Middle Schools

SENT by: Olivetti FX 2100 :12- S-94 : 8:29AM : LR SCHOOL DI ST-* 5013710100:# 2 TO: RE I Thank LITTLE ROCK SCHOOL DISTRICT Little Rock, ar 72201 Deceahar 5, 19S4 Monitor _ orrioa of Desegregation FROM I Monitoring nda Young, Restructuring Diraotor/K, Middle School atsering CoBlttee 'w yuturea Liaison you fot aug^faationa. your tlaa today. X appraoiata your ideas and Tha first will ba tbs ^Fing conunittaa Mdnesday, Decaabsr Adainistratlon Building Maating ton Middle 7f at 4J15 J School Planning P-a. in the Board Room of Will notify you earlier froa this point forward. I I I C/= tCi LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 NCV /3 1993 NOVEMBER 10, 1995 TO
FROM: RE: Middle Level Steering Committee Members Linda Young, New Futures Liaison Meeting, Wednesday, November 15 - 4:30 p.m. A meeting of the middle level steering committee will be held on Wednesday, Nov. 15 at 4:30 p.m. in the Board Room at 810 West Markham. The facility study has been completed and the information regarding the capacity issue for the middle school concept has been addressed in the study. As you will recall, the committee felt that further progress would resume after the capacity data was available. I have requested that Mr. Doug Eaton, Director of Plant Services, make a presentation on the facility study to the committee at this meeting. The Middle School concept was recommended through the strategic planing process that the district has been involved in over the past 11 months. The committee will receive an update on that process and the specifics of the recommendation regarding the middle school study and concept. Community presentations and discussions on the middle school concept have continued on a regular basis since the last meeting of the committee. Understanding and interest continue to grow as more and more folks learn about the concept. I hope each of you will be able to continue your participation on this committee. Please contact my oBce(324-2112) if you will not be able to attend this meeting or prefer not to continue as a member of the committee. Thanks so much.LRSD SUPPORT SERVICES Fax:1-501-324-2032 Mar 7 95 8:49 P.Ol LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little RocR, AR 72201 March 7, 1995 to: Vic Anderson Gayle Bradford 1^o3 Ann Blaylock Sam Grandy Greg Harris Clementina Kelley Dr. Russ MayotS'S^l Leon Modeste Dennis Snider Linda Bellc^^UAip Charlotte Best3cx>( Debbie Glasgow John Gross ^<^3^ _ Sherrye Keaton ^0 Marian Lacey Betty Mitchell Margie Powell 3"? FROM: RE: J-^inda Young, Restructuring Director/New Futures Liaison Middle School Steering Committee Meeting Due to the scheduling of a Special Board meeting on March 8th, we have changed the date for the next Middle School Steering Conmittee _Li The meeting will be on meeting. Thanks for your cooperation and patience. If you have any questions, please call Mia at 324-2112,"lPSD admin. 0XMN6 ro
,Fa>t:l-501-324-2052 Nov 29 95 14:10 LITTLE ROCK. SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 November 29,1995 Middle School Steering Committee Members FROM:' Ln linda Young Meeting P.02. 'T5T: p i- li .?5< < The Middle School Steering Committee Meeting scheduled for today, Wednesday, November 29, at 4:30 p.m. in tire LRSD Lounge is postponed. The meeting has been rescheduled for Tuesday, The lime and location will remain the same. December 5 -^4 If you have any questions call Blondell at 324-2112. *1 t vi
. "S -11 Sj.' T -1 01.'10<1'?96 15:41 FROM JOHN U.WRLf'&R P, fl . TO 3710100 P. 02 . li." Middle School Steering Committee t Annie Abrams 1925 Wolfe Street Little Rock, AR 72202 374-3459 (h) Mary Banks 3419 W. Capitol Avenue Litde Rock, AR 72205 686-5180 (w) 661-9218 (h) ____________ Ann Blaylock Pulaski Heights Jr. High 401 N. Pine Street Little Rock, AR 72205 671-6250 (w) 671-6294 (fax) Dr. Victor Anderson LRSD/ Asst Supt Secondary 324-2010 (w) 324-2032 (fax) Linda BeU^^ Mann Magnet Jr. High 1000 E. Roosevelt Road Little Rock, AR 72206 324-2450 (w) 324-2496 (fax) Gayle Bradford Hall High SchooL Principal 6700 "H" Street Little Rock, AR 72205 671-6200 (w) 671-6207 (fax) John Burnett 904 West Second Street P.O. Box 2657 Little Rock, AR 72203 376-2269 (w) (h) 372-1134 (fax) Debbie Glasgow 1104 Fawnw'ood Little Rock, AR 72207 227-7554 (h) _________ John Grosjs Dunbar Jr. High 11000 Wright Avenue Little Rock, AR 72206 324-2440 (w) 324-2439 (fax) _______________ Pat Higginbotham, Principal Woodruff Elementary 3010 W. 7th Street Little Rock, AR 72205 671-6270 (w) Cynthia East Cynthia East Fabrics Inc. 1523 Rebsamen Park Rd. unlo Rock, AR 72202 663-0460 (w) Sam Grandy Pulaski Heights Jr. High 401 N. Pine Street Little Rock, AR 72205 671-6250 (w) 671-6294 (fax) Greg flarris King Magnet 905 Martin L. King Jr. Dr. Little Rock AR 72202 524-2135 (w) 324-2150 (fax) Terry Huitt 10411 Mann Road Mabeivale, AR 72103 372-2900 (w) 372-0482 (fax) I I I f15:42 FROM JOHN M.kifiLKEF P.fi. TC 3710100 P. 03 Middle School Steering Committee (Continued) t i Kathi Jones 1416 Spring Street Little Kock, AR 72202 821-5500 x228 (w) Clementine Kelley Booker Arts Magnet 2016 Barber Street Little Rock, AR 72206 324^2482 (w) ___________ Patrick Mahafffey Mabelvale Jr. High 10811 Mabelvale W, Road Mabelvale, AR 72103 ^5^7400 (w) 455-7403 (fax) Sherrye Keaton Southwest Jr, High 3301S. Bryant UttieRock, AR 72204 570-4070 (w) 570-4015 (fax) Marian Lacey, Principal Mann Magnet Jr. High 1000 E. Roosevelt Road Little Rock, AR 72206 324-2450 (w) 324-2496 (fax) Susan Merry Pulaski Heights Jr. High 401 N. Pine Street Little Kock, AR 72205 671-6250 (w) 671-6294 (fax) Betty Mitchell, Pi'esident Little Rock Classroom Teachers Assoc. 1500 West Fourth, Suite 305 little Rock, AR 72201 372-3519 (w) I,eon Modeste LRSD/SpeciaJ Asst to Supt 324-2011 (w) 324-2146 (fax) Donna Morey J.A. Fair High School 13420 David O. Dodd Rd. Little Rock, AR 72210 228-3100 (w) 228-3133 (fax) Beth Munson Pulaski Heights Jr. High 401 N. Pine Street Little Rock, AR 72205 671-6250 (w) 671-6294 (fax) Margie Powell ODM/Heritage West Building 201 East Markham, Suite 510 little Rock, AR 72201 376^200 (w) 371-0100 (fax) Diane Vibhakar 3917 Lookout Little Rock, AR 72205 661-8030 (h) Ricky Woole Pulaski Heights Jr. High 401 N. Pine Street LR, AR 72205 . 671-6250 (w) 671-6294 (fax) . Charily Smith Department of Education #4 Capitol Mall, Room 306B LitUe Rock, AR 72201 682-4472 (w) 682-5013 (fax) Janice Wilson Woodruff Elementary 3010 West 7th Little Rock, AR 72205 671-6270 (w) Linda Young LRSD Restructuring Dir./New Futures Liaison 324-2112 (w) 324-2032 (fax) I 20 1 1 0 1 9 9 6 1 S ! 4 3 FROM JOHN U.USlKEF P.S. TO 3710100 P.04 J- MIDDLE school Steering Committee December 7, 1S94 Minutes The meeting was called to order by Linda Young. She thanked everyone for their interest and commitment to the Little Kock School District for participating on the comHsittea. Dr. Williams addressed the coinmittee and thanked everyone for joining the committee. Ke discussed the importance of the middle school and the specific needs for early adolescents. An overview of the planning process, the role of the steering committee, and goals of the committee was presented by Ms. Young. Information was distributed regarding the Middle School concept. The committee was asked to study the information and be prepared for discussion at the next meeting. Also, included in the packet was the Kiddle School Transformation Planning Checklist, Executive Summary, the Middle School Planning Committees, and ths membership of the Steering Committee. The committee requested that each member receive information on the middle school concept to read independently. be incorporated into meeting discussions. The information will The need was stated for J the committee to be operating from a common knowledge base in order to successfully complete the assigned tasks. Committee members volunteered tasks of -he committee. o assist with the various initial The comai' time of 4 discussed -he regular meeting times and agreed to the The nex' Janx Suij c.. y cm 10 West m. Markham. meeting date was set for Wednesday, in the Soard Room of the Administration A m 1 o t a t The meeting was adjourned. j01/I0Z1996 15!44 FROM JOHN U.WflLKEP P.P. 10 3710100 P . 05 I 1 / Middle School Steering Committee Meeting Minutes January 18, 1995 The refocus on the goals for the committee was discussed. The committee reviewed the Executive Summary, is to develop a <------ * - - . . The committee's task , _ ... common base of knowledge and help develop compelling vision for the middle school concept. a Repojrts and dxscussion of the community given, from the forums were shared with the committee. the forum was reported as 70/40/30 respectively. Minutes The attendance at Interdisciplinary teaming information was discussed with the committee. The committee will be looking for helpful articles tw helw understand the process of the middle school concept and reviewing them at the upcoming meetings. to help The sub-committee on establishing the S additional middle committees was to begin work on task. school r 3*aJ5 I J , ii01/10x1996 15:45 FROM JOHN W.URLKER P.fl. TO ,3710100 P. 06 ( , Middle School Steering Committee Meeting Minutes February 1, 1995 The meeting was opened with a presentation from teachers on the w.o.w. Team, an interdisciplinary team at Pulaski Heights Junior High. Interdisciplinary teams are an integral part of middle level pro^rftsusiing I (- A discussion on 9th grade issues was given by students' perspective from Janelle Marks and Kamika Gaines, 12th graders at Parkview High School that had participated interdisciplinary teaming at Cloverdale Junior High in their Sth through Sth grade in years. Issues and concerns were raised by coamittee members. __i were encouraged but due to cosmittee participation was tabled? Discussions Next meeting was to be scheduled to accommodate conflicting late afternoon schedules. .'i't J:
i t 5 I i01z10z19'96 15: 45 FROM JOHN U.WALKER P.A. TO 3710100 R. 07 I Middle School Steering Committee Minutes April 12,1995 Present: Annie Abrams, Vic Anderson, Charlotte Best, Ann Blaylock, Gayle Bradford, Sam Grandy, Pat Higginbotham, Terry Huitt, Sherrye Keaton, Patrick Mahaffey, Susan Merry, Margie Powell, Dennis Snider, Diane Vibhakar, Linda Young Members discussed current status of the steering committee. Teachers have concerns regarding the committee's willingness to explore change. The committee discussed invested money in staff development, curriculum supervision, school board, superintendent and central office training. Magnet schools have more electives than other schools. District in financial crisis and getting out proves to be a very difficult task. It is important to sustain support of existing restructuring schools and leadership to have an effective middle school implementation. The committee adjourned pending finalization of the facilities study. I I 101^10x1996 15S46 FROM JOHN U.ldftLKER P.fl. TO 37.10100 P. 08 -z Middle Level Steering Committee Minutes November 15,1995 Meeting was brought to order by Linda Young. All members introduced themselves. There were 17 members present. Linda Young gave the members an update of what was accomplished last auviiivci^ Oil u|A
aie oi wnai was accQznpHshec! last year The focus of the past year was awareness, gathering data and informing the public of Middle School concept. It Doug Eaton and his staff. was discontinued until the facility study was completed by I i ! } I I A brief update of this year: The facility study was complete Mabelvale Junior High was now a restructuring school Maintained two prep periods Continued middle school schedule at Southwest and Cloverdale Strategic planning was complete after 12 months of hard work Strategic planning group #3 had recommended Middle School . implementation and was approved by the Strategic Planning Steering Committee Guest speaker was Doug Eaton with a facility study update, Study evolved around two factors
(1) Education ramification of Middle School and (2) Facilities to do this change. The two major concepts were the moving of the ninth eraders and the moving of the sixth graders. The movement of the ninth graders was the biggest factor and the most important topic to be discussed. Eaton said that the high schools could accommodate 7000 students which was a 74% capacity rate or utilization rate. He said that the study did not address the curriculum in the schools. He did state that the LRSD district had a wide curriculum m the schools therefore lowering the utilization rate. He said that when the study was made that the building utilization of curricula controlled the x number of students in the building. He confirmed that if the ninth graders were to be moved that they could be moved the school year of 1997-98 and would be done by anendanr-e zones. Linda Young then stated that the advantage to the ninth grade moving is that they hltVA trlrtra I.-!X*_____________________ would have more opportunities for more electives. Vic Anderson agreed and also said graders would still have the core subjects intact. The only course that is not offered and would have to added is the Applied Math course but Algebra and Geometry are being offered at the high school level. It was also stated that alot of electives are b^ne I01/10/1996 15:47 FPOM JOHN U.WALKER P.A. TO 3T10100 i. P . 09 duplicated at the junior high and high school and this would be a plus for the district and ninth graders would have a broader array of electives. Eaton then turned his attention to the attendance zones. He stated that zones do not match up for junior highs and high schools. He said the study strictly dealt with total numbers and that the 9-12 configuration exceeds capacity but by next year the numbers would fall below capacity and 200 seats would be available in the schools except for Parkview. In this panicular high school there would be 43 scats short, but that all of this could be handled according the curricula offered. He said that to solve some of the overload that some sections would have to be cut. (example, two instead of three sections offered) I I I t I room Dr. Anderson then voiced a concern of alot of staff having to rove (moving from to room every hour) and the Middle Level study would have to focus on the utilization of staff members and all rooms being used every hour. Arm Blaylock responded to his concerns by saying that every room was being used at Pulaski Heights Jr High and several teachers were roving. She said that this had not caused a problem but only r w. V iwiiu uiau uit^ iMu uQi, causea a prooiem out only was aji inconvenience to the roving teachers. She said that PHJH had been doing this several years due to the numbers of students in the building. Eaton then suted that the proficiency rate of schools being lower because of the amount of choices in curricula being offered. The percentages were 95% in elementarv OrWX. nan OCO/ 1 1_1 __1. 