Sixth Grade Commission Final Report - May 22, 2017

In October of 2016, at the request of the Board of Education, and with the full support of Superintendent, Jim Hinson and Deputy Superintendet, Kenny Southwick, a Commission of Shawnee Mission School District staff and community members was established to further explore opportunities to best serve the academic, social and emotional needs of sixth grade students in the Shawnee Mission School District. The Sixth Grade Commission, extending work previously completed by the District’s Middle School Taskforce, is comprised of 10 internal staff members and 38 community patrons, representing all district elementary and middle schools. A full roster of commission members can be found in the four sections of the final report that follows. While the commission was not charged with recommending a specific course of action, the mission of the Sixth Grade Commission has been to provide objective, student-focused, information and perspective aimed at assisting the Board of Education in making a well-informed, students-first, decision regarding placement and services for sixth-grade students. Recognizing the scope and complexity of the “big” question the Board will ultimately address (should Shawnee Mission sixth graders remain in a K-6 elementary setting or should sixth grade services transition to a new 6th–8th grade middle school configuration), the commission sought to answer four smaller “sub-questions” that could clarify critical factors related to the larger issue.

Sub Committee 1 What are the most essential components necessary to provide a highly effective social/emotional and academic experience for sixth grade students? Sub Committee 2 What are the advantages (for students) of having sixth grade in a K-6 elementary setting? Sub Committee 3 What are the advantages (for students) of having sixth grade in a 6-8 grade middle school setting? Sub Committee 4 What action(s) would a transition of sixth graders to a middle school setting require from the school district?

After eight months of collaboration and research, the findings of the Commission are presented in a four-section final report (below). While the issue at hand remains complex, the Commission is confident that the information compiled in this report will better position the Board of Education to weigh the available options, costs, challenges perspectives and needs associated with making a student-first and community accepted decision.

Subcommittee 1 Final Report I. Sub-question Investigated: What are the most essential components associated with providing a highly effective social-emotional and academic experience for sixth grade students? II. Subcommittee Membership: ● Tracy Dillon - Belinder Elementary ● Rena Duewel - Benninghoven Elementary ● Becky Gunn - Hocker Grove Middle School ● Jenna Joplin - Briarwood Elementary ● Christina King - Crestview Elementary ● Keith Moody - Brookwood Elementary ● Andy Trucksess - Westwood View Elementary ● Matt Trusty - Bluejacket Flint Elementary ● Ron Wagner - Westridge Middle School ● Leah Cogswell - Indian Hills, Indian Woods, & Trailridge Middle School Staff ● Beth Kemper - Hocker Grove Middle School Staff

III. Basis for the Sub-question: Our subcommittee determined that it was important to ensure that we were focusing our attention on the unique needs of sixth grade students. As a result, we decided to focus our attention on feedback from teachers, students, parents, and other community members as well as on what the research tells us is best practice for early adolescents. It was our desire to pay specific attention to the needs of sixth graders regardless of whether they are in the elementary or middle school setting. Attention to this particular sub-question allows us to focus on what is best for sixth grade students both during their sixth grade year and throughout the rest of their schooling in Shawnee Mission. Our goal was to describe the optimal programming for sixth grade students in order to establish the foundation for further growth and development for our Shawnee Mission students. IV. Review Process: In order to answer this question effectively, we sought to use what the research tells us is best for early adolescent students in order to help us examine what structures are

currently in place in the Shawnee Mission School District for these students. We took the following in order to address our sub-question.

1. Examine the professional research about the academic, social, and emotional needs of sixth grade students

2. Interview SMSD staff including specialists elementary and middle school curriculums, special education, ELL and other programming

3. Reflect upon the current nature of elementary and middle school programming in Shawnee Mission as it relates to the developmental needs of early adolescents

4. Conduct surveys of both sixth and seventh grade students about the current transition to middle school

5. Gather feedback from the following stakeholders: a. Parents b. Teachers c. Building & District Administrators d. Support Staff

V. Data/Information Presentation: In order to meet the needs of early adolescent students in particular, it is important for school staff to understand the specific needs of ten and eleven-year-old students, including how they are different from elementary and older middle schoolers. The years between fifth and ninth grade are critical to healthy development and are a time of transition. Students at this age are developing more rapidly than they do at any other time in their lives except for infancy (Caskey & Anfara, 2014). The social and emotional development drives students’ academic success in these early adolescent years. Therefore, it is crucial that teachers be passionate about and specifically trained for working with early adolescent students.

Academic Needs of Sixth Grade Students Research indicates that students between the ages of 11 and 14 years old, often called early adolescents, are beginning to express significant curiosity about the world around them and to investigate a wide variety of interests as a means for identity development (Eccles, 1999). In this process, students are developing the capacity for abstract thinking and are beginning to move from concrete or procedural understandings to the ability to develop and test a hypothesis, to argue a position, or think reflectively (Caskey & Anfara, 2014). In order to support this intellectual and academic development, it is crucial that educators who work with students at this age incorporate active and cooperative learning to support healthy brain development. Meeting these academic

needs of early adolescents includes use of activities that allow students to focus on social justice including debate, acting, projects, and public speaking. Table 1, included below, outlines the major differences between the current time allotment at the elementary and middle levels in Shawnee Mission. Major differences between the two schedules include that middle level students have less time in English Language Arts and Math courses but additional time in Science and Social Studies. This shift is representative of the fact that students are no longer learning to read but reading to learn. Similarly, courses such as science, social studies, and electives provide increased opportunity for students to explore some of their individual interests. Science, for example, includes a focus on hypothesis generation and testing while social studies incorporates issues of fairness and justice that middle grades students tend to enjoy. Similarly, the elective offerings at the middle level provide an opportunity for students to explore their interests and strengths in new ways. The specials that elementary school students participate in are not based on student choice because all students attend the same classes. Additionally, the offerings at the elementary are much more limited than the offerings at the middle level in terms of both time and variety. Elementary students only have one specials class each day as compared to three classes daily for middle level students. Middle level students also have the opportunity to choose classes of interest from a much wider variety of courses than they were exposed to at the elementary level. Each of these differences represents a way in which the school schedule has been adjusted to meet the developmental needs of early adolescents.

