According to "This We Believe" and "Turning Points",
Developmentally responsive middle schools are characterized by:
1. Educators committed to young adolescents.
2. A shared vision
3. High Expectations for all.
4. An adult advocate for every student.
5. Family and community partnerships.
6. A positive school climate.
Therefore, developmentally responsive middle level schools provide:
1. Curriculum that is challenging, integrative, and exploratory.
2. Varied teaching and learning approaches.
3. Assessment and evaluation that promotes learning.
4. Flexible organizational structures.
5. Programs and policies that foster health, wellness, and safety.
6. Comprehensive guidance and support services.
Top Ten Components of an Exemplary Middle School
1. A staff which is knowledgeable and committed to the early adolescent.
2. Interdisciplinary team organization.
3. An advisor/advisee program.
4. An Exploratory program.
5. A curriculum based on the needs and characteristics of early adolescents.
6. A wide variety of instructional strategies.
7. A flexible master block schedule.
8. An emphasis on heterogeneous groupings with opportunities to group and and re-group students within the block.
9. The inclusion and collaborative model of special education.
10. A principal who is knowledgeable about and committed to middle school philosophy, programs, practices, and kids!
"Moving to the Middle" - Abbotsford School District
How has the middle school idea in Abbotsford developed?
*In March of 1992, the school district undertook an extensive study into the possible reconfiguration of secondary schools. That study recommended that the Middle School concept be considered in any future district plans.
*In November of 1998, the School Board formally moved support of the Middle School concept and grade configurations of K-5, 6-8, 9-12. A middle school committee of approximately 20 people representing teachers, parents, administrators and school board started meeting last January. The committee generated a series of questions under a variety of topics, visited middle schools, heard presentations from K-5 and middle school representatives from Coquitlam, and many attended the provincial middle year's conference in April.
*In late September, 1999, the Ministry of Education announced $39 million in capital project funding including a Mouat area middle school, Hansen area middle school, and the conversion of Chief Dan George to a middle school.
What are the next steps?
A School Configuration Committee has been formed to
provide overall leadership and direction to the change in school
configuration and look at issues directly related to K-5, 6-8,
and 9-12 configurations. The committee includes representation
from ADTA, DPAC Administrators, and School Board. Sub Committees
are:
*Curriculum/Program Planning and Implementation
*Personnel/Human Resources
*Communications
*Facilities and Accommodation
*Rural Schools
*Student Services/Special Education
*French Immersion
What are the timelines?
September 2001 - Mouat area middle school to open
Chief Dan George Middle School to open
Abby Middle School (presently Abby Jr.) to open with
a 7/8/9 configuration, eventually moving 6/7/8
September 2002 - Hansen area middle school to open.
Bateman area middle school to open.
September 2003 - Yale area middle school to open.
Commonly Asked Questions
Why middle schools?
A middle level school is a friendly and safe place that provides a challenging academic environment designed to address the needs of 10 to 15 year olds. Middle schools were created to help this diverse active group of young people learn and move successfully through this important stage of life. The middle school provides students with many opportunities to develop academic skills, acquire fundamental knowledge, determine their interests and special talents, and experience a sense of belonging. Middle schools focus upon helping students satisfy their needs for close relationships with teachers and friends while moving toward greater independence. Here they can learn and their core values are designed to respond to the unique characteristics and needs of middle year learners.
How common are middle schools in the province of B.C.?
There are presently over 30,000 B.C. students in more than 70 middle schools. Many district have recently or will in the near future convert to school configurations including middle schools. Examples include Coquitlam, Chilliwack, New Westminster, Kelowna, Penticton, and Prince George.
How are middle schools different than elementary schools and high schools?
They are designed to provide a transitional bridge between the more child centered self contained classroom of the elementary school and the curriculum based departmental focus of high schools.
How big will schools end up being?
One of the key aspects of reconfiguring district schools is to reduce the size of schools. Countless studies point to the importance of keeping schools at manageable sizes. The general guideline is that K-5 schools will be in the 120-450 range, middle schools between 400-650 students, and high schools around 1200 students.
Will there be empty classrooms in present elementary schools?
This is not likely for a couple of reasons - the district still
has many portable classrooms and the continued reduction of class
size guidelines for K-3. During the 99/00 school year, primary
class size was reduced from 24 to 23. This move resulted in 18
additional classes around the district - in effect, adding a school.
For the year 2000/01,
class size at primary will be reduced to 22 from 23.
What will happen to the rural schools?
The present plan allows for rural elementary schools to maintain a K-7 configuration to maintain the integrity of the school. In some cases, taking Grade 6 and 7 students out of the school could drop the school below a viable number of students to operate.
What about transportation issues both walking and bussing?
There is a committee which includes parents, teachers, and administrators examining boundaries, walk limits, and bus routes. In some cases, students may have a longer walk to get to school.
Will splitting French Immersion into 2 middle schools jeopardise the program?
A committee, including teachers, administrators and parents, (with representation from the French advisory board), will look at the viability.
Is the move to middle schools "written in stone"?
The capital projects including the building of three new middle schools and the conversion of two existing middle schools will happen. Many issues are still up for discussion including: staffing of schools, programs such as French Immersion and Special Education, boundaries and catchment areas. There are committees meeting on an ongoing basis to examine the implementation strategies.
How do I ask questions, make comments, or get more information?
Any of the above can be directed through your school principal and/or Parent Advisory Council. The requests are then given to the appropriate committee to discuss. Your opinions are valued.
Adolescent Needs and Development
"Every child wants to believe in himself or herself as a successful person; every youngster wants to be liked and respected; every youngster wants physical exercise and freedom to move; and youngsters want life to be just." (Stevenson, 1992)
The uniqueness of early adolescence stems from a variety of developmental needs and variations in the maturation rate. Key developmental needs of adolescence include:
* positive social interaction with adults and peers
* structure and clear limits
* physical activity
* creative expression
* competence and achievement
* meaningful participation in families, school, and communities
* opportunities for self definition
Middle school philosophy and programs are developed to meet these needs.
Middle School Program Elements
A successful middle school is identified by how well it supports the healthy growth and development of students. While the school holds high expectations for all students' academic achievement, educators are careful to see that programs are appropriate to adolescent learners.
1.Interdisciplinary Teaming - Instruction that integrates and combines subject matter. It could involve two to five teachers representing varied disciplines that pool their resources, interests, expertise, and knowledge of students to jointly take the responsibility for meeting the educational needs of a common group of students.
2.Flexible block scheduling - Organization of the school day into large units of time that may be utilized in varied and productive ways by the school staff.
3. Advisory - A regularly scheduled period each day/week in which students interact with peers/teachers about both personal and school related concerns.
4. Explorations - Regularly scheduled curriculum experiences designed to help students discover and/or examine learning related to their changing needs, aptitudes and interests.