9 t ** 90% in junior high and 85% in high school. His rationale for this was that the number of sections offered in junior high was lower that in high school. He said that the Meher the grade levels the tougher it got to make all classes meet the student population and vice versa. He also stated that the problem this year was that the projected number of students that were not going to be in the district was wrong for this year. Those students suved the district instead of leaving. in The movement of the sixth grade was not a problem. He said that there . tie saio that there was more excess capacity tn the junior highs because the ninth grade would be gone. He said there would be seats to bum and this would cause one junior high to close which would be Mabelvale Junior High He said right now, senior high schools are the problem because of the XX. .xgui uvw, xmor man scnoois are the problem because of the amount of cnoices offered m the curriculum and the drop rate of students was not a big number but w^ efficient to the study. Dr. Anderson stated that the consultants fed that more kids will leave the district, therefore lower the enrollments. .A positive note was that not as many students left this year as thought. Annie Ahbrams ask about the Mn M transfers. Eaton answered bv talldnc about eseg adjustments. He said new schools had been created in the years of 92 and 93 and (01/10/1996 15:49 FROM JOHN k'.WfiLKER P.fl. TO srieice P. 10 these schools were filled to the max. He said that these numbers were not focused w iiiv iJioA. Jtt (.Udi ine^e ijumpers were not zocused on these kids because the district did not know how these kids would continue in the system He said that he did not know how these students would affect the district in later years. He said that since these children were transferring from one district to another, there was really no way to project how they would affect the enrollment in future years. He did say that the district would need the five high schools to handle the move of the ninth grade but again stated that Mabelvale could be closed because the junior highs would be at lower capacities. Patrick Mahaffey then ask if other grade configurations such as 6*7, 7-8, 9-10 and 11-12 had been looked at. Mr. Eaton said no because these configurations would absolutely not work due to the bus transportation problems that would arrive and the cost would astronomical. Pat Higginbotham ask about the problems with the magnet schools. Eaton said that Mr. Modeste and Sue Ellen would be going around to eight schools of possible closures to evaluate the possibility of neighborhood schools, which would problem for the magnet schools. not be a I Annie Ahbrams ask about year-around schools. Eaton stated that the budget as of now could, not handle this concept. He sated that Project 2000 was aimed at this concept and could adopt this concept but only with major costs to the district. He said that possibly schools could be in sessions by shifts such as four and a half hour shifts which would mean that the schools would have two daily shifts. He felt that this concept was far into the future. Pat Higginbotham then ask about the rumor that eleven schools being closed instead of eight. Eaton said that actually 14 schools could be closed but this not beine of now only eight schools were being looked at, but according to the different options being presented, that three more could be closed. These schools were called swing schools and they were Wilson, Pulaski Heights and Meadowcliff Qememrys. He said that the number of students had to be looked al. He said that if you closed School A then Schools B,C, and D have to be larger. Then there may not be enough seats in neighborhood schools to accommodate the numbers and we didnt want to lose our kids to private schools. So this was a very sensitive and critical part of the study. The options were Option C would close Wilson and Meadowcliff and Option M would close ail the swine schools. Eaton said the impact of the Middle Level movement would better balance the meh schools. He said that the zones would have to be siowlv moved and eventually the ok could handle the ninth ^ders with no problem^. He said that at present that - 5/a of the students going to the junior highs are in the correct aneudance zones. Kids would so back to their zone schools and by doing this that there would be pienn- of seats for the sixth grade. This included the closing of Mabelvale Junior High.01/10/1996 1^*50 FROM JOHN W. lPLkER P.A. TO 37,10100 P. 1 1 A concern brought forward was if ninth goes to high school and sixth g<^ to junior high, will parents still able to keep the attendance zones for their children intact? Eaton said yes to this question and that it would be better because neighborhood 1 _t-___I- .4.1 ..... * schools would arise again. High school students would be able to go the high school in their zone which would really impact ninth graders. Junior high schools would continue with the normal attendance zones. (Example - If a sixth grader is at PHE, with the middle school configuration that student would go on to PHJH except for those that was in a different attendance zone. He said that the only changes would be those students at M^elvale Junior High. He said that a child would attend a junior high based on where h&'she lives.) He said that those students that live in the Southwest and Ooverdale zones but go to Mabelvale would go back to their zone schools. The exception would be the satellite zones that place students at PH and Dunbar. He said with the closing of Mabelvale there would be six zones and certain students would have to go back to their neighborhood zone. Therefore, ah junior highs would stay the same with their attendance zones. Annie Ahbrams voiced her concerns over the racial balance. Mr. Eaton said that Option M would cause schools to become closer to being racially balanced in the other six schools He .said that the sixth grade could not be moved untii the ninth grade was moved because o(the sensitive level of the ninth grade. Leon Modeste ask, would this throw the racial balance out of sorts according to ODM? His question uas focused towards neighborhood schools, Eaton answered bv saying that if we looked at the 20th century facts, the devices proposed ten j vyAvcu BV UK 2.UVU ceutuiy racts, me aevices proposed ten years ago were dehniteiy not working. His recommendation was to redefine racial balance in the LRSD. Mr. Modeste then ask if the LRSD ever considered sueing the city over the houMg patterns of the city? He said that this was a definite player in the racial balance of the distnct. The answer was no, but a look at a new housing strateg)' was a must to make the balance work m the city and the schools. The development of Southwest Little Rock was going to be a big factor in the school districts racial balance therefor" would be a big impact. Margie Powell said that Mr. Eaton made an outstanding presentation and ail memoers agreed and gave Eaton a round of applause. Eaton finished by saying there were IJ volumes of this study m the communications office if anvone was interested in seeing them. Lmaa Young ask ail memoers to rer ead purpose of the committee. The handout, ve Summa^', gave information of the purpose, goals, etc, to rcffiesh the mraaories ot the Dusmess at hand. She also gave a handout, Middle School Planning Committeees that contained the planning process. She suggested that the committee construct a ^sion sutement but was reconsidered to wait until other information was looked at such the philosophy, cnarges and tasks of the committee. It was also agreed upon that no I0 1 ' 10/1996 1 5 5 51 FROM JOHN W.ldRLk6R P.A. TO 3?J0i00 P. 12 sub-committee would be formed until the committee was again familiar with what the school board had charged them with. Linda also stated that last year was a season for debates and this year would be for the next steps to be taken and to establish a time line She said that the committee needed to look at the major initiatives such as being a pan of the puzzle instead of a separate piece. She stated that with the facility study and strategic planning a big pan of the district changes that this committee should make declsons alone with these other groups and that all the components should be put into place at the same time in an effort to benefit the kids. in Linda had a handout of critical questions that basically challenged the members in the major question - Do we believe in the Middle School concept? This brought the discussion of the upcoming calendar year and its preparations for the change process. It was said that we needed assessments, and should we have business cases written to be plac^ before the school board in February? It was discussed maybe we should just work on the planning process that would not involve alot of money except for staff development. Pat Mgginbotham said that if we were looldng at impiemenution in the years 1997-98, then we needed a business case ready by February 20,1996, Linda said that maybe we needed two business cases - one that covered rationale and staff development and the second one to cover curriculum and contractual issues. Pat said that we must decide whether we were going to meet the deadline. Van Light then ask if we were going to stay intact with the facilities group and what was their time frame? Pat recommended that we stay in the time frame of the facility group, not be separate. Ann suggested that we go forward just with the philosophy and methods study and not worry about the grade changes. But Linda said that under any plan, we could move grades. She then ask could we move ahead, no matter what option was used? Vic stated that we should go forward, but just be slow about the movement of grades. He said that we could talk about all factors that make a successful middle school, but not move the grades until r^dy. Susan then ask, was he considering leaving the grade configuration movemect out of the ousmess case and if so, would it not lock the committee out if they should decide to move the ^ades m the year 1997-987 Vjc said that the whole package should be ask for because changing over to the middle school concept ask for a new philosophy by the stnct, which was m the strategic planning #3 recommendatioii, and that the whole enwmpassed not only the change of district philosophy, but grade configuratioii and middle school concepts, too. to This brought the question, do we as a committee embrace the Middle Schoo! concept, Ail committee members were in consensus that they did. Ann made the motion move forward and adopt Middle Level concepts. All concurred. Lmda then ask about the grade configuration and what do we do about it'? Margie that no matter what we decided that there would be some that disagreed, and tho'se that nin HfCrTT-ck^ -_____}._____ t. , ................................ ***'* that did disagree should speak out. It was then decided that as a comirattee consensus on i ' " " ' !, we needed a V?^ configuration, Pat ask which confiiiration and aoTpir coninee then took a tally to see who agreed and who didnt. The results are as follows:01/10/1996 15:53 FROM JOHN W.WALKER P.A. TO 37,10100 P. 13 Agree Disagree Undecided Margie Powell Pat Higginbotham Linda Young Susan Meny Sammy Grandy Ann Blaylock Patrick Mahaffey Beth Munson John Barnett Linda Bel! Betty Mitchell Vic Anderson Van Light Marian Lacey Leon Modeste Conclusion: For-9 Against-2 Undecided > 4 I j i Linda then said that we would phase in the program over a multi-year process and would alert parents and schools through the belief statements adopted by the committee Linda Bell voiced her concerns over the ninth graders and about no one wanting them. Margie assured her that this had been discussed last year and that there would be a special implementation program for the ninth grade. She said that these kids would not feel like they had been abondaned. One suggestion was that the ninth graders be left in a teaming process which would make them feel safe, wanted, and part of the program. Patrick stated that by the ninth graders going to the high school setting that they would feel like they count and feel more grown up. He felt like they did not want to be in the junior high setting and that it definitely helped with the discipline in the schools. And jf the sixth graders moved up that they would learn to become more indqjendent and they would adapt 'fester to the system. Linda Young then established the next meeting date which is Wednesday November 29, 1995, at 4:30 PM in the board room. Meeting was adjourned at 6:30 PM. Members present
Margie Powell Linda Bell Vjc Anderson Pat Higginbotham Van Light Clementine Kelley Betty Mttcheil Cynthia East Linda Young Sammy Grandy Patrick Mahaffey John Barnett Marian Lacey Leon Modeste Susan Meny AsnBiaylo^ Annie Ahbrams Guest Speaker. Doug Eaton Mil 1 101/10/1996 15S54 FROM JOHN U.UPLKER P.fl. TO 3710100 P. 14 I I i. MIDDLE SCHOOL UPDATE NOVEMBER 15, 1995 I f The initial activities of the middle school initiative focused on creating community awareness regarding the middle school concept and gathering feedback from parent and community regarding the concept and implementation issues, The issues, supportive statements, and concerns will provide information and guidance to the steering committee throughout the process I ! Community forums were held as well as numerous community presentations to parent groups, PTA groups, student cabinet, magnet review committee, area school adviwry committee, and superintendents parent advisory committee. These have continued throughout the summer and fall. The Steering Committee met regularly last from December through April. The comnuttee reviewed public comments raised during the forums, reviewed research on effective middle level practice, and prepared to begin implementation of the various subcommittees. The committee agreed that this initial phase of community awareness was critical and that adequate time should be provided to this issue. Resistance to change was encountered, rumors were rampant rwarriino implementation plans, and contractual issues have been raised and discussed. At the last meeting, the committee agreed that information from the facilities study was needed before further progress could be made I Z ! I01/10/1996 15:55 FROM JOHN U.WALKER P.fl. TO 3710100 P. 15 Middle Level Steering Committee December 5, 1995 The second meeting of the steering committee was brought to order by Linda Young. She introduced new members' Mary Banks, a Woodruff Elementary parent
I t i Katbi Jones, a Jefferson Elementary parent