Table 1: SMSD Daily Content Area Time Allotment

Content Area Elementary School Middle School

English Language Arts

90 minutes 50 minutes

Math 60 minutes 50 minutes

Science/Health 30 minutes (on average) 50 minutes

Social Studies 30 minutes (on average) 50 minutes

Specials/Electives 50 minutes Up to 150 min Workshop/Academic Intervention would take the place of one elective class. All students are required to take a semester of PE.

Table 2 identifies the time allotted to students in need of specialized instruction or services. At the elementary level all students receive thirty minutes each day of academic intervention. This academic intervention time can be used to help individualize instruction for these students and meet their needs whether they are working at, above, or below grade level. In the middle school setting, by contrast, academic intervention and specialized services are targeted for students demonstrating need. For students working above grade level, enrichment is provided in the form of accelerated courses (see Table 3). For those students working below grade level, those students with an individualized education plan (IEP), or English Language Learners (ELLs) frequently receive on period each day of targeted instructional support for either reading or math. This intervention time at the middle level, Math Workshop, Reading Workshop or Study Skills, replaces one elective course each day.

In addition to transitioning from intervention time for every student to interventions that are more targeted at the middle level, the types of support that special education, ELL and gifted learners receive looks different as well. For ELLs, support at the elementary level varies significantly by building. At the middle level, there is increased consistency in service delivery. Beginning level students frequently receive direct intervention at least 50 minutes per day and have additional paraprofessional support in some of their core classes as well. ELL best practice supports the middle level structure of support due to daily consistency and flexibility to meet individual needs. Similarly, from a special education perspective, the elementary and middle school models differ in some important ways. At the elementary level, special education services occur mostly through a pull out model where students Finally, there are significant differences in service delivery for our gifted students in the Students Examining and Experiencing Knowledge (SEEK) program. At the elementary level, students spend one day per week in a center-based program where students are bused from their neighborhood school to an alternative location for services. These students spend nearly all day in this alternative setting and miss a day’s worth of core instruction in order to participate. Alternatively, at the middle level, students have a few options in order to receive their gifted services. Some student have a year-long elective class and spend approximately fifty minutes per day in the SEEK classroom. Other students receive gifted services through the SEEK teacher co-teaching with a general education teacher in one or more of the accelerated core content areas. A third option for students in the SEEK program is consultation based services where the SEEK teacher checks in at regular intervals with the student and collaborates with teachers to provide extension opportunities.

Table 2: SMSD Daily Intervention & Specialized Services Time Allotment

Content Area Elementary School Middle School

Workshop / Academic Intervention

30 minutes All students

50 minutes as needed This is only for students in special education, ELL, or identified as not learning at the level of their average peer both high and low

ELL (English Language Learners)

Varies widely per building, services not always provided by ESOL certified staff

At least 50 minutes per day, services provided by an ESOL staff member, ESOL paras are often in additional classes

Special Education 90% of services are pull-out (services are based on student need) meaning that curriculum & instructional materials could be at a variety of grade levels.

Most services are push-in, co-taught classes meaning that curriculum and instructional materials are on grade level and are the same as general education peers.

Gifted Education One day per week Center based (busing)

Continuum of services: ● Take the SEEK (Students Examining &

Experiencing Knowledge) class--in place of an elective

● Enroll in accelerated class co-taught by gen ed and SEEK teachers

● Consultation: monthly check-in and time working with a core content teacher for extension opportunities

In order to meet the needs of students at the middle level, accelerated course offerings are scaffolded to provide students with additional opportunities for accelerated coursework as they grow and mature. The nature of the current accelerated course offerings are reflected in Table 3. No accelerated courses are offered prior to sixth grade.

Table 3: Current Accelerated Course Offerings

Math English

Language Arts

Science Social Studies

6th Grade x

7th Grade x x x

8th Grade x x x x

Most instructional resources, textbooks, state standards, curricula, etc. are “banded” from grades 6 to 8. The band signals a change in the major focus of the curriculum in each content area. When grade six is in the elementary school, challenges arise with regard to providing appropriate supplemental materials and textbooks as well as providing ample time for teachers to collaborate with job-alike professionals and to engage in vertical planning within the band. One example of the impact of banding is in the area of science. This past school year there was a new adoption/restructuring of science standards grades 6-8. Because they are spread across thirty-three elementary schools, it is more challenging to ensure that sixth grade teachers have access to supplies needed to conduct experiments or teach the curriculum. Similarly, in buildings that are departmentalized, there may be a single teacher in that building that teachers science to all students. This departmentalization limits the ability of teachers to collaborate and co-plan since these times are frequently limited to professional learning days that are built into the Shawnee Mission district calendar. Another area of concern is the elementary teachers’ certification, especially when it comes to accelerated classes like Integrated Math 6 which incorporates all of the sixth grade standards and half of the seventh grade standards. Teachers express concerns about a new, more rigorous curriculum and again face the problem of not having a colleague in the building to collaborate with on a regular basis. Similarly, parents express concerns about whether or not the teacher is highly qualified to teach the accelerated class.

Social & Emotional Needs of Sixth Grade Students Work with middle level students must address the social and emotional needs of those students prior to focusing on academic development. Students in this age group have two new, and often contradictory, needs. Paired with an increased need for independence, early adolescent students also frequently crave adult support from an adult who is not their parent (Fraser-Thill, 2017). This combination of needs reinforces the importance of middle level educators having expertise in scaffolding transitions and the independence that comes with it and that these particular educators need to be uniquely passionate about working with middle level students. These students are prone to high-risk behaviors because they are becoming interested in new things and they are experimenting with who they are and what they want to be.

