate adjustments in
  scheduling, teaching and organization, or locate
  them in high schools
• Report to the Board in writing with
  recommendations and a plan of action

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Who is on the Study Committee?
The committee includes 23 members

• 8 parents
• 4 Board members
• 2 members of the Superintendents Department
• 4 school administrators (REPVPA)
• 4 teachers (RETA)
• An outside consultant (Proactive Information
  Services Inc.)

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What Happened?

• In the Spring of 2001, the Board of Trustees
  accepted the recommendation that
• The most appropriate place for Senior 1
  students is in a high school setting, as long as
  attention is paid to the conditions needed to
  support positive transition and success for
  Senior 1 students and their teachers.

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Why?

• The high school setting offers Senior 1 students
  a broader range of course options, technical
  programming and athletics
• Some Senior 1 students enter high school without
  all of their S1 credits. In 1999-2000, this
  accounted for 185 students. Such students have
  difficulties acquiring their missing credits in
  high schools that dont serve S1 students.

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Why?

• River East is out of step with neighboring
  divisions where S1 students attend high school.
  This limits movement of students and joint
  planning an important consideration with
  amalgamation.
• The Department of Education, Training and Youth
  has configured its curriculum documents on a
  model that has Senior 1 students in the high
  school

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What now?
Moving S1 students into high schools has serious
implications for Elementary and Junior High
schools. As a result, the committees next
undertaking is

• To recommend a grade configuration for Elementary
  and Grade 7 and 8 students
• To recommend the preferred physical location(s)
  for Senior Years students
• To report to the Board in writing, including data
  and a plan of action

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What is a Middle School?

• A distinctive entity intended to accommodate the
  educational, developmental, social, and emotional
  needs of young adolescents
• Not a glorified early years school or a
  watered-down secondary school
• The middle school years provide a transition
  between childhood and adolescence - The
  National Middle School Association (1995)

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Why Middle Schools?

• Middle level education centers on the student and
  the needs of early adolescents
• Social and emotional development pervades this
  philosophy and is stressed as necessary to
  students academic success
• The common threads of flexibility, belonging,
  relevance, high expectations and a holistic
  approach are at the root of the middle school
  philosophy

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Characteristics of Developmentally Responsive
Middle Schools
A Commitment to Young Adolescents

• Teachers understand the developmental uniqueness
  of adolescents
• Educators respond positively to the natural
  diversity of the middle level classroom
• Professional development is designed specifically
  for the needs of this level

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Characteristics of Developmentally Responsive
Middle Schools
A Shared Vision

• Vision is guided by a solid foundation of
  research about middle level education
• The vision is revisited on a regular basis
• Vision is the basis of a mission statement which
  is supported by all stakeholders

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Characteristics of Developmentally Responsive
Middle Schools
High Expectations for All

• Students are empowered to take responsibility and
  leadership
• Learning and intellectual engagement are expected
  for all

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Characteristics of Developmentally Responsive
Middle Schools
An Adult Advocate for Every Student

• Each student has one adult who supports the
  students academic and personal development
• Structures are in place to facilitate an advocacy
  process

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Characteristics of Developmentally Responsive
Middle Schools
Family and Community Partnerships

• School provides a wide variety of opportunities
  for parent and community involvement
• A systematic two-way communication process is in
  place
• The community is used as a learning site

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Characteristics of Developmentally Responsive
Middle Schools
A Positive School Climate

• Climate promotes community and learning
• Positive interactions exist between staff and
  students which reflect fairness and respect
• Risk-taking and initiative are encouraged

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Developmentally Responsive Middle Schools Provide
Curriculum that is Challenging, Integrative and
Exploratory

• Challenging curriculum engages students in
  in-depth study, creates new interests and
  provides opportunities for choice
• Addressing the needs of a diverse population is
  met through significant collaboration

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Developmentally Responsive Middle Schools Provide
Curriculum that is Challenging, Integrative and
Exploratory

• An integrative curriculum connects school
  experiences to students lives and to the
  totality of their experience
• Exploratory curriculum enables students to
  discover particular talents, interests and values
  as they explore healthy lifetime pursuits
• A carefully planned transition takes place
  between middle schools and early and senior years
  schools

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Developmentally Responsive Middle Schools Provide
Varied Teaching and Learning Approaches

• Teaching strategies enhance and accommodate
  classroom diversity
• Students are actively involved in hands-on
  learning experiences
• Varying forms of group work are utilized
• Opportunities are provided for student choice
• Technology is integrated into the curriculum
• Learning culminates in some form of sharing

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Developmentally Responsive Middle Schools Provide
Assessment and Evaluation that Promote Learning

• Students are involved in all phases of assessment
  and evaluation
• Assessment is ongoing and authentic
• A variety of assessment tools are used
• Self-assessment is a part of the process
• Both product and process are evaluated
• A process is in place for communication between
  student, parent and teacher

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Developmentally Responsive Middle Schools Provide
Flexible Organization Structures

• The school is divided into houses to promote
  inter-school activity
• Interdisciplinary teams are in place to build a
  sense of community and promote curriculum
  integration
• Teachers have flexibility in time, space and
  student groupings
• Common planning time is in place for teachers
  working as a team

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Developmentally Responsive Middle Schools Provide
Programs and Policies that Foster Health,
Wellness and Safety

• Lifelong physical fitness is the foundation of a
  comprehensive program
• Healthy decision-making, coping and refusal
  skills are a focus
• The school actively pursues a safe environment

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Developmentally Responsive Middle Schools Provide
Comprehensive Guidance and Support Services

• Programs provide ongoing assistance to help
  students successfully negotiate early adolescence

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Your Input
Because we are committed to eventually moving
S1s to the high school, we will have to
reconfigure our elementary and junior high
schools. Therefore, we would like to hear your
views concerning this matter.

• What do you like about the idea of a Grade 6-8
  middle school?
• What concerns do you have about a Grade 6-8
  middle school?

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Your Input
If Middle Schools consisted of Grade 6-8,
Elementary schools would become K-5

• What do you like about this idea? What concerns
  do you have?
• What information would parents require?
• What supports would be needed by students? by
  parents?

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