and Charity Smith, from the State Deparonent of Education. 1 1 Dr, Williams visited the meeting and welcomed the members and their continued interest in the middle level movement He was very supportive of the middle school concept and told the members that he wgs pleased to see the members at the meeting. The meeting was then turned over to Dr. Vic Anderson. He gave an update of the facility study He spoke of the future plans to move the ninth grade to the high school level in the 1997-98 school year, but also assured the committee that there was no hurrv fnr th#* fyrftdA Uaa ____i______ am I - - -------- WXIM1 W Si^ *1W ill for the grade configuration to be put in place. He said that eventually that the 6-7-8 configuration would be in the middle schools but immediate plans must leave the 7-9 grade configuration for the year 1996-97. He told the committee that their charge was to develop plans to ntake the change from junior high to middle school and that . - . -----------------------------------we had to move forward with the plans such as programming, teaming, and making schools more appropriate for students. Linda Young restated what Mr. Eaton had stated in the November 15th meeting and that was that projections were based on a very tight fit in adding the ninth grade into I the high schools. Dr Andereon, who is in charge of the implementation of Strategic Pian Number 3 then stated for the record that the committee needed to have a philosophical statement W. .M M. AM__A_______! A A.__ I about the appropriate size for a middle school. AU members agreed with this need. He men informed tne comgiijjeethaia busings ca^arffu^d be M^ented to the cabinet ! The business case must contain 'areas of proeiamming for the coming year plus the financial cost It must show ke\- elements of wh the first year would " include such as programmatic changes, philosophical changes, curriculum modifications. and the impact and how this plan would effect the magnet schools. Leon Modeste then ask the committee Did wx know where we were at the present^' Lmaa A oung then explained to the committee that they needed to start working on the charge assigned to the croup to make sure the committee was thinking alike and did know wnere we were at the present. She divided the committee into two groups She ask each group to brainstorm two different topics. Group A was to brainstorm and report oack to the committee the topic, Needs for early adolescents.'' G.vuo to br^istorm and report back to the committee the topic, Effective middle school practices and programs Group B was to 1 IeMl 0/1996 15! 56 FROM JOHN U.WfiLKER P.A. TO 3710100 P. 16 Pat Higginbotham was put in charge of Group A. Linda Bell reported the results of the group and those results are as follows: I i Needs for early adolescents 1. Patience 2. Boundaries-structure r 3. 4. 5. 6. 1. 8. 9. 10. 11. 12. 13. 14, IS. 16. Conflict resolution skills Security-sense of belonging Increasing responsibility for choices Basic skills-academic/social Positive role models Advocates Self-esteem Activities-academic, recreational, social Love Respect Understanding Choices in curriculum Peer approval Consistency 17. Fairness 18 Consideration 19. A place in the community-opportunities to contribute 20. Bridge building (How they fit in the community
across-the-curricuium connections) 21. Opportunities for success 22. How to cope with disappointment 23, How to set goais-plan Group A was assigned to Gayle Bradford and she reported the following items to the comrruttec. Effective middle school practices and programs 1. Interdisciplinary teaming 2. Common kids/teachers 3. Flexible scheduling-block 4. Common area of building 6. 7. 8, 9. 10. Sense of community Shared vision Shared decision-making Students - active vs. passive learning Advisory programs (significant adult for each child) Individualized student planning I I i01/10/1996 15:57 FROM JOHN Id.WALKER F.R. TO 3710100 P. 1 7 II. 12. 13. 14. IS. 16. 17. 18. 19. 20 21. 22. Higher order thinking skills Intramurals Community service Team identity - logo Interdisciplinary units Parent involvement 1 ( 1 Common planning - interdisciplinary curricular planning Extended activities/high interest clubs Celebration of success/student recognition Inclusion (Special Education) Extended day programs Building leadership for administration and teachers (teacher empowerment) .1 r r Linda Young then reported about our programs in the restructuring schools. It was concluded that the schools have met the needs of the students. Block wheduling, loss of students, and the return of bells in the schools have caused major problems and a revamp for next year must be put in place The wnmtiee then discussed Part C of the charge - "Recommendations regarding process for developing and implementing the middle level program. This part brought several key questions. 1. How do we deal with this tranation? 2. How do the schools make this new concept wotk? 3. Why cant we do middle school with the ninth grade? The answers were not given but several topics were put on the table for the committee to discuss. They were as follows
Ninth grade Scheduling Related arts Sixth made Needs - physical, academic, and social Intensive training for administrators, registrars - must become advocates middle schools .Miow transfer of teachers, principals, others without penaltv /. A.* A 1 mA* __ Professional staff development Educate and inform the public The committee came to a consensus that all these topics were vital to the middle level transipon and a solution must be found and implemented for each The next discussion was about ninth graders. It was agreed that the ninth grade tk<i ___ area. would move and continue with the teaming wmponents. Teacher credentials problem in that if a teacher held werea a secondary certificate then he/she would go to the hieh schoo level. The Grandfather Clause was discussed and agreed tW issue for teachers was discussed and agreed that this was a major district-? u transition be throuithout the sir?' -n,^ involved? Again, an issue tha had to be a^ th^'" POsWity of a pilot school was brought up before the committee and was agreed that people like to see and want to see success. That bought about where would I I01/10/1996 15:58 FROM JOHN U.WALKER P.ft. TO 3710100 * P . IS this pilot school be or would there be more that one pilot school? Or do wc evw want pilot school? 8 Pat Higginbotham then recommended that the LRSD adopt the Middle School structure district-wide. Ann Blaylock seconded the motion. There were i 7 yeas and one no. Motioned was carried. Linda Young then announced that the next meeting would be December 14 and the committee agreed to this date. Time was set at 4:30 PM in the LRSD lounge. Members in attendence were: J Margie Powell Mary Banks Kathi Jones Linda Bell Diane Vihakar Leon Modeste Patrick Mahaffey Sherrye Keaton Pat Higginbotham John Burnett Linda Young Beth Munson Van Light Clementine Kelley Cynthia East Janice Wilson Dr. Vic Anderson Gayle Bradford Charity Smith Terry Huitt Ann Blaylock Susan Merry f .I -.I ,1 J J t 01^10/1996 15559 FROM JOHN U.WflLKEP P.fl. TO 3710100 P. 19 .4* K' Middle Level Steering Cornmittee Minutes December 14,1995 { Linda Young opened the meeting at ^
30 PM. She told the committee that the discussion of the ninth grade transition would be discussed later in the meeting but first the committee needed to hear the update from the board. The board, one year ago, agreed for the committee to be formed and to research the possibility of the district to be transformed to the middle school programming. The strategic planning plan number three endorsed that the middle school concept be set in motion and the board agreed Dr. Williams ask how things were going with the committee and as of today we dont have allot to report. Therefore we are instructed to give the superintendent and the board an update at the next board meeting which is January 25, 1996 at 6 00 PM. Also any business cases to be submitted before the board are due on Januarj' 8, 1996. In the business case a model of the middle school concept and implementation time (two years) will be presented. Ann Blaylock, Ricky Woole. Sammy Grandy and Susan Merry have agreed to be on a committee to help Linda Young write the business case. In the meeting last week, the committee found out that there are no required courses in the curriculum except .Arkansas history, This gives freedom on the course configuration, which will allow new options for a more progressive curriculum. This will make schools only responsible for student performance. A planning checklist is being constructed and this will allow the oommiffee to look at the different programs that can be implemented and these programs can be amended, added, or deleted to meet the needs of the students and the curriculum. This will be written and impiemented for ail eight schools. Therefore subcornmittees need be started and ready to work especially the program development committee. It v.'as reported that Maiuj Magnet is definitely not ready for the Transition and Dr. .'Anderson suggested that we not try to implement any new programs but focus on staff development for the schools not involved in the restructurins. Kathi Jones ask if these schools would be behind and Dr. Anderson said that thev were already behind and it would take awhile for them to be caught up with the other schools. He said that ve needed to help the staffs to adopt the middle school concept and lorm a new mina set. He said that at the magnet level, that upper level of skills in Arts/Scaences would be placed in the eighth grade since the ninth grade would be in the high schools. He said that all schools had been briefed on the middle school concept. Kaihj voiced her concern that if the magnet schools stayed a junior high and all Other schools went to the middle school concept, that this would cause problems. Everyone agreed. Eveiyone felt that since the middle school concept was the best concept, then all schools should be involved in the transition Dr. Anderson said that in the junior high grades w'as when we lost allot of students. This was the years when allot of discipline problems arose. The middle school 101 .'10'1996 16J00 FROM JOHN M.WALKBP P.fl. TO 3710100 P.20 concept will provide a better environment and curriculum for kids and would prevent the lose of students to the private schools or other districts. The committee discussed if ail schools would be part of the transition and the big issue was the staffs changing over to this concept. Linda brought up the time frame for implementation and the committee felt that two years was needed just for the staff development of teachers and planning the transition. The pilot school issue also arose in this discussion and the committee agreed that all schools would change. Beth Munson made the commit that since the sixth grade would be affected in this change and that the money and busing issues were something that needed to be discussed. She said that it made more sense to change all schools at once and that allot of problems would arise if we didnt do this transition all at once. Everyone agreed. Diane ask how this new concept would be introduced in the magnet schools. Staff development and workshops in-state as well as out-of-state would be provided for all staff members. Diane then ask. could we start now and Dr. Anderson said that we had to continue with the community forums because this would be a dramatic change for the communities and parents. He said we needed to introduce a model change to the parents and let them know what would happen to their schools and curriculums. The magnet schools was an issue that everyone was concerned about and how things would work, such as how would the selection of students be done and basically it would stay the same. The only problem that would arise is will all the ninth graders be able to attend Parkview? This is a concern of parents and this would h3^e to be worked out. I ! I i i i The next issue discussed was how many seventh grade teachers are involved in the restructuring concept at the present. One hundred percent in the four restructurina schools and 95% at Mabelvale. These teachers would become trainers for the other schools and that this training needed to start as soon as possible. Another issue raised was teacher credibility and it w-as reported that the state department was looking at a new certification of grades four through nine for middle school. zVter a iong discussion it was decided that subcommittees should be set up to articulate the problems that concerned the steering committee. The final issue discussed was the business case to be presented to the board January 8. Three categories had to be answered and those were the time frame, the magnet review and the shift distnctwide. Linda said that it would be possible to set time frames for each component needed for unplemerrtation. Dr. Anderson put forth to the committee that the first year would be for intensive outreach to the communities establish a new way of thinkmg, encourage evaluation of the new idea, introduction of middle school, and enhance school benefits. The second year would be training and orientation and the third year would be the implementation of the concept. Charitj Smith suggested was suggested that January throu^ June would be for training the subcoramfrtees on how to do their work, ^e topic discussed was when the staff development would start. It was Su^ested I(levelopment could stan for those teachers ready for the change and that teaminu could be staned before the grade changes began. It was then ask of those teachers01/10Z1990 16!0I FROM JOHH W.UftLKER P.A. TO 3710100 P . 2 1 w* involved in teaming to tell their feelings about the concept. This was done by Beth, Sammy, Ann and Patrick. John ask what percentage of other schools knew how this teaming concept worked and Ann said that SWe had no idea what it was but the other half could or want^ to start teaming in their schools. Motion was made to start the middle school concept in the year 1998-95 and there was a second. It was a unamnious vote on the year of implementation. i Dr. Anderson presented an initiative to the committee. FRAMEWORK Teaming master schedule construction problem (balance in stafSng)(block scheduling) - seventh grade level (element of choice-art/music two nine weeks and vocational course-one semester)(more sections of large classes and smaller classes ) poor uses of staff - state changing requirements need curriculum frameworks - wants and needs to modify the curriculum framework compare semester course wth semester course - ask permission to do business must have keyboarding (more important than Home Ecnomics) Meeting was adjourned by Linda. Next meeting tenatively set for January 4,1996 at 430 PM at the LRSD lounge. Attendance' Charity Smith Sharrye Keaton Linda Young Beth Munson Ann Blaylock John Burnett Mary Banks Kathi Jones Leon Modeste Pal HigginbothaTn Dr. Vic Anderson Susan Meny Patrick Mahaffey Terry Huitt Sammy Grandy Janice Wilson Diane Vihakar I I 1 1 I TOTAL P.21 I I AS'- !? ^,or' W. Walker To: AnnStown Date: r"0.-96 Time
52:01:17 JOHN W. WALKER, P.A. ATTORNEY AT LAW- < 1T23 BROADWAY LITTLE ROCK, ARKANSAS 722J TELEPHONE (501) 374-375^ , FAX (501) 374-418Y Page 2 of 2 < G' > JOHN W. WALKER RALPHWASHINGTON MARX BURNETTE AUSTIN PORTER JR, I J ^XJ
2 U-'- January 10, 1996 [DELIVERED BY FAX & U.S. MAILJ 7-S ) Ms. Ann Brown, Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock. AR 72201 r>
' Dear Ms. Brown