Research findings about social-emotional needs of students reflect that these students are in or approaching puberty. Research shows that there are several valid options for meeting the needs of students socially and emotionally. Some best practices are:

○ Teaming ○ Looping ○ Mentor or Ambassador Program ○ Character education

○ Transition programs ○ Movement for early adolescents

Teaming refers to pairing a group of teachers (one for each core content area) with a group of 100-120 students. The benefits of teaming are that teachers have a regular opportunity to discuss students’ strengths and needs both academically and socially. The teacher teams can make academic and social modifications, contact parents, create behavior and academic plans, and reward systems for students. Teachers are also able to communicate with each other about curriculum needs, timing for projects and tests to allow for more student success. Because students and teachers interact primarily with the other students on their team, a sense of family is created. Team pride and commitment are positive byproducts of this practice. Teams provide a social and emotional safety net of sorts in order to support the transition of students between middle and high school. Looping is an alternative to teaming. Looping refers to when an educator teaches the same group of students for two or more consecutive years. In many schools, educators teach two grade levels each year and then follow approximately half of their students to the next grade level while getting new students in the younger grade. One of the major benefits of looping is that schools gain instructional time because teachers do not need time at the beginning of the second year with students to get to know them as individuals or to get to know their skill levels. Creating this relationship with middle grades students is vital for them both emotionally and socially. After the transition to middle school, students need a strong relationship with an adult other than their parents. Providing adult relationships that stay intact over time, creates a stronger bond. Effective mentor and ambassador programs pair students with older, successful students for a specific period of time, often prior to transitioning to middle school through the first year of middle school. Major concerns about mentoring programs are the ability to create positive relationships between students, fostering the relationship to meet the needs of both students, as well as the sustainability of the program. Benefits of mentoring programs are great and can be relationships that stand the test of time through many transitions, including the transition to high school. In the way that teaming and looping provides students with connections to adults, mentoring provides connections to peers. Many students need this positive relationship and role model to be successful in middle school and beyond. We can create leadership opportunities for seventh and eighth graders as they become mentors to sixth graders during their time of transition. The mentors can mentor groups of sixth graders and/or sixth graders who are the most at-risk and in need of positive role models.

Character education programs are plentiful in today’s schools. The Kansas Department of Education has created The Social, Emotional, and Character Development (SECD) Standards with the goal of: “Students who are college and career ready must identify and demonstrate well-developed social-emotional skills and identified individual and community core principles that assure academic, vocational, and personal success” (Kansas State Department of Education, 2012). This goal focuses on skills in the areas of character, personal, and social. These skills are banded K-2, 3-5, 6-8, and 9-12. All Shawnee Mission Schools have character education programs in place. PBIS (Positive Behavior Intervention Supports) is one of the school-wide programs in place in the district which focuses on building positive relationships and providing positive reinforcement for students and addressing the root of student behavior. There are a variety of other programs used and programs are selected based upon each school’s need. Research indicates that high quality transition programs promote student success and supports both attendance and academic achievement. A failure to provide an effective transition program can have long term impacts on students socially and academically (Gilewski & Nunn, 2016). High quality transition programs are a year long process that begins at the beginning of the second semester prior to moving to a new building and end at the end of the first semester in the new building. These transition programs should focus on exposing students to layout of the building; describing the differences in procedures, expectations, and freedoms at the two levels; and supporting students in developing new positive peer relationships. Research around transitions emphasize the importance of providing a means by which to build connections between incoming students and parents and the new school setting and staff. Given the current two-year configuration in Shawnee Mission middle schools, students spend most of their time at the middle school in transition. This can impact the sense of identity and school spirit in these buildings. The rapid physical growth of early adolescents is well documented. Students at this age frequently need to adjust to their growth and refine their motor coordination. Similarly, this rapid physical development is frequently accompanied by mood swings and rapid changes in energy levels throughout the day. Students at this age may frequently transition rapidly from periods of high energy to fatigue. In order to meet the physical needs of students, it is important to recognize that students at this age need almost constant movement. Research suggests that “sit-and-get” style lessons frequently miss the mark for these students whereas lessons that incorporate regular and deliberate movement as well as frequent peer interaction are better suited to meet the needs of early adolescents. Similarly, it is recommended that students at this age

participate in a comprehensive health and physical education program with targeted lessons to address nutrition, hydration, and a healthy lifestyle (Kinney, 2015). In addition, throughout the fact-finding process for this committee, Shawnee Mission parents have frequently expressed the importance of movement for early adolescent students beyond just a physical education class. In many cases, parents expressed concern that if sixth graders were moved to the middle school setting, there would not be time set aside for recess. Given that physical education is only a semester long course, parents were concerned that their student’s physical needs would not be met at the middle level.

In order to assess what Shawnee Mission students think and experience, subcommittee 1 surveyed sixth grade students as well as seventh grade students from all areas of the district. These survey results are summarized below. A detailed summary of both grade levels is in the appendix. Survey results of current sixth grade students: ● The top 5 aspects of middle school about which current sixth graders are excited:

○ Making new friends ○ Having elective classes ○ Having more freedom ○ Using lockers ○ Having different classes and activities

● The top 5 concerns about going to middle school for current sixth graders: ○ Peer relationships ○ Having more homework ○ Transition times ○ Difficulty with academics ○ Bullying

Survey results of current seventh grade students ● 82.5% stated that within one week of the start of school they had a group of

friends. Another 9.3% report that they had a friend group within the first month of school.

● 55.5% report having 30 minutes or less of homework per night. 17.3% report having 30-60 minutes of homework per night. 16.5% report having over an hour of homework per night.

● 92.2% report that they are organized and lose one or no assignments each week.

● 85.2% report that middle school is not too difficult academically for them. 6% say that it is too difficult.

● 85% report that they were successful with their lockers within the first week of school. Another 5% say it took the first month.

● 64% report having never been bullied. 26% report having been bullied one to three times. 3% report being bullied weekly or monthly. 2% report being bullied daily. The subcommittee didn’t look into what bullying data was available for sixth grade students. We did discuss that there could be a different levels of tolerance and consequences between the elementary and middle schools.

Our survey of Shawnee Mission students found that while seventh graders reported that the concerns that sixth graders expressed were overcome early in their transition to middle school there is still a subset students who are not adjusting as easily as other students. Teachers, counselors and administrators need to plan for these at-risk students regardless of whether they are in the elementary school or the middle school. VI. Answer: Subcommittee 1 undertook the task of examining the following question: What are the most essential components when providing a highly effective social-emotional and academic experience for sixth grade students? Given our research findings and the current reality of the Shawnee Mission School District, Subcommittee 1 agrees that the academic needs of sixth graders are better met at the middle level while the social emotional needs of a sixth grader are better met in the elementary setting. Based on the research, if sixth graders were to remain in the elementary schools then steps would need to be taken to enhance the academic programming. By contrast, if sixth graders were to move to the middle level, specific steps should be taken to address the social emotional needs of those particular students.

Table 4: Considerations Based on Sixth Grade Placement Sixth Grade in Elementary Sixth Grade in Middle

Academic Considerations

● Provide more scaffolding between middle school and elementary school expectations:

○ Amount of homework ○ Level of

independence ○ Instructional practices

● Ensure consistent access to the curriculum

● Equal access to high quality accelerated math instruction with highly qualified math teachers

● Ensure tiered interventions are maintained for at-risk students

● Sufficient movement incorporated throughout the day

● Services for Gifted, ELL & SPED students are more developmentally appropriate at the middle level

Social/ Emotional

Considerations

● Increase opportunities for extracurricular involvement

● Quarterly events/rewards specific for sixth graders more aligned to MS style

● Strategic transition events at the middle school

● Parent transitions & support about middle school issues - re-engage w/ PTA

● Sufficient movement incorporated throughout the day

● Social and emotional best practices incorporated (i.e. teaming, explicit transitions, looping, mentoring, etc.)

Regardless of location

● Share behavior data after first 9 weeks between middle & elementary school principals

● In the case of split feeders, ensure that splits are as close to 50/50 as possible

VII. Reflections & Additional Considerations: Throughout the commission’s work, our subcommittee raised a variety of concerns including: ● The primary parental concern raised by community members who spoke to our

committee included concerns that sixth graders in the middle school would have access to older, influential, and negative peers.

● Many parents have expressed concerns about the increases in building and class sizes that are perceived at the middle level compared to elementary.

● Participation in sports for sixth graders is allowed per KSHSAA rules if sixth graders are in the middle school. Parents would like the opportunity for sixth graders to participate in sports during their sixth grade year.

● Parents were concerned about the maturity of sixth graders and their inability to balance responsibility with newly found freedoms. They would like to see scaffolding in place to teach students how to handle the rigors of middle school including homework and dealing with social situations.

● If we add additional middle schools, another transition occurs as students may have to go to a different high school from their peers.

● It is important to provide sufficient leadership opportunity for students at all levels.

Finally, it is the finding of subcommittee 1 that parents had diverse opinions about a potential move of sixth graders to the middle level. While some parents are concerned about potentially negative exposure their students will have to older classmates other parents have commented that their student was more than ready for a move to the middle level during their sixth grade level. The parent concerns about moving sixth graders to the middle level are nearly entirely social or emotional in nature. It was clear

to our committee that academically middle school is a better fit for sixth grade students. However, both parent input and research suggest that the success of sixth grade students in any setting is less reliant on the configuration itself and more dependent on the people and their commitment to the systems put in place to support students.

Works Cited

Caskey, M. & Anfara, V.A. (2014). “Developmental Characteristics of Young

Adolescents.” AMLE - Association for Middle Level Education.

http://www.amle.org/BrowsebyTopic/YoungAdolescentDevelopment/YADet/TabId/

207/ArtMID/841/ArticleID/455/Developmental-Characteristics-of-Young-

Adolescents.aspx

Eccles, J. S. (1999). The Development of Children Ages 6 to 14. The Future of

Children, 9(2), 30. doi:10.2307/1602703

Fraser-Thill, R. (2017). The Developmental Needs of Today's Middle School

Students. Retrieved April 17, 2017, from https://www.verywell.com/middle-school-

students-and-their-developmental-needs-3288057

Gilewski, C.D. & Nunn, M.L. (2016). “Transitioning Young Adolescents from

Elementary to Middle School.” AMLE - Association for Middle Level Education.

http://www.amle.org/BrowsebyTopic/TransitionstofromMiddleSchool/TranDet/TabI

d/206/ArtMID/839/ArticleID/750/Transitioning-Young-Adolescents-from-

Elementary-to-Middle-School.aspx

Kinney, P. (2015). "Leading Learning at the Middle Level." AMLE - Association for

Middle Level Education.

http://www.amle.org/BrowsebyTopic/YoungAdolescentDevelopment/YADet/TabId/

207/ArtMID/841/ArticleID/541/Leading-Learning-at-the-Middle-Level.aspx

Kansas State Department of Education (KSDE). (2012). Kansas Social, Emotional and Character Development Model Standards (SECD). http://www.ksde.org/Portals/0/CSAS/Content%20Area%20(M-Z)/School%20Counseling/Soc_Emot_Char_Dev/SECD%20FINAL.pdf?ver=2014-10-08-095527-790

Appendix

Sixth Grade and Seventh Grade Survey Data

Sixth Grade Survey - What are you excited about and concerned about with regard to being in middle school next year?

Seventh grade survey: Based on the concerns, raised by sixth grade students, we asked 7th graders to what extent that concern was a problem when the reached the middle school.