LlJ ,1* There is a Middle School Planning Committee for the LRSD. I have been trying to get the names of the members from Ms. Linda Young for the past three (3) days She declines to give it to me advising me that she is giving it to the superintendent to give to me. I still do ' not have it. Would you be kind enough to intercede and help obtain this information for me. iv Thank you for your assistance. 'Si Sincerely, (Original Signed By Undersigned Counsel} John W. Walker JWWJp cc: Ms. Linda Young Dr. Henry Williams f r r
( J 4. 6. ,-,5 1 . . r-yJOHN W. WALKER, PJL received JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER JR. ATTORNEY AT LAW 1723 BROADWAY LITTLE ROCK, ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 .JAN 1 2 1996 Office of Desegregafion Moniionng January 10. 1996 DELIVERED BY FAX & U.S. MAIL] Ms. Ann Brown, Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Brown: There is a Middle School Planning Committee for the LRSD. I have been trying to get the names of the members from Ms. Linda Young for the past three (3) days. She declines to give it to me advising me that she is giving it to the superintendent to give to me. I still do not have it. Would you be kind enough to intercede and help obtain this information for me. Thank you for your assistance. JVVW:lp Sin^rely, co: Ms. Linda Young Dr. Henry Williams Little Rock School District, OFFICE OF THE SUPERINTENDENT receives DEC 1 7 199/ December 16, 1997 Office OF DESESRESXnOMMQNirORlMQ Ms. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Brown: The Little Rock School District is preparing to enter into the planning phase of middle school implementation. We believe that this will be an important improvement in the educational experience for young adolescents. The need for this change has been recommended by parents, community members, district staff, and in both the Strategic Plan and the Student Assignment and Revitalization of Secondary Schools Work Teams. As a result of these recommendations, middle school implementation has been included in the Revised Desegregation and Education Plan. It is my hope that you will agree to serve on the middle school steering committee. The first meeting will be held on January 6, from 4:30 to 6:00 p.m., in the Board Room of the Administration Building at 810 West Markham. We anticipate this committee will function throughout the planning and initial implementation phases of this program. I hope you will plan to attend this session and participate on this committee. If you cannot personally participate, please consider designating a representative. Thank you for your consideration of this matter. I look forward to hearing from you. Sincerely, Leslie V. Gamine Superintendent of Schools 810 West Markham Street Little Rock, Arkansas 72201 (501) 824-2000 DATE: deceived Little Rock School District 810 West Markham Little Rock, AR 72201 1 7 1998 OFFICE OF MSEGftEGATlONMONITDBlKie February 6, 1998 TO
FROM: RE: All Middle School Steering Committee Members Linda Young, New Futures Liaison and Restructuring DirectorcX^^ Draft Mission Statement Please find enclosed the draft mission statement for the LRSD Middle School Program. Thanks so much to Annie Abrams, Ann Blaylock, Marian Lacey, Liz Lucker, Beverly Maddox, Walter Marshaleck, Vic Anderson, and Diane Vibhaker for all your hard work and efforts in drafting the mission statement! The mission statement sub-committee will present this draft to the full committee for acceptance at the meeting on February 10, 1998. See you there!!RECEIVED DRAFT February 5, 1998 FEB 17 1998 omCEOF DESEGREGATION MONITORING LRSD MIDDLE SCHOOL PROGRAM MISSION STATEMENT The mission statement of the Little Rock School District Middle School Program is to meet the unique needs of all young adolescents, equipping them with the knowledge and the Intellectual, physical, emotional, and social skills to successfully accomplish the transition to high school. This is achieved through: a developmentally appropriate curriculum that is challenging, integrated, relevant and exploratory
specially trained, nurturing educators using varied teaching and learning approaches within a flexible organizational structure
strong family and community partnerships
programs and policies that foster health, wellness, and safety
and a faculty advocate for every student.CF Little Rock School District 810 W. Markham Little Rock, AR 72201 MAR 1 1938 DATE
March 12, 1998 OFFICE OF desegregation MONtTORlNQ TO: Vic Anderson, Ann Brown, Pat Brown, Dana Chadwick, Don Crary, Donna Creer, Jo Evelyn Elston, Sara Facen, Ray Gillespie, Charles Green, Yvonne Henderson, Marion Lacey, Sadie Mitchell, Cassandra Norman, Margie Powell, Sam Stueart, John Walker, James Washington FROM: RE: Linda Young, New Futures Liaison and Restructuring Director Middle School Steering Committee Handouts Please find enclosed handouts from the Middle School Steering Committee of March 10, 1998. The next meeting is scheduled for April 14, 1998 at 4:30 p.m. in the Board Room. I look forward to seeing you there!Little Rock School District Middle School Steering Committee RECEIVED Agenda MAR 1 5 1998 March 10, 1998 OFFICE OF DESEGREGATION MONITORING II. III. IV. V. VI. Submission of Middle School Mission Statement How Do Middle Schools Differ From Junior High Schools? Interdisciplinary Teaming What is it? Advantages for students, teachers, and parents. Beliefs, Strengths, Issues/Weaknesses, Strategies Focus Committee Chairpersons Meeting Wednesday, March 18,1998 - 2:00 p.m. Board Room Next Meeting - April 14,1998LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 March 26, 1998 TO
Board of Directors FROM: Middle School Steering Committee THROUGH: Dr. Les Gamine, Superintendent SUBJECT
LRSD Middle School Program Mission Statement The Little Rock School District Middle School Program Steering Committee is pleased to submit to the Board of Directors for adoption the following mission statement. The mission of the Little Rock School District Middle School Program is to meet the unique needs of all young adolescents, equipping them with the knowledge and the intellectual, physical, emotional, and social skills to successfully accomplish the transition to high school. This is achieved through: a developmentally appropriate curriculum that is challenging, integrated, relevant and exploratory
specially trained, nurturing educators using varied teaching and learning approaches within a flexible organizational structure
strong family and community partnerships
programs and policies that foster health, wellness, and safety
and a faculty advocate for every student.How Do Middle Schools Differ From Junior High Schools? Goal Area Junior High Middle School School Environment Content centered
School components function separately. Child and need centered, designed to address needs of adolescent students. Knowledge (includes what society expects students to learn during their schooling experience) Accumulated pieces of infomnation that can be identified and listed. A combination of needed skills and information that is rapidly changing and infinite in scope. This initial difference in views provides the base from which the rest of the factors flow. Curriculum Divided into academic and special subject areas separated by category. Thematic and interdisciplinary units closely related to the students real world and including complex skills and factual infonmation. Teachers Seen as subject specialists who understand and relate well to students-usually for one period each day. Seen as generalists who are competent in several areas and can teach a wide variety of students by adapting the program to the students needs
on teams that form close relationships with their students._________ School Organization Subjects compartmentalized by faculty, facility, and schedules. Subjects integrated through interdisciplinary teaching teams and flexible time blocks. Grouping for Instruction Students grouped in classes according to their acquired knowledge as determined by test scores and other measures. Flexible grouping based on the needs and interests of the students and the skills to be developed.___________________________ Classroom Activities Information is imparted to students primarily through teacher talk, textbook assignments, or audiovisual presentations
the student is a passive learner. Infonmation that is useful and meaningful to the student is imparted through active student participation in the classroom. Student Placement Standards of desired physical, social, emotional, and intellectual growth used for student placement in school levels. Wide diversity of physical, social, emotional, and intellectual growth with the school adapting to students.___________ Requirements Specific competencies for particular grades that are sequential and have prerequisites. Skills developed according to students' individual levels of growth and readiness. Student Assessment Evaluation primarily through teacher- developed tests, textbooks tests, or standardized tests that focus on recall of learned facts. Evaluation through perfonnance-based activities (observation, products, and tests). Health Services/ Community Connections Generally provided by part-time nurse. Health promoting environment. Provides linkages/access to health/social services. Augments resources for teachers and students.WHAT ALLOWS A TEAM TO WORK SUCCESSFULLY? Management of Team 1. 2. 3. 4. The team is fully operational only when they share a group of students, a block of instructional time, and a daily scheduled team meeting time (Prep period) The team develops and puts in place a set of team expectations and policies. The team monitors student behavior and academic performance on a regular basis. The team uses team detentions and after-school work sessions to relieve administrators of dealing with the less serious discipline infiactions. 5. The team conducts full team meetings and programs with all the students on a regular basis. What And How The Team Teaches 6. The team balances the students workloads by coordinating projects, homework, tests, etc. 7. The team regularly showcases student work on team bulletin boards and displays. 8. The team develops and uses interdisciplinary, cross- disciplinary, and integrated units where feasible. 9. The team coordinates with exploratory teachers as much as possible.10. The team makes full use of flexible block schedule and manages student contact time as needed to maximize learning. SCHOOL-HOME COMMUNICATIONS 11. The team and administrators enjoy mutual understanding of roles, respect, trust, and confidence. 12. 13. 14. The team and the students develop and constantly use a team identity. The team commimicates regularly with parents and conducts parent and student conferences as a team. The team meets regularly with counselor, special services teachers, administrators, and exploratory teachers on a regular basis. Thanks to Howard Miller, some of whose ideas appear here Amrppcg SCHOO/ THOHOorno 6Vha/ Zr a Sajo or fnore teachers' ujho share the sar^e stiAdents- for core CAtrricaleAfn coA.rses. -fti/e t&ach.er /e-afK: ne^lis^hi ^eadint^y T^ath&fnafics^i So&iaL Stcidi&s^^ Sd&n&& fo(A.r t&ach&r (Ar/s^^ l^a/ke/Ka/Lcs^y Social S/mUcs'^ Science- IA tiAAo teacher tean^.'- Cam^iA/Ai^e i^rZjr[]5o6viaZ StcAjdieSy T^athe/natic^Science /hr&e fcacher fcat^y u^i/h ^(Axients^ faking at Icasf one core coiArs^e oiAois'ide the ieart: Cam^cAat^e Sxr/s^y Social Siadies'y ScienceTeaching in the Middie Ways to Use Common Pianning Time 1. Hold formal and informal team meetings to discuss students, parents, schedules, curriculum issues, school business, and team policies and procedures. 2. Plan grade level/departmental meetings or sessions with administrators and/or colleagues to foster communication and an appropriate level of shared decision-making. 3. Offer special staff development activities or a mini-workshop for selfimprovement, including short audio/visual training tapes, lectures by district personnel, or programmed texts/workbooks. 4. Develop interdisciplinary approaches or units. This could be a high priority for common planning time get-togethers. Try integrating a concept, skill, or topic on a daily basis in at least some small way to help students understand the correlation between their teachers, subject areas, and skills development. 5. Reward students. Celebrating student success should be a regular occurrence and should vary from appreciation roles and verbal praise to student work displays. 6. Conduct student and parent conferences. It is important to build talking time into the weekly schedule for dealing with both student and parent problems as they arise. Remember, an ounce of prevention is worth a pound of n 7. Share teacher ideas, concerns, worries, failures, and successes. Fostering morale, emotional health, and well-being and providing outlets for sharing war stories or brainstorming creative ideas are musts. 8. Update team records. Documenting team events, discussions, and decisions is important to team success. This includes everything from student records to team minutes so that paperwork does not become a burden at any given time. 9. Organize team events, celebrations, or field trips. Building a strong team identity depends upon a teams ability to plan and implement a wide variety of special happenings for all teachers and student members of the team. 10. Update team calendar to coordinate course requirements, test dates, class excursions, and special lesson plans. Avoiding duplicate or conflicting class requirements or regulations can pave the way for considerable academic achievement. 11. Brainstorm solutions to problems or alternatives for decisions. Holding short stand-up team meetings during the day can help solve short-term problems or aid in making short-term decisions as the come up. 12. Enjoy a social time with special treats or a potluck lunch. Take time for fun and socializing among yourselves. cure. Source: The Definitive Middle School Guide: Imooene Forte and Sandra SchurTeaching in the Middle Definitions Essential To Teaming Success 1. Interdisciplinary Teaming: The interdisciplinary team is the heart of the middle school and requires that the same group of teachers share the same group of students housed in the same part of the facility for the same block of daily instructional time. Teams vary in size from two to six teachers representing core curriculum areas and serve students ranging from 70 to 150 in number. 2. Interdisciplinary Instruction: Teams of teachers combine their expertise and course content to integrate the disciplines and interface common areas of the curriculum. 3. Team Teaching: Team teaching is a practice that allows for two or more teachers as instructional leaders in the planning, teaching, and evaluating of a single lesson or a unit of study. 4. Flexible Block Schedule: A team of teachers shares a group of students for an uninterrupted block of instructional time ranging in length from 120 to 210 minutes each day. Teachers have flexibility during that period of time to group and regroup students for instruction as well as to vary the length of each instructional period. 