Subcommittee 2 Final Report I. Sub-question Investigated: What are the advantages to sixth grade students attending middle school? II. Subcommittee Membership: ● Chuck Battey - Indian Hills Middle School ● Stephanie Gantt - Corinth Elementary School ● Suzie Legg - Rushton Elementary School ● Susan Leonard - Highlands Elementary ● Carrie Pflumm - Ray Marsh Elementary ● Mukta Sharma - Broken Arrow Elementary School ● Kristin Ridgway - Hocker Grove Middle School ● Heath Sigg - Trailridge MIddle School

III. Basis for this Sub-question: Subcommittee two defined the advantages for students in a traditional sixth - eighth grade setting for 6th grade students. Information provided reflects the key elements of an ideal sixth grade middle school setting. IV. Review Process: ● Identify and prioritize key sources of information to define an understanding of

sixth grade needs at the middle school ● Review research to inform best practice for sixth graders at the middle school

and define key components ● Interview middle-level educators with a variety of middle-level experiences to

define best practice for sixth graders at the middle school ● Visit a variety of schools outside the SMSD implementing the transition of sixth

grade students to the middle school setting to define identify advantages and needs of sixth grade

V. Data / Information Presentation: Subcommittee two recognizes four pillars emerging for a successful middle level program inclusive of sixth grade students. Findings are based upon: ● Social and Emotional Needs ● Academic Need ● Transition to and within middle school ● Teaming Supports

Social Emotional Needs During adolescence students grow in competence, independence, self awareness and become involved in the world beyond their families, (Eccles, 1999). Development during the ages of 11 to 14 is driven by basic needs to achieve competence, autonomy, and relatedness while seeking opportunities to master and demonstrate new skills, make independent decisions and control their own behavior while forming good social relationships with peers and adults outside the family, (Eccles, 1999). A focus in supporting sixth grade students at middle school is staff awareness of the wide variety of functioning levels each student brings to the school setting. Social roles for each child are changing dramatically at varying rates as they become engaged in programs and engage with peers and adults outside of their family, (Eccles, 1999). At varying times students are ready for increased social freedoms, and / or can handle more rigorous academic challenges. At the same time, many need significant support socially or emotionally, (Eccles, 1999). Dramatic social and emotional growth due to puberty exist. Specific supports available at middle school support an orientation toward achievement that will impact a student’s response to school for years, (Eccles, 1999). Critical social and emotional needs are met at the middle level in multiple deliberate ways. They include, but are not limited to the design of middle school curriculum, the development of a responsive middle school master schedule, a variety of course offerings alongside a rigorous offerings, a large menu of extra-curricular opportunities, as well as support services for students and families. The experiences boys and girls have in school will shape their development through this pivotal age (ages 11 to 14) period, efforts should be made to optimize the experiences, (Eccles, 1999). The separate settings created allow for a very structured transition socially for incoming sixth grade students. Middle schools provide organized programming in the classroom through differentiated curriculum and delivery. The design and instruction is effectively provided by content and support specialists such as instructional coaches, special education teachers, social workers and counselors. Choice in learning for middle school students is provided

in elective offerings that meet learners interests, passions and abilities across a spectrum of needs. Instructional supports are offered with specific social and emotional attention for sixth graders allowing them to meet research driven needs of increased autonomy, as sixth graders learn about the social world outside of their family through multiple contacts with a variety of adult staff, and to match themselves against outside expectations in curriculum and activity. Through this development of positive ways to respond to challenges including social and learning opportunities within and around the middle school day. Awareness that sixth grade learners operate at significantly different levels socially and emotionally than older middle schoolers is important. This knowledge is taken into account while designing their day including close consideration for the physical structure of a middle school. Defining a separate setting and area of the building for core classwork, creating electives schedules that are sixth grade only for attendance, a separate location to arrive and await first hour, as well as a separate time for lunch are all considerations among many others to support a scaffolded transition from the elementary setting to the middle level. Core classes are divided by grade level. With sixth graders in the middle school, the committee, panels and research offer evidence that sixth grade students continue to be in the middle level, with a defined separate core and extra curricular setting, including a devoted portion of the building and day be made available. With this defined schedule and physical structure in place, middle schools can maximize the unique and necessary flexibility in schedule, course and activity to meet the sixth graders’ social, emotional, academic and physical needs. Additional needs for a sixth grade learner include, “...fluctuations in metabolism cause sixth grade youth to experience periods of restlessness,” (Kellough & Kellough, 2008). Providing fifty minute physical education at the middle level, designed movement within instructional settings alongside the natural movement among classes throughout the day provide increased motion at the middle level enhancing not only physical movement but social interactions with multiple peers throughout a day. Daily middle school procedures are scaffolded throughout the year and be can be deliberately taught and implemented creating increased freedoms that are proactively scaffolded throughout this important year (consider passing periods, locker and restroom use, lunchroom environment and expectations, school-wide behavior systems, et cetera). Critically, supports can be maintained, adjusted, pulled away and re applied and re defined as individuals and groups of students are ready. These considerations of support are applied by an academic team who know the students well across a variety of settings. Additionally, input from a system of support staff provide valuable research driven, locally practiced and individualized support systems across social and emotional

needs for learners. Overall, the flexible middle school structure allows for staff to maintain the nurturing environment of elementary school, while implementing at appropriate rates the academic rigor associated with middle school. Ultimately, students developmentally grow out of the structures in place for sixth grade as appropriate in preparation for the secondary middle school experience in seventh and eighth grades. Extra-curricular activities provide a strong middle school support for a student’s social and emotional development. Middle schools are structured well to provide the scaffolded support needed at this level, (School Tours, Caskey & Anfara 2014). Middle level sports and activities are designed so that a restricted number of options are available for younger students, offering them opportunity without overwhelming. This support often provides a balance of competitive activity alongside the early opportunity to explore athletic or activity interests for the first time. As they progress throughout the grades, then, more options are available, (School Tours, 2017, Panel Discussion, 2017). These activities support the students in building confidence, coordination, respect, and a sense of community at a critical time of growth when students need support in developing these social and emotional skills. These activities include a tailored and growing list within middle school including, but not limited to cross country, volleyball, basketball, wrestling, leadership organizations such as STUCO, mentoring programs and a host of clubs such as gardening. Sixth grade student development highlights the need for increased interaction with adults outside of the family structure, increased access to peers of similar and different interests, opportunities to measure their own skill and competence and ‘safe’ places to fail within a flexible structure of supports. Social and emotional readiness is a top concern for parents. “...fit between the features of the social environment and an individual’s characteristics influence behavior, motivation and mental health,” (Eccles, 1999). Students succeed when their learning environments fit their social and emotional needs. Research found by Subcommittee Two suggests that, for parents, academic growth is not the primary concern for sixth graders at the middle level. Social and emotional growth for parents includes sending their children to school with older students in a safe setting. Crowded hallways, seven class periods, teachers with large caseloads, and generally overwhelming circumstances, (Committee Summary, 2017, Panel Discussion, 2017) are a key area of interest for patrons. To this concern, an important feature of a well designed middle school is a teaming structure. This structure would provides a core team of content teachers and support staff supporting sixth graders academic, social, emotional and physical needs. With teaming in place, most parents’ expectations for their kids can be effectively met ensuring success for learners. With 6th grade teacher teams, a unit of core teachers serves as an intervention team for their assigned group of students. They