5. Common Planning Time: Interdisciplinary teaming works best when teachers on the same team have a common planning period during which they can meet together on a daily basis to hold team meetings, student/parent conferences, and plan interdisciplinary instruction. 6. Team Identity: An interdisciplinary team works hard at creating smallness within bigness for its group of assigned students. This is accomplished through the mutual development of a team name, colors, logos, slogans, cheers, handshakes, etc. It is also enhanced through team events such as team parties, traditions, celebrations, and contests. 7. Team Leader: Every interdisciplinary team has a team leader who facilitates the teaming process for its members by coordinating the teams meetings, activities, budget decisions, and communications with the schools administrative team. 8. Team Handbook: An effective interdisciplinary team develops a team handbook for the students and parents they serve. The purpose of this handbook is to share the teams philosophy, goals, policies, procedures, expectations, and plans for the school year. 9. Team Meeting: An interdisciplinary team holds daily team meetings during its common planning time in order to carry on the assigned duties and responsibilities of the team itself. 10. Team Rules and Discipline Plan: Interdisciplinary teams place a high priority on establishing a meaningful set of team rules and discipline procedures that are consistent throughout the school day regardless of the varied teacher personalities, styles, and disciplines. Source: The Definitive Middle School Guide: Imogene Forte and Sandra SchurCreating a Model Middle School The team process is successful when... needs of students are met. students feel good about themselves. the administration and school district support the teams efforts. block-of-time scheduling is utilized. there is flexibility in daily, weekly, and monthly schedules. teachers believe in the middle school concept. special needs students are included within the team process. conflicts among team members are resolved. team members are willing to share ideas and responsibilities. organized knowledge and skill development are correlated regularly. parents are integral to the team. there is adequate time for team planning and that time is productive. resource people are available to the team. the team leader successfully involves all members in team activities. local options are utilized by the team. pupils are in various grouping arrangements during the day. team members practice good human relations skills. teams take time to evaluate their effectiveness. staff development activities are provided. Source: Elliott Y. Merenbloom, The Team Proces: A Handbook for Teachers. Columbus, OH: National Middle School Association, 1991.by Peter C. Sculps S' 9K omeone once said that if you wanted to invent an institution designed to make people fail you would come up with the traditional junior high school. The grades 7-8-9 junior high used to be the most common form of middle grades school in America. Today, however, the grades 6-7-8 middle school is both the most common and the fastest growing type. (A middle grades school is any school that includes at least one grade within grades 5-9.) This is good news for parents and for their young adolescent sons and daughters. A few years ago, the Carnegie Council on Adolescent Development published an influential report, Tumiyiff Points: Prepanng American Youth for the 21st Century, which described the fundamental mismatch between w'hat young adolescents need from a school - physically, intellectually and socially-and what most middle grade schools offer. If your son or daughter is now or will soon be 10 to 15 years old, here is what you need to know about middle schools. Balai'icing ehonge with intimacy Middle schools are especially designed for the developmental characteristics and needs of young adolescents, not younger elementary school children or older teens. As a parent, you know (or will soon know!) that young adolescents are changing in all aspects of their lives. In fact, development between ages 10 and 15 is more rapid than at any time other than infancy. To balance the personal changes they are going through, young adolescents need stability and continuity in their surroundings. Instead of going to a junior high where, as in high school, students switch classmates and teachers every 50 minutes, the middle school approach builds a more .stable peer and teacher group by assigning slutienls and tcacliers to teams. to which the team members often attach colorful names and catchy slogans. 16 a word S!, ikiS =i These students take their classes together, from the same group of teachers, often stajang together for all three years of middle school. This team approach provides stability and intimacy in what would otherwise be a large and impersonal setting. Instead of being just one unattached boy or girl in a school of 1,000 or more, most middle schools (which ideally have a size of no more than about 600-700 students) divide their students into teams of 80-100 students and three to five teachers. More and more, these team teachers also play a bigger guidance and advisory role than teachers in the junior high setting. Middle school teachers are supposed to help young adolescents develop social skills and understand their own and others emotions, assist them in developing better study routines and learning skills, and in general, provide tliem with at least one adult at school who they know really cares for them. The team structure of good middle schools is rellected in classroom activities, too. Instead of individual students working alone, middle schools make use of cooperative learning." Students are gi-ouj^ed together, whether in pairs or slightly larger gi'oups, to work jointly on projects. This approach stimulates participation and leadership by students who normally take a back seat, taps young adolescents need for large doses of socializing, and helps young jjeo-ple learn a skill that they will need in the real world-how to work in groups to solve problems. Connecting the pieces of the curriculum The middle school team approach allows teachem to "integi'ate their As a parent you know that youno adolescents are changing in efi aspects of their fives. To bolonce the persona! chonges they are going through, young adolescents various subject areas into broader themes and units. Young adolescents are trying to make sense of their world, to make connections between the pieces of knowledge they get in separate subjects and undei-stand the relationships among them. Middle schools build tliese connections across the cuniculum. The study of ecology, for example, can easily include knowl^ge from life and earth sciences, mathematics, social studies, health and language arts/communications. Woven together, these subjects become far more interesting to young adolescents because thej' can see how school helps them understand their world. Exploring and contributing to Young adolescents are in a quest discover themselves, to constmet a n fc s o COsVi ..J -d
iTy ona liYV ll frie!f surrcunc personal identity and self-definition that includes what they believe in (values), what they like (interests) and what thw're good at doing (talents). Tlierefore. middle schools offer plentiful op}>or-tunitics for young adolescents to take "ex-ploratoiy" minicoui'ses that are usually ungraded and simply provide a range of exijenenees that allow them to discover their interests and talents. G(km1 middle school educators also know that young adolescents need to rZ/i IO DP Sept'Oc: 1W3 piH'tieipatf ..meaningfully in their schools, faniilie.s anti communities. They need to know how they fit into the larger world and how they can make a difference. They arc more able than younger children to take part in (iecision making at home, school and other settings. This development is sometimes unsettling to parents and other adults, but it is part of the normal process of growing up. At home, young adolescents often argue as much to understand themselves as to convince parents. Even as they are concerned with themselves, however, their intellectual and moral development increasingly enables them to understand the needs of others and to want to contribute to the larger community. Middle schools encourage this prosocial behavior by providing opportunities for young adolescents to serve their communities, from tutoring younger children, to making recommendations about safety in the parks, to producing public service announcements about social issues ranging from P7A TODAY, 5ept.lOc\. 1993 pollution to AIDS. The best middle schools lake service a step farther and offer "service learning." They incorporate service experience.s into the curriculum and require reading and observational study before the service and writing and speaking about it afterwards. The results '^he bottom line question is, of course, a do middle schools and middle school practices work? The evidence is beginning to mount up, and the answer is yes. For example, in an ongoing study of more than 4,000 students, the University of Illinois and the Association of Illinois Middle Level Schools have found the following: Middle schools with cooperative learning, integrated curriculum, team teaching, health promotion programs and teachers as advisors, among other elements, have students whose families are more involved with the school, who score higher on self-esteem and academic adjustments, achieve higher scores on stamiardized tests of Ian-gtiage. inalhemalics awl reading'and experience lower levels of delin()uen-cy. stres.s and substance abuse. Parents sometimes wonder whether the middle school emijhasis on a nurturing and supportive school environment is consistent with a strong academic program and high achievement. The studies available today suggest the two are strongly connected: The secret Io the academic success of students in middle schools is th.e schools' atlentireness to the social and emotional needs of youny adolescents. The caring, connections and support found in a good middle school help even previously low achievers adjust better to school and achieve at higher academic levels. Middle schools make sense. If your son's or daughters middle school uses the practices listed above, count yourself and your children lucky. If your middle school doesnt do these things, or if your community has a junior high that isnt sensitive to what your young adolescent son or daughter needs, let your voice be heard. And take heart. Although it might seem as if your community wont do all that is involved in having a good middle school, there are now more middle schools than junior highs, and that trend shows no sign of diminishing. Most communities are changing to middle schools-some more slowly, but changing nevertheless. In a 1992 study of middle school principals across the country, the National Association of Secondary School Principals reported that parent groups like the PTA were the single most influential special interest group having an impact on their middle schools. Family participation is a big part of the middle school philosophy. Middle school educators expect to see your involvement and hear your voice. Let them know you want responsive middle schools for your children, and that the parents in your community wont settle for less! Peter C. SrMks. PhD. in the St. director of national iyiitiatire.': of the Center Jar Early Adolescence. Unirer.sity ofE'orth C'aralina at Chapel Hill. Hr i.s a jTcyuent eiintril/ntar tn natianiil pnlilications and is the author of many articles and sc.ecral honks, incliidiny Windows of Opporluiiitv: Improving .Middle Craiies Teacher Preparation and 1\ Portrait of Young Adole.s-cents in the 1990s, 6o'// ]iabtiskcd by the Center Jar Early Adalenrrnce. D-y Carr Mill Toirn Cenlii', C'lrrburu. .VC .7510. 17 Middle School Steering Committee Meeting February 10, 1998 Strengths Group 1 1. A pool of trained and experienced middle level teachers. 2. Ethnic diversity and potential for greatness. 3. Support of community and Board of concept. A = in place Group 2 B = the way it ought to be 1. Developmentally appropriate. (B) 2. Strategic plan with middle school component. (A) 3. Cross-curriculum instruction. (B) 4. 5. 6. 7. 8. District leadership (downtown) commitment. (A) Cadre of trained personnel already in place. (A) Ability to utilize smaller units that focus on individuality as part of family/team. (B) Site-based management is accepted as practice. (A) Safe, nurturing environment developed from middle school approach fosters capacity to improve discipline - attendance, reduce dropouts, etc. (B) Group 3 1. 2. 3. 4. 5. 6. 7. Existing staff (core knowledge, enthusiasm, prophets, and reservoir of ideas/strategies. Growing consensus for change. Site-based management developing. Community far more supportive of schools than in the past. People open to idea that were perhaps not effectively addressing needs of this age group. Strategic plan contains middle school buy-in. Existing pool of students who have been through programs. Group 4 1. Trust building underway and collaboration. 2. Strong foundation among faculty/administrators 3. Flexibility in time and staff use. 14. Parents recognize need for change. 5. Enables exploratory curriculum. 6, Board commitment/support and leadership. Issues/Weaknesses Group 1 1. Test oriented rather than student oriented. 2. Fear/anxiety in dealing with change. 3. Public perception of lack of safety and an academically challenging education at some schools, i.e., junior highs. Group 2 1. Time as a finite resource. 2. Parental concerns - 6 grade and 9* grade/lack of community 3. 4. 5. 6. 7. cohesiveness regarding middle school. Limited staff development. Space - physical capacity in buildings and rezoning, and school closings/consolidation - definite directors. Money. Assignment/reassignment of staff and attitude about it. Attending to the whole person or student. Group 3 1. Resources and dollar focus. 2. 3. 4. 5. Conflicting agendas/parents/teachers/administrators/community
vested interest in status quo! Staff fears change
job security, placement, job description, working conditions, and LRSD past track record. Parents fear change: dont really understand why, what, how, (some) distrust over another reform. LRSD has history of not implementing change well. 26. Administration buy-in and support (downtown.) 7. Community not wanting to consider more big changes right now. 8. Top down decision-making. Group 4 1. Facilities. 2. Teacher/administrator/parent resistance, uncertainty. 3. Difficulties with keeping the philosophy and mission central. Strategies Group 1 1. Comprehensive and broad based articulation of model. 2. Strong public relations campaign. 3. Continued community participation throughout planning process. Group 4 1. Adequate time and training for teachers to plan. 2. Work with the universities. 3C-, Vj Little Rock School District t. '1 April 1. 1998 Ms. Ann Brown, ODM 201 E. Markham, Suite 510 Heritage West Building Little Rock. AR 72201 Dear Ms. Brown