are able to work together to closely monitor students, academically, socially, and emotionally, communicate more efficiently with parents, intervene quickly when a student exhibits at-risk behaviors, and provide the more nurturing feeling associated with elementary school. This team can extend beyond the core teachers and include social worker, counselor, school psychologist, elective, and special education teachers (Panel Discussion, 2017, School Tours, 2017). Ultimately, the middle school setting recognizes and supports “...teens experiencing new opportunities for independence outside the home. They spend much more unsupervised time with peers which are relatively equal in terms of interpersonal power and authority at the same time they continue to rely on the support and guidance offered by adults in the school,” (Eccles, 1999). Middle level schools provide a flexible set of tools and supports across a variety of developmental needs for sixth grade learners. Academic Needs “The most important cognitive changes during early adolescence relate to the increasing ability of children to think abstractly, consider the hypothetical as well as the real, consider multiple dimensions of a problem at the same time, and reflect on themselves and on complicated problems. There is also a steady increase in the sophistication of children’s information processing and learning skills, their knowledge of different subjects, their ability to apply their knowledge to new learning situations, and the awareness of their own strengths and weaknesses as learners. Higher order cognitive abilities help adolescents regulate their learning and behavior better to accomplish more complicated and elaborate tasks,” (Eccles, 1999). Rapidly and varied rates of changing abilities and needs heavily impact self concept, thoughts about their futures and understanding of others. Academic development is closely linked to the overall success socially, emotionally and in how middle level learners successfully adapt to physical changes. Middle school learners will base their peer relationships around perceived similarity with others’ abilities. Investigations by Subcommittee two have found that middle level academics provide curriculum that is, “...relevant, challenging, integrative and exploratory,” (Caskey & Anfara, 2014). A central consideration of successful middle level programing is the quality of the curriculum. Additionally, the quality of the resources available to expert teachers and practitioners available to deliver high quality instruction and environments for student learning are critical. Core curriculum is designed in a sixth-eighth grade band of content and resources. As a result, most instructional materials and resources are published or

packaged as such. While content specialists at the middle level are trained and prepared to deliver instruction to a wide variety of needs, resources that readily support the unique expanse of academic, social and emotional is powerful. Teachers in the middle level are content area specialists and are therefore equipped to provide rigorous learning experiences for students, (Panel Discussion, 2017). This balance of curriculum materials and the content area knowledge of subject area teachers provides an enriching and rigorous academic experience for middle level students. In addition to rigorous core classes, the middle level offers a variety of elective experiences for students, such as exploratory classes including art, robotics, engineering, fine arts, foreign languages, et cetera. There exists a large number of choices for students, and the true benefit on the middle level lies in the structure of these elective courses--students have the ability to choose courses based on interest and then attend that class every day, rather than just once every four days, as on the elementary level, (Panel Discussion, 2017). With this structure in place, students are able to gain skills more quickly, explore a variety of programs, and do so without missing core instruction. “Typically, young adolescents are eager to learn about topics they find interesting and useful, ones that are personally relevant,” (Anfara & Caskey, 2014). Additionally, student surveys conducted by Subcommittee #1 support that middle level students are eager to experience elective and exploratory choices available in the middle school setting. A final note on the academic benefits of middle school involve the need for students at this age to be engaged in daily physical activity, (Gilewski and Nunn, 2016). Elementary school 6th grade teachers report that even though 6th grade students need this physical outlet, the unstructured nature of the traditional elementary school recess does not meet that need. With the potential for physical education class to be offered every day rather than once every 4th day as in elementary school, middle level students have the opportunity for this physical need to be met in a more organized and constructive way, (Panel Discussion, 2017). With academic rigor comes the need for academic support for students with 504 education plans, Individualized Education Plans (IEPs), or English Language Learners (ELL). It is vitally important on the middle level for academic interventions and supports to be built into the schedule for students as well. Middle level offers an extensive support team, including special education teachers, paraprofessionals, counselors, social workers, tier 3 supports and interventions in place, etc. Access to these services is discreet as, again, students are not pulled from core instruction to receive services,

but rather the support is pushed into the classrooms and built into the student’s schedule on an individual basis, (Gilewski and Nunn, 2016). An appropriately structured middle level program will allow for these individual students to receive services without distraction from or infringement upon other instruction, (Gilewski and Nunn, 2016, Panel Discussion, 2017, School Tours, 2017). Transition Programs “Change is a challenge or an opportunity for anyone, and just as middle level students are experiencing the greatest developmental growth since infancy, they are thrown into the new environment of middle school,” (Gilewski and Nunn, 2016). For this reason, the program a school district has in place to transition students from the elementary level to the middle level environment becomes critical. “The transition is often very complex. As young adolescents are changing school buildings they are also changing hormonally, mentally, and physically,” (Gilewski, Nunn, 2016). Placing sixth graders in the middle level would provide the fewest number of transitions in a short period of time, which is optimal. With sixth graders in a 6th-8th middle school setting, it extends the middle school experience to three years. This shift can have an enormous impact on the culture and climate of a middle school, (Committee Summary, 2017, Panel Discussion, 2017, School Tours, 2017). Parents on the Sixth Grade Commission admit that middle school is a short (two-year), “...bump in the road,” to many in Shawnee Mission and often described by neighbors as a way station on the path to high school. Examples provided by peer schools include a decrease in participation in parent organizations and oft cited school climate decline as parents, students, and even teachers aren’t committed to the middle school experience long enough to build any sense of community (Committee Discussions). The movement of sixth grade to the middle level in Shawnee MIssion could impact this unfortunate cultural mindset and effect a positive change in pride for our middle schools. The quality and consistency of middle level transition programs are as critical as the frequency of transitions. A strong transition program should begin a full semester before the transition occurs, ideally includes end-of-summer activities, and then continues throughout the entire first year in the new school (Gilewski and Nunn, 2016). It is most appropriate when all elementary schools in a feeder pattern implement a consistent program, (Panel Discussion, 2017). The transition program should address the wide range of concerns students, parents, and teachers have as students enter the transition period. Reynolds (2005) noted, “...when developing a transition program, one must consider the expectations of the students as well as their capabilities and knowledge.” Middle level