The LRSD. LRCTA and New Futures for Youth professional development designed to acquaint LRSD teai^ers^ middle school concept. This is the event that was referenced committee meeting. are jointly sponsoring a grades 6-8, with the in the last steering Please accept this special invitation to attend this an overview of the middle school program J at 11:45. Grainger Ledbetter will be the . u IIS, special invitation to attend this confprpnro nr i n wdl provide the opening remarks for the conferen^ MaXS a na ionak " thr overview the Sddle jSioXroorani n the morning session. Lunch will be served at 11:45 Grainger Ledbetter will^hp^thp Enclosed for your information is teachers in grades 6-8. a copy of the flier that was distributed to If you plan on attending, please call Biondell reservation. or me at 324-2112 to make your Thanks so much. Sincerely, Linda Young Chairperson, Middle School Steering Committee 810 West Markham Street Little Rock, Arkansas 72201 (501)324-2000A Special Invitation to "An Introduction to Middle Schools" (Designed to Acquaint LRSD Teachers, Grades 6-8, with the Middle School Concept) National Presenter, Mary Mantei Presentations From LRSD Teachers Friday, April 10,1998 (LRSD Staff Development Day) Registration Begins at 8:30 a.m. Program 9:00 a.m. to 3:00 p.m. Little Rock Hilton Inn 925 South University RECEIVED APR 3 1998 Lunch Provided OFFICE OF PESEGREGATION MONITORING Don't Miss This Opportunity Limited Enrollment!!! First Come - First Serve! Call Now 324-2112 To Make A Reservation Sponsored by the Little Rock School District, Little Rock Classroom Teachers Association, And New Futures for Youth RECSIVEO APR 2 Little Rock School District 810 West Markham Little Rock, AR 72201 OFflCc OF 0SESRGARQ.MOWrafl|Aie DATE: April 16, 1998 TO: Annie Abrams, Nancy Acre, Ann Brown, Pat Brown, Dana Chadwick, Sara Facen, Brady Gadberry, Ray Gillespie, Charles Green, Katherine Wright Knight, Grainger Ledbetter, Mark Milhollen, Lou Ethel Nauden, Cassandra Norman, Gene Parker, Vernon Smith, Sam Stueart, John Walker, James Washington From: 1/ inda Young, New Futures Liaison and Restructuring Director RE: Middle School Steering Committee Handouts Please find enclosed handouts from the Middle School Steering Committee of April 14, 1998. The next meeting is scheduled for Tuesday, May 12, 1998 at 4:30 p.m. in the Board Room. I look forward to seeing you there!0 Little Rock School District Middle School Steering Committee Agenda AR? 2 0 1998 OFFICE OF 'OSBREGATION MONITORINS April 14, 1998 Update on Professional Development held on 4/10 II. Committee Activity Chairpersons Meeting Curriculum Committee
Parent/Community
Staff Development: Student Programs: Elementary: 4/15, Board Room, 4:15 4/9, 5/19, IRC, 4:30 4/21, PHJH Library, 4:30 4/8, 4/30, Board Room, 4:00 4/13, 5/11,4:00 III. 9'^ Grade Centers IV. Beliefs, Strengths, Issues/Weaknesses, Strategies V. Next Meeting - May 12RECEIVED AGENDA AN INTRODUCTION TO MIDDLE SCHOOLS APR 2 0 1998 OffiCEOF toREGATIOfJMONlTORlN'Q Presented by the Little Rock School District, Little Rock Classroom Teachers Association, and New Futures for Youth APRIL 10, 1998 9:00 Welcome Linda Young South Ballroom Opening Remarks Dr. Les Carnine 9:30 The Middle School Puzzle Mary Mantel 11:45 Lunch South Ballroom Introductions Dr. Vic Anderson Luncheon Speaker Grainger Ledbetter 12:45-3:00 Afternoon Sessions Session One Teaming At Its Efest LRSD teachers share their experience and expertise on teaming. Board Room Ann Blaylock Wayne Knight Bettie Williford Beverly MaddoxSession Two Catch a Unique Bird Instructional strategies that work for adolescents South Ballroom Mary Mantel Session Three Paideia: A research based curriculum reform program that engages students in the learning process. A team of Cloverdale teachers join a Paideia consultant to share successes, information and expertise about Paideia. Ozark Room Joyce Tatum Estella Nesmith Clarence Allen Keena Eddington Marie Boone Homer Fairchild Session Four Teaming Together Senate Room Learn from the expertise of LRSD teachers how working together as a team makes a difference for students, teachers, and parents. Susan Merry Sam Grandy Carolyn Lamb Note: Each participant should select to attend one afternoon session. Please register for session of your choice by signing the session sheets at the registration table between 8:30 and 9:00. All sessions will have maximum enrollments as a courtesy to all participants and presenters.An Introduction to Middle Schools Pluses and Wishes April 10, 1998 2 0 i938 Office 0? OfSEGRfGATOfJMOTOfillVfi Pluses I was fully motivated by the things Mary shared about the Middle School concept. I wish our district was ready to implement now. The ideas were refreshing and unique. Im so glad I came to this workshop. I was going through a dry period but now Im rejuvenated. so The session was very informative and helpful. After 14 years of teaching. New ideas and approaches are always welcomed. Good stuff on block schedules. Fabulous ideas! Thanks for the packet. Good overview of the Middle School Concept. Lots of great ideas to incorporate into our classroom. Very good. Things that can be applied on Monday. Mary is a wonderful presenter. She is energetic and informed. Good examples. Excellent participation by all presenters and hands on experience. A good reaffirmation of the middle school beliefs. Good workable ideas from Mary. Great presentation but redundant for Jr. High teachers. Mary is wonderful. The presenter was an excellent speaker and varied the activities. Good speaker. Veiy encouraging. Very organized and knowledgeable about the teaming - made you want to do it. Ms. Mantei ideas were great! I plan to use some. Great ideas about how to get students more involved in book reports and novels. Great ideas about schedule changes. _ No wasted time. Clear explanation of how middle schools and junior highs different. Good presenter. Chock full of great ideas. Excellent pacing. are Mary Mantei was great! I love the ideas that were given. Mary Mantei was an excellent presenter. Great chince!' Presentation of personal knowledge and experiences by Dr. Gamine which gave evidence that this new approach and direction can work and has a positive outcome. Participation in actual activities that can be used in the classroom. Good! Everything great! Both sessions were very informative. I enjoyed everything, there should be more days like this! Great information about middle schools. Wonderful break out session Paideia! Very well organized. Speakers were easily understood (verbally) and energetic. Excellent! Nice speaker. Loved seminar. Mary Mantei was very energetic and very well informed. Excellent! Interesting, focused, well-organized. Good ideas from smart strangers. Session was very informative. I was enlightened of the expectations of middle school. Wonderful presentation. More interaction. More time to discuss. Speaker introduced positive methods of implementing team teaching. Specific examples in which students can succeed. The session was outstanding, and I really enjoyed all the speakers. Mary Mantei did an outstanding job. Good information. Good general information. Speaker was interesting. Good classroom ideas. Presenter and subject matter are pluses. Effective planning. Good instruction. Positive presentation. Good session. The activities were most interesting. Sorry we had to rush. Very informative! Presenter did an excellent job. Perhaps teaching can be fun again. The sharing and video added flavor to the workshop. Morning motivational speakers whom reinforced some critical options. Great team teaching strategies and success stories. Good. I enjoyed everything. The district needs to follow through. Wishes More of the same!! The Turning Points 4s at the begiiming might need to be a preliminary course. Either we already know it forwards and backwards,, or we need much more. I wish teachers in the Junior high schools could be present at a session like this one. We had more time to talk to 6* grade teachers. More time to go over the activities. More, more, more of Marys ideas! Not all my questions were answered - such as: When do we as a district plan to go to the Middle School concept? How will it be determined? Which teachers go to which school? Will my experience allow me the chance to choose a middle school to which I would like to move? Will our curriculum change or will we continue to add to and change as new texts are adopted? Some of this sounds more like sight based managed schools. Will I as a teacher really have an input as to what I teach and how I teach it? Im sure there are a thousand other questions of which I have not thought and perhaps Im jumping the gun a bit. We elementary people seem not to know as much as some of the junior high teachers! For more opportunities like this. More! More days should be spent like this
along with more interaction and sharing of experiences with teaming! We had more staff developments like this one. To be trained in Paideia. More, more, more. Excellent! I would like to hear how ciuriculum might change when junior highs change to middle schools. We had more time to view the middle school. I hope that the school district and administration commits to this project financially and supportive. I really hope that this is not just another fad or trend. I wish Mary Mantei had more time to go through the remainder of her material. Very good - would like to hear Mary Mantei more. Use the speaker as a refresher for schools that are already doing teaming or other aspects of middle school concepts. More time - 2 days. _ A larger room to accommodate teachers. More of the same attributes of teaming.Middle School Steering Committee Meeting February 10,1998 Strengths Group 1 1. A pool of trained and experienced middle level teachers. 2. Ethnic diversity and potential for greatness. 3. Support of community and Board of concept. Group 2 A = in place B = the way it ought to be 1. Developmentally appropriate. (B) 2. Strategic plan with middle school component. (A) 3. Cross-curriculum instruction. (B) 4. District leadership (downtown) commitment. (A) 5. Cadre of trained personnel already in place. (A) 6. Ability to utilize smaller units that focus on individuality as part of family/team. (B) 7. Site-based management is accepted as practice. (A) 8. Safe, nurturing environment developed from middle school approach fosters capacity to improve discipline - attendance, reduce dropouts, etc. (B) Group 3 1. Existing staff (core knowledge, enthusiasm, prophets, and reservoir of ideas/strategies. 2. Growing consensus for change. 3. Site-based management developing. 4. Community far more supportive of schools than in the past. 5. People open to idea that were perhaps not effectively addressing needs of this age group. 6. Strategic plan contains middle school buy-in. 7. Existing poo'lof students'who have been through programs. " T Group 4 1. Trust building underway and collaboration. 2. Strong foundation among faculty/administrators 3. Flexibility in time and staff use. 14. Parents recognize need for change. 5. Enables exploratory curriculum. 6. Board commitment/support and leadership. Issues/Weaknesses Group 1 1. Test oriented rather than student oriented. 2. Fear/anxiety in dealing with change. 3. Public perception of lack of safety and an academically challenging education at some schools, i.e., junior highs. Group 2 1. Time as a finite resource. 2. Parental concerns - 6* grade and 9^^ grade/lack of community 3. 4. 5. 6. 7. cohesiveness regarding middle school. Limited staff development. Space - physical capacity in buildings and rezoning, and school closings/consolidation - definite directors. Money. Assignment/reassignment of staff and attitude about it Attending to the whole" person or student. Group 3 1. Resources and dollar focus. 2. 3. 4. 5. Conflicting agendas/parents/teachers/administrators/community
vested interest in status quo! Staff fears change: _ job security, placement, job description, working conditions, and -* -' ' ' " LRSD past track record. Parents fear change: dont really understand why, what, how, (some) distrust over another reform. LRSD has history of not implementing change well. 26. Administration buy-in and support (downtown.) 7. Community not wanting to consider more big changes right now. 8. Top down decision-making. Group 4 1. Facilities. 2. Teacher/administrator/parent resistance, uncertainty. 3. Difficulties with keeping the philosophy and mission central. Strategies Group 1 1. Comprehensive and broad based articulation of model. 2. Strong public relations campaign. 3. Continued community participation throughout planning process. Group 4 1. Adequate time and training for teachers to plan. 2. Work with the universities. 3received Little Rock School District 810 West Markham Little Rock, AR 72201 MAY 1 4 1998 OFFICE Or DESEGREGATION MONITORINS DATE: May 13, 1998 TO: Annie Abrams, Nancy Acre, Ann Brown, Pat Brown, Dana Chadwick, Jo Evelyn Elston, Sara Facen, Ray Gillespie, Charles Green, Marian Lacey, Carolyn Lamb, Grainger Ledbetter, Liz Lucker, Walter Marshaleck, Mark Milhollen, Lou Ethel Nauden, Cassandra Norman, Vernon Smith, Sam Stueart, Tom Teeter, John Walker, James Washington FROM: ida Young, New Futures Liaison and Restructuring Director RE: Middle School Steering Committee Handouts Please find enclosed handouts from the Middle School Steering Committee of May 12, 1998. The next meeting is scheduled for Tuesday, June 9, 1998 at 4:30 p.m. in the Board Room. I look forward to seeing you there! Encl.Little Rock School District Middle School Steering Committee Agenda May 12, 1998 Remarks Dr. Les Gamine 11. Committee Reports Curriculum Gene Parker Elementary Sadie Mitchell Staff Development Ann Blaylock High School Jodie Carter Communications Suellen Vann Student Programs Jo Evelyn Elston III. Committee Chairpersons Meeting 4:00 prior to each steering committee meeting IV. Next meeting June 9,19981 EARLY ADOLESCENCE: A TIME OF CHANGE 2 Early Adolescent Characteristic Characteristic Description 3 Impact on Curriculum Development and Decision Making 4 Impact Description YES NO >Rapid growth >Short attention span/ resting brain >Ten minute attention span >Hormonal imbalance >Attention span >Low self-esteem >Makes transitions slowly >Physical maturation >Aches, pains
cant sit on hard surfaces very long
brain shuts down
physical hunger >Impulsive
inattentive
unorganized
seems lazy >Trouble sitting
fidget}'
mentally bounces from one topic/activity to another >At one moment sleepy -> hv'per
mood swings >10 minutes, cant sit still >Emotional
sensitive
selfcentered
lack of motivation
mood swings >Gro\\1h spurts
body parts become body parts
preoccupation with sex J >Cant stay in seat - need to go to the nurse, eat in class, tired, head on desk >Multi-sensory teaching
flexible scheduling & grouping >Design of the content areas/ curricula
delivery/integration of the curriculum >Opportunities supplied for both action (hands on) and quiet (lecture) >Change in teaching sh ies >Appropriate sensitivity training for teachers