transitions can address social and emotional concerns by establishing mentor and ambassador programs. The 6-8 model supports this type of program, allowing for older middle level students to be partnered with incoming students, especially those identified as at-risk. Middle level students visiting former elementary schools to serve as a guest speaker for an elementary classroom can help build leadership skills and confidence as well. On the other hand, elementary students can visit the middle schools, either as an all-school field trip, or with only a few students sent who then report back to their classmates. These pre-entry activities, in addition to early and consistent communication to parents about programming and policies, can reduce the social and emotional anxiety that may exist for students surrounding the transition to middle school, (Gilewski and Nunn, 2016). Once students are in the middle level setting, an appropriate transition program will continue with ongoing supports for students. Sixth graders can learn building expectations through an extensive boot camp, designed to educate them on every nuance of middle level life. A typical boot camp would prepare students for building-wide behavior expectations, daily procedures, common language, common instructional practices, organizational skills, etc., (Panel Discussion, 2017, Gilewski and Nunn, 2016). Discussions with professionals having experience in a variety of middle level settings reported that, with teaming in place, the first few weeks of school doesn’t have to look the same for sixth graders as it does for the rest of the students. The sixth grade can be on an alternate schedule, learning and reinforcing building-wide practices, beginning with only a few core subjects, then gradually taking on a full course load, learning how to organize and manage time effectively, etc., (Panel Discussion, 2017). Even beyond the first few weeks of school, the transition program continues. As students grow and become more comfortable with middle school, they can report their experiences, help prepare younger students, and help staff identify weaknesses in the process to address moving forward. Ongoing communication with students, parents and staff and reflective analysis of feedback from these conversations will continue the improvement of the transition program in any successful middle school, (Gilewski and Nunn, 2016, Panel Discussions, 2017). Overall, these findings regarding transition programs speak to the need for a specific and consistent program across a feeder pattern and the potential impact of that program, regardless of the year in which the transition is happening. However, the most important detail to note is the overwhelming opinion that there is a great benefit to extending the middle school experience to three years in order to effect a positive change in the climate and cultural attitude toward middle school in general.

Sixth Grade Teams A team model is a key support for sixth graders in the middle school setting, (Panel Discussion, 2017, School Tours, 2017). An effective middle school setting provides for opportunities for adolescent learners to craft close relationships with a core team of educators at the point when they have the greatest need for guidance and support that is outside of the family and serves to complement that traditional support effectively, (Eccles, 1999). Because middle schools are larger than elementaries, instruction is organized by content, and teachers work with several groups of learners each day, the teaming model is a key. (Eccles, 1999). Teachers focus on a smaller community of learners both instructionally as content area experts and also as an “intervention team” for each student and their expected social, emotional, academic and physical needs. With team collaboration, teachers move swiftly to implement researched and informed interventions to support rapidly changing sixth grade students, communicate with parents to inform and gain essential input and support, monitor student progress allowing timely responses to performance, and build the critical sense of community and belonging craved by the adolescent student. Ultimately, the well-designed sixth grade teacher team affords for the “elementary school” nurturing environment of a smaller community in which the rapidly developing student will receive the tailored supports needed in a timely manner. This team can be crafted at the middle level allowing for a uniquely designed program tailored around these needs, (Panel Discussion, 2017, School Tours, 2017). The interdisciplinary team balances the higher expectations of middle level teachers for student learning and competence by increasing the sense of community and connection with individual teachers. This, “...safe zone of comfort as well as challenging new opportunities for growth,” (Eccles, 1999) is well balanced at a middle school employing teams that are uniquely matched with the developmentally appropriate needs of the adolescent learner. Visits to other schools and panel discussions with professionals working on teams in other school districts indicate that successful teacher teams range from 3-5 teachers, provide the opportunity for 6th grade students to be kept physically separate from older students, and allow for students to have interactions with key adults that are not their parents (Eccles, 1999). Sixth grade is a model year to tailor systemic and academic expectations, and must be treated as a separate grade level from the rest of the middle school. With these strong systems in place, parental fears were lessened as flexible supports for kids were proven. The sense of staff embracing this grade / age level in the middle school was critical. Sixth grade at the middle level requires deliberate systems in place with enough flexibility to meet kids at both high and low needs on

different days, (School Tours, 2017). Overall, a team model appears to be most effective and can provide most significant support for students when the teacher team is responsible for 100-120 students (Panel Discussion). While middle school teams meet both academic and social/emotional needs of adolescents, to truly maximize teachers’ skills in supporting learners, planning is critical. A second plan time for the team would ideally support adequate collaboration, research and implementation for teachers. Teachers are able to meet once a day with their content area teams in order to focus on rigorous curriculum, varied instructional strategies, and academic interventions to ensure student learning. Additionally, teachers collaborate with the interdisciplinary team to support the middle level rigor sought by learners with rapidly changing abilities across a wide range of development within one classroom. This additional team planning time sets the stage for teachers to provide optimum support academically, socially, and emotionally for 11 - 14 year old students, (Panel Discussion, 2017, School Tours, 2017). VI. Summary of Findings The advantages of sixth graders in a middle school setting are numerous. National and State curriculum bands support the sixth through eighth model, middle school teachers provide rigorous coursework in their areas of expertise, and students have multiple opportunities to explore numerous elective courses based on their interests; additionally, students experience those exploratory classes each day, without sacrificing core instruction to do so. With appropriate teaming models and strong transitional programs in place, middle schools also offer the support and flexibility needed to ensure all students’ needs are met at the appropriate developmental level for each child. However, as middle schools currently exist in the Shawnee Mission School District, many programs and considerations for staffing would need to be made to ensure these standards are met for all students. VII. Reflections and Additional Considerations “Understanding and responding to the unique characteristics of young adolescents is central among the tenets of middle level education,” (Caskey & Anfara, 2014). Our investigation of the sixth grade needs including the social, emotional, academic needs as well as the power of strong transition programs and a well-designed team approach led to the conclusion that Shawnee Mission Schools can greatly benefit from evaluating current middle school programs. Discrepancies, even within an attendance area, in resources, procedures, policies and practices exist for sixth grade students as they prepare for middle school. Individualized programming should be a priority when