self-awareness training for students >Time must be provided for an appreciation of the physical maturation (socialization of sex) >Mood swings >Excessive energy >Moral and ethical concerns (faimess/justice) >Dried-up brain syndrome >Insecurity >Critical/judgmental >Mood swings >Happy, sad, anxious
wear feelings on their sleeves >Horseplay
teasing
fidgeting
inappropriate physical contact >Want to make own rules
bend rules when con\ enient >Gradually students ha\e become unaware of education, especially in 8th grade >Peer pressure
fear of failure
non-joiner
highly critical >Depend on peers emotionally J >Rcproductive organs grow >PhysicaI changes/ appearance >Body changes
giggling
sexual overtures >Seating arrangement
personal space
understanding teacher
flexibility >Classroom management
evaluations >Less didactic instruction and more coaching is necessary >Defensive
aggressive behavior
fights
he said - she said Embarrassmentcommunity partnerships
elementary transition: athletics
logistical support
and communications. Because of the many decisions which must he made, a long lead time is necessary. We don't have all of the answers yet, hut as parents, teachers and other committee members provide us (the communication committee) with information, we'll keepyou informed. Little Rock School District Soard of Directors Katherine Mitchell,Zone! Michael Daugherty, Zone 2 Judy Magness, Zone 3 hECEIVEO JUN 9 1998 Specialthankstoallofthe parents, teachers, administrators and other community residents who are volunteering theirtimeto this exciting and worthwhile endeavor. John A. Riggs, IV, Zone 4 Larry Berkley, Zone 5 Middle School Update Patricia Gee, Zone 6 Remember, our students will benefit as we work together to make middle schools successful in ourdistrict. Sue Strickland, Zone 7 Superintendent Dr. Leslie V.Carnine Information included from the National Middle School Association. Implementation in the Fall of 1999 Published by the Middle School Communication CommitteeThis brochure is the first in a series of publications which will provide some general information about middle schools and what the Little Rock School District is planning with regard to middle schools forthe fall of1999. Whatare middle schools? A middle level school Isa friendly and safe place that provides a challenging academic environment designed to address the needs of young adolescents in grades 6-7-8. How did our district decide to implement middle schools? During the strategic planning process, middle schools were recommended by parents, teachers and community residents who served on the middle school committee. The Little Rock School Board approved middle schools as part of the Strategic Flan and as a component of the Revised Desegregation and Education Plan. Why should we institute middle schools in Little Rock? Young adolescents experience rapid growth and change -- intellectually, socially, emotionally and physically- but they do notall grow at the same time or at the same rate. The result is a student population at any one grade level that may be of the same age but vastly different from one another. Young adolescents seem almost grown up one minute, then behave like children the next. Students in grades 6-7-6 especially benefit from educational experiences that match their varied rates and levels of development. Are we changing just forthe sake of change? No, we are developing a middle school program that will specifically address the needs of students in the sixth, seventh and eighth . grades. A good middle school supports the healthy growth and development of its students. While the school holds high expectations for all students academic achievement, educators are careful to see that programs are appropriate to young adolescent learners. What outcomes are expected after we make the change to middle schools? We expect to see middle school teachers use many different teaching strategies such as individual and group projects to keep students excited and interested in their classwork. Teachers will work together as teams. Each student will have a team of teachers who will address the students needs. Parents will be able to schedule a meeting with the team to discuss concerns related to the student's education. Students just leaving the warm, nurturing environment of elementary school will not feel lost in the crowd in middle school since they will be a part of a team. Where will ninth grade students goto school? Ninth grade students will move to the high school level. Flans are being developed to help ninth grade students, their parents and teachers make this transition a comfortable one for all involved. Who is putting together the middle school program? Several committees have been working for many months to develop specific plans for the middle school transition. Committees were formed to address issues related to: curriculum, instruction and assessment: student programs/services: high school transition
staff development
human resources
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a^_-------------- 'p Scd)ee>/ ^Fccdei^-F^s^ ZLboe>F. "Ldha.F .^... <Le)m.iyi a a / a J I! Carrin}^ .CJLC7 IC'F!^. __b^\_jUzin i I A-L- -fc47col...hD:crj lynor^ cede. '>C-'^ ^o<iS- f=^ onc/t '-lfZ}yjLnzj?2Q^ -h. cX.G^r4-^f7D/-:^p3 I ATI One. -a<l -cno^ e.rzs aal^ c^ _ e ______ ^rCLcl<S._ OO I.. REC PC? f JUN 9 1998 A Middle School Is A Place That Provides ... A. friendly, inviting, and academically challenging school climate. Abundant opportunities to build positive relationships between and among students and teachers. Small communities of learners where groups know each other well, and where learning experiences are interrelated and meaningful. A caring adult advisor or mentor who knows and is concerned about each students academic progress and adjustment to school and life. An enthusiastic staff that provides programs designed to help students reach their potential. An environment that capitalizes on the curiosity and creativity of students and displays student projects, art work, and reports. Flexible grouping of students to provide the best learning environment for students of varying abilities, interests, and rates of learning. An activity program that encourages student participation in sports and interestcentered activities. Extensive opportunities for students to explore, experiment, and discover. A positive discipline program that guides students in becoming responsible for their own behavior. Social experiences appropriate for the age level. Partnership with families and communities. A culture that celebrates human diversity and promotes tolerance among students and adults from diverse backgrounds. Learning in grades 6-7-8.Needs/Characteristics of Young Adolescents Physical Needs/Characteristics 1. 2. 3. 4. 5. Experience irregular growth spurts in physical development Experience fluctuations in basal metabolism causing restlessness and listlessness Have ravenous appetites Mature at varying rates of speed Highly disturbed by body changes Intellectual Needs/Characteristics 6. 7. 8. 9. 10. Are highly curious Prefer active over passive learning experiences Relate to real-life problems and situations Are egocentric Experience metacognition (the ability to analyze complex thought processes) Psychological Needs/Characteristics 11. 12. 13. 14. 15. Are often erratic and inconsistent in behavior Are highly sensitive to criticism Are moody, restless, and self-conscious Are optimistic and hopeful Are searching for identity and acceptance from peers Social Needs/Characteristics 16. 17. 18. 19. 20. Are rebellious toward parents and authority figures Are confused and frightened by new school/social settings Are fiercely loyal to peer group values Are often aggressive and argumentative Need frequent affirmation of love from adults Moral and Ethical Needs/Characteristics 21. 22. 23. 24. 25. Are idealistic Have strong sense of fairness Are reflective and introspective in thoughts and feelings Confront moral and ethical questions head on Ask large, ambiguous questions about the meaning of lifeThe Needs Of Students Must Shape The Development Of Educational Programs Students typically experience early adolescence from the ages 10-14. During this time, they have distinct physical, social, emotional, and intellectual needs. Recent evidence from medical science, psychology, and other areas has confirmed that this period is a critical time in human development. It is a time when dramatic changes occur in appearance, self-concept, and intellectual development. Because of these dramatic changes, young adolescents need the following: A strong learning program that provides competence and achievement and that recognizes different styles and rates of learning. A learning environment that recognizes the diversity of abilities and interests and rates of development. Learning activities that provide for self-exploration and self-definition. Learning activities that provide for meaningful participation in their schools and communities. Organized opportunities that provide for positive social interaction with peers and adults. Physical activities that address their rapid changes and their varied physiological needs. Structure and clear limits that provide security and allow for learning and growth.Recommendations For Transforming Middle Level Schools In Accordance With The Carnegie Report ft 1. Create small communities for learning where stable, close, mutually respectful relationships with adults and peers are considered fundamental for intellectual development and personal growth. The key elements of these communities are schools- within-schools, students and teachers grouped together as teams, and small group advisories that ensure that every student is known well by at least one adult. 2. Teach a core academic program that results in students who are literate, who know how to think critically, lead a healthy life, behave ethically, and assume the responsibilities of citizenship in a pluralistic society. Youth service to promote values for citizenship is an essential part of the core academic program. 3. Ensure success for all students through the promotion of cooperative learning, a variety of teaching strategies that actively engage students in the learning process, flexibility in arranging instructional time, and adequate resources (time, space, equipment, and materials) for teachers. 4. Empower teachers and administrators to make decisions about the experiences of middle grade students through creative control by teachers over the instructional program linked to greater responsibilities for students performance, governance committees that assist the principal in designing and coordinating school-wide programs, and autonomy and leadership within teams to create environments tailored to enhance the intellectual and emotional development of all youth. 5. 6. Staff middle grade schools with teachers who are expert at teaching young adolescents and who have been specially prepared for assignment to the middle grades. Improve academic performance through fostering the health and fitness of young adolescents by providing a health coordinator in every middle grade school, access to health care and counseling services, and a health-promoting school environment. 7. Re-engage families in the education of young adolescents by giving families meaningful roles in school governance, communicating with families about the school program and students progress, and offering families opportunities to support the learning process at home and at the school. 8. Connect schools with communities, which together share responsibility for each middle grade student's success, through identifying service opportunities to ensure students access to health and social services, and using community resources to enrich the instructional program and opportunities for constructive after-school activities.Major Distinctions Between The Middle School And The Junior High School MIDDLE SCHOOL JUNIOR HIGH SCHOOL 1. Is student-centered
specifically designed to address needs of adolescents. Is subject-centered
school components function separately. 2. Focuses on interdisciplinary, high content curriculum that emphasizes thinking skills and hands-on authentic instruction. Focuses on mastery of concepts and skills in separate disciplines. 3. Thematic and interdisciplinary units closely related to the students real world and including complex skills and factual information. Divided into academic and special subject areas separated by category. 4. Allows for flexible scheduling with large blocks of time. 5. Encourages multi-materials approach to instruction. 6. Uses varied delivery systems with high level of interaction among students and teachers. 7. Organizes teachers on interdisciplinary teams with common planning period. Requires a regular six/seven period day of 50 to 55-minute periods. Depends on textbook-oriented instruction. Uses lecture styles a majority of the time with high percentage of teacher talk time. Organizes teachers in departments with no common planning period. 8. Arranges classrooms of teamed teachers adjacent to one another. Arranges classrooms of teachers according to disciplines taught. 9. Each student is a member of an interdisciplinary team. Each student team shares a common team of teachers. Each student is an individual within the total school population. 10. Emphasizes both affective and cognitive development of student. Emphasizes only cognitive development of student. 11. Organizes athletics around intramural and/or interscholastic concept. Organizes athletics around interscholastic concept. 12. Health promoting environment. Provides linkages/access to health/social services. Augments resources for teachers and students. Health services generally provided by part-time nurse.RECEIVED community partnerships
elementary transition
athletics
logistical support
and communications. Because of the many decisions which must he made, a long lead time is necessary. We don't have all of the answers yet, hut as parents, teachers and other committee members provide us (the communication committee) with information, we'll keepyou informed. Little Rock School District Soard of Directors Katherine Mitchell, Zone 1 Michael Daugherty, Zone 2 JudyMagne5S,Zone3 DE! JUL 2 7 1998 'C
Specialthankstoallofthe parents, teachers, administrators and other community residents who are volunteering theirtimeto this exciting and worthwhile endeavor. JohnA. Kiggs, IV,Zone4 Larry Berkley, Zone 5 Middle School Update Patricia Gee, Zone 6 Remember, our students will benefit as we work together to make middle schools successful in ourdistrict. Sue Strickland, Zone 7 Superintendent Dr. Leslie y. Carnine Information included from the National Middle School Association. Implementation in the Fall of 1999 Published by the Middle School Communication CommitteeThis brochure is the first in a series of publications which will provide some general information about middle schools and what the Little Rock School District is planning with regard to middle schools for the fall of1999. Whatare middle schools? A middle level school is a friendly and safe place that provides a challenging academic environment designed to address the needs of young adolescents in grades 6-7-0. How did our district decide to implement middle schools? During the strategic planning process, middle schools were recommended by parents, teachers and community residents who served on the middle school committee. The Little Rock School Board approved middle schools as part of the Strategic Plan and as a component of the Revised Desegregation and Education Plan. Why should we institute middle schools in Little Rock? Young adolescents experience rapid growth and change - intellectually, socially, emotionally and physically - but they do not all grow at the same time or at the same rate. The result is a student population at any one grade level that may be of the same age but vastly different from one another. Young adolescents seem almost grown up one minute, then behave like children the next. Students in grades 6-7-0 especially benefit from educational experiences that match their varied rates and levels of development. Are we changing just forthe sake of change? No, we are developing a middle school program that will specifically address the needs of students in the sixth, seventh and eighth grades. A good middle school supports the healthy growth and development of its students. While the school holds high expectations for all students' academic achievement, educators are careful to see that programs are appropriate to young adolescent learners. What outcomes are expected after we make the change to middle schools? We expect to see middle school teachers use many different teaching strategies such as individual and group projects to keep students excited and interested in their classwork. Teachers will work together as teams. Each student will have a team of teachers who will address the students needs. Parents will be able to schedule a meeting with the team to discuss concerns related to the students education. Students just leaving the warm, nurturing environment of elementary school will not feel lost in the crowd" in middle school s i nee they wi 11 be a pa ft of a tea m. Where will ninth grade students goto school? Ninth grade students will move to the high school level. Plans are being developed to help ninth grade students, their parents and teachers make this transition a comfortable one for ail involved. Who is putting together the middle school program? Several committees have been working for many months to develop specific plans for the middle school transition. Committees were formed to address issues related to: curriculum, instruction and assessment
student programs/services
high school transition
staff development
human resources: family/SEVENTH GRADE COMMON TEAM PLANNING DOROTHY GANTZ, JACQUELINE mSE, SARAH POWERS AND WILLIS WINSTON The purpose from: Turnins Points Preparinz American Youth for the 21 st Century Carnegie Council On Adolescent Development Carnegie Corporation of New York, page 38. A better approach is to create teams of teachers and students who work together to achieve academic and personal goals for students. Teachers share responsibility for the same students and can solve problems together, often before they reach the crisis stage
teachers report that classroom discipline problems are dramatically reduced through teaming. This community of learning nurtures bonds between teacher and student that are the building blocks of the education of the young adolescent. Teaming provides an environment conducive to learning by reducing the stress of anonymity and isolation on the students. (The Ejfects of Teaming on Students, Middle School Journal, Arhar, J.M. et.al.). Common planning by teachers of different subjects enables students to sense consistent expectations for them and to strive to meet clearly understood standards of achievement. Teaming creates the kind of learning environment that encourages students to grapple with ideas that may span several disciplines, and to create solutions to problems that reflect understanding, not memorization. Application: The effectiveness of teaming is reflected through curriculum, discipline, activities, communication and organization. Common team planning time has advantages for students, parents and faculty. It works for the following reasons: 1. COMMUNICATION a. Students can meet with all four teachers. Impacts academics, discipline, recruiting and evaluation. b. Parents can meet with all four teachers in a 50 minute period as opposed to four different times, (convenient and successful) c. Administrators can meet with all four teachers (possibly more) to coordinate school activities, classroom activities, and/or district-wide activities. d. Team preparation of curriculum, calendars for parents and students, planning team activities, mail outs, and team interim reports for all students each nine weeks can occur more effectively during common team plarming. 2. CURRICULUM PLANNING AND DEVELOPMENT a. Interdisciplinary lessons need common team planning to be successful and effective. b. Interdisciplinary activities also need common team planning to be successful and effective. c. Academic and Teaming field trips for all students need common team planning to be successful and effective.d. Scheduling and coordination of team activites, tests, projects, etc. is greatly enhanced by common team planning. 3. RECRUITING (necessary and essential) a. Every year all sixth grade Alpha students are given guided tours of the school facilities by program teachers. This past recruiting year, 26 different sixth grade tours were taken during common team planning time (no need for substitutes). b. Numerous parents and children have visited the team during common team planning on various occasions other than recruiting days listed above. c. Planning calendars, events and visits for recruiting during the common team planning have all contributed to the success of recruiting and filling slots in the TAG Specialty program. d. Meetings with administrators to plan recruiting during common team planning has been vital to the success of recruiting. 4. DISCIPLINE a. Team planning can be used to meet with individual students ("hot seating") and reduces discipline problems in the classroom. b. Meetings with groups of students having the same problem has proven to be an effective intervention strategy available because of the common team planning. c. Planning discipline strategies with parents, other teachers and administrators during common team planning has proven to be most effective and beneficial to all concerned. d. Referral meetings for further testing of students are easier for all (teachers, parents, counselors, and administrators) to attend. C Vcl/J-oaeNew Futures RECEIVED OCT 261998 DATE: October 27, 1998 TO: Middle School Steering Committee OFFICE OF desegregation MONITORING a FROM: RE: ia Young, New Futures Liaison and Restructuring Director Committee Recommendations of October 13, 1998 Please find enclosed the steering committee recommendations in the areas of athletics, professional development and curriculum standards. For Jr. High Principals: Your attachments were included in your Middle School Leadership Book. The modifications recommended at the meeting have been included in the final draft. I have also enclosed a copy of the memo sent to Dr. Carnine for your information. Thanks again to committee chairpersons Ann Blaylock, Gene Parker, and Wayne Knight for their outstanding leadership and commitment to middle level education. Thanks also to all members of each committee who worked so diligently to develop the excellent recommendations. The next Middle School Steering Committee meeting is Tuesday, November 17, 1998 at 4:30 p.m. in the Board Room, 810 West Markham. Hope to see all of you at the meeting! Attachments LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 To
From: Through: OCTOBER 15.1998 Dr. Les Camine Linda Young Dr. Bonnie Lesley received OCT 1998 OFFICE OF DESEGREfiAWmORWiS Re: Middle School Steering Committee Recommendations The Middle School Steering Committee met on Tuesday, October 13 and approved by consensus the recommendations of the following focus comminees: athletics, curriculum standards, and professional development. The reports from each committee are attached. During the discussion on the athletic recommendations, the issue of stipends for coaches, cheerleading sponsors and drill team sponsors was discussed at length. Tne committee requests that the District make every effort to equalize the stipends for these responsibilities. At this time, coaches receive a higher stipend than the cheerleading and drill team sponsors. The committee is aware that this issue is outside the charge and tasks assigned to the committee but requested that their concerns be shared with you through the cover letter. The current Board policy on interscholastic athletics, IDGC, and staff development, IBAA, will not require modification as a result of these recommendations. As the policy section on instruction is rcvdcwcd laler this year, some modifications may be considered for clarity or enhancement purposes. The curricuiura program standards are scheduled for Board presentation at the October meeting. The focus committee chairpersons, Ann Blaylock, staff development, Wayne Knight, athletics, and Gene Parker, curriculum, and their committees have worked countless hours to formulate these quality recommendations. Many teachers, administrators and parents have actively participated in shaping the work. Due to their commitment and leadership, the District has an excellent foundation, in these important middle level areas.RECESVEO OCT 261998 OFFICE OF desegregation momhorimg Administrative Procedures ON Middle School Athletics Submitted by the Middle School Athletic Committee Little Rock School District Little Rock Arkansas October 13,1998TABLE OF CONTENTS L Administrative Procedures on Middle School Athletics n. Membership in the Middle School Athletic Program HL Objectives of the Middle School Athletics Program IV. Administrative Responsibilities of Principals and Cbaches V. Title IX Statement VL Player Participation and Eligibility Vn. Administrative Procedure for Individual Sports or Activities A. Basketball B. Cheerieading C. Drill Team D. Football E.Golf F. Soccer G. Spirit Squad H. Tennis I. Track J. Volleyball VDI. Middle School Athletic CommitteeI. ADMINISTRATIVE PROCEDURES ON MIDDLE SCHOOL ATHLETICS 1. The Little Rock School District shall establish and conduct an interscholastic athletic program for middle school students to include sixth, seventh, and eighth grades. The athletic program will consist of one (1) football team
one (1) volleyball team
two (2) basketball (boys and girls) teams, two (2) track (boys and girls) teams, one (1) co-ed soccer team, one (1) co-ed golf team, one (1) co-ed tennis team, one (1) cheerleader squad, one (1) drill team, and one (1) sixth grade spirit squad Middle schools will be encouraged to organize pep dubs to allow interested students the opportunity to become more directly and actively involved in the support of their schools athletic teams. The golf and tennis teams will be non-competitive with the primary focus being on the introduction of these life sports to the middle school student and the development of the basic skills necessary to enj oy and participate in these sports. In addition, middle schools will be encouraged to organize dubs focusing on other leisure activities. Junior varsity teams will be established in all sports to provide skills development for sixth grade athletes. 2. Middle school athletics shall be administered as a segment of the schools curriculum under the supervision of the athletic director and administration of the Little Rock School District, and under the direction of the Board of Directors of the Little Rock School District 3. The athletic program shall be for the benefit of all middle school students. All athletic contests shall, therefore, be plaimed and executed in a mannor that will make an educational contribution to the lives of the partidpants and spectators. This shall indude proper gamo administration, scheduling of contests, and competent ofiSdating. The athletic program shall be conducted in conformity with sound educational, administrative, and athletic prindples, thus giving reasonable assurance that the pregram contributes significantly to the purpose of education.4. Athletic competition for seventh and eighth graders shall be limited to schools in Pulaski County. All participating schools shall be approved members of the Arkansas Activity Association and shall administer the schools athletic program in conformity with the policy and procedures of the Association, and according to directives of the athletic director and the administration of the Little Rock School District, and the Board of Directors of the Little Rock School District 5. Athletic competition for sixth graders shall be limited to the middle schools of the Little Rock School District Sixth grade students may not participate in competitive, school sanctioned, athletic events with or against seventh or eighth graders. All participating schools shall be approved members of the Arkansas Activity Association and shall administer the schools athletic program in conformity with the polity and procedures of the Association, and according to directives of the athletic director and the administration of the Little Rock School District, and the Board of Directors of the Little Rock School DistrictII, MEMBERSHIP IN THE MIDDLE SCHOOL ATHLETIC PROGRAM 1. Membership in the middle school athletic program shall be limited to Little Rock School District middle schools. 2. The Little Rock School District middle school athletic program shall consist of the following member schools: Cloverdale Academy Middle School, Dunbar Magnet Middle School, Forest Heights Middle School, Henderson Magnet Middle School, Mablevale Middle School, Mann Magnet Middle School, Pulaski Heights Middle School, and Southwest Middle School 3. Member schools will be aligned into two divisions. Forest Heights, Henderson, Mablevale, and Pulaski Heights will be members of the Northern Division. The Southern Division will consist of Cloverdale, Dunbar, Mann, and Southwest Factors taken into account when determining division assignments were the geographic locations of the campuses within the district, the continuation of existing rivalries, as well as consideration for competitive balance within each division. 4. The divisional format will be used for championship play in footbaU, volleyball, boys and giris basketball, and soccer. It will not be implemented in boys and giris track or any type of spirit group competition.in. OBJECTIVES OF THE MIDDLE SCHOOL ATHLETICS PROGRAM It shall be the objectives of the middle school athletic program to: 1. Provide the opportunity for all Little Rock School District middle school students who desire to do so, to be directly involved in the interscholastic a
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