tailored to the unique makeup of our diverse middle school communities. Findings suggest a core of middle level resources will enable us to provide a common foundation for learners from sixth to eighth grades with a strength of locally focused supports. Regardless of the make up in current middle schools, much has been learned that is already impacting the services being provided and planned.

References

Caskey, M. & Anfara, V.A. (2014). “Developmental Characteristics of Young

Adolescents.” AMLE - Association for Middle Level Education.

http://www.amle.org/BrowsebyTopic/YoungAdolescentDevelopment/YADet/TabId/

207/ArtMID/841/ArticleID/455/Developmental-Characteristics-of-Young-

Adolescents.aspx

Eccles, J. S. (1999). The Development of Children Ages 6 to 14. The Future of

Children, 9(2), 30. doi:10.2307/1602703

Gilewski, C.D. & Nunn, M.L. (2016). “Transitioning Young Adolescents from

Elementary to Middle School.” AMLE - Association for Middle Level Education.

http://www.amle.org/BrowsebyTopic/TransitionstofromMiddleSchool/TranDet/TabI

d/206/ArtMID/839/ArticleID/750/Transitioning-Young-Adolescents-from-

Elementary-to-Middle-School.aspx

Subcommittee 3 Final Report I. Sub-question Investigated: What are the advantages of sixth grade at the elementary level? II. Subcommittee Membership: ● Polly Blair - Indian Woods Middle School ● Jennifer Cairns - Christa McAuliffe Elementary School ● Eric Donner - Rosehill Elementary School ● Babalola Faseru - Nieman Elementary School ● Rebecca Knechtel - Overland Park Elementary School ● Travis Morgan - East Antioch Elementary School ● Heidi Walker - Merriam Park Elementary School ● Devin Wilson - Mill Creek Elementary School ● Blake Revelle - Indian Hills Middle School Staff ● Jeremy Wayne - Indian Hills Middle School Staff

III. Basis for the Sub-question: Subcommittee three explored the benefits of sixth graders’ placement in a K-6 elementary setting viewed through the lens of four criteria: social-emotional development, academic achievement, discipline and behavior, and transition considerations. Regardless of perspective, position, or bias, our investigation has focused on advantages of sixth graders attending K-6 elementary school. IV. Review Process: In order to answer the subquestion effectively, our subcommittee sought answers through three main sources: research, professional input, and school site visits. In seclusion, each of these sources has potential shortcomings. Research can be subject to time and place, professional input can be subject to the bias of interviewees, and site visits can be subject to location selection. In concert, however, all three sources of information combined provided our subcommittee with information vital to this report. The following is a general outline of our subcommittee process: ● Subcommittee norm setting ● Subcommittee acknowledgement of personal bias toward placement of sixth

graders

● Monthly subcommittee work sessions ● Small group analysis of professional research followed by subcommittee

discussion and analysis (see appendix A) ● Professional input from panel interviewees encompassing a variety of roles:

teachers, parents, curriculum coordinators, school administration, and school support personnel (see appendix B)

● Data sharing and collaboration with subcommittee 1: social/emotional and academic considerations and subcommittee 2: advantages of sixth grade at the middle level

● School site visits to elementary and middle schools (see appendix C) ● Rough draft of subcommittee report presented to subcommittee 3 members for

review and feedback ● Final draft of subcommittee report presented to entire sixth grade commission for

review and feedback ● Final draft of written subcommittee report provided to The Shawnee Mission

School District Board of Education explaining subcommittee 3 findings: advantages of sixth graders at the elementary level

V. Data/Information Presentation: As previously mentioned, the data collected by our subcommittee involved research, professional input, and school site visits. The information presented below is categorically organized by these defined topics. Findings and implications of this research can be found in sections VI and VII of this report. Review of Literature Adolescents ranging from ages 10 to 15 are subject to a variety of school models in American education, but whether it is a K-6 elementary model followed by a junior high model (grades 7-8 or 7-9), a K-5 elementary model followed by a middle school model (grades 6-8), or any number of center-based programs (e.g. a district 6th grade center), research rarely “compare[s] students in middle schools to those in other [models]” (Kipnes & Weiss, 2006, p. 244). As a result, although many studies have touted the negative effects middle schools have on students (Alspaugh, 1998; Crockett et al., 1989), others like Kipnes and Weiss (2006) claim that the existing negative results may speak more to the student’s age rather than a specific schooling model. Despite the inconsistencies in research findings, social and emotional supports, academic and curricular implications, safety and discipline considerations, and transition efficacy consistently reoccur throughout the literature revolving around middle school-aged students.

Because students at upper elementary and middle school levels are generally concerned with popularity and peer relationships, student social and emotional supports are important facets to consider (Eder, 1985; Kipnes & Weiss, 2006; Seidman et al., 1994). Although the report from subcommittee 1 clearly outlines in depth social and emotional considerations, research indicates that the middle years of a young adolescent’s life (ages 10 to 15) are unique and impactful – especially in the realm of social and emotional development (Crockett, et al., 1978, Wormeli, 2011, White, 1993). Somewhat paradoxically, as young adolescents become more socially driven, they are more susceptible to low self-esteem (Alspaugh, 1998; Cook et al., 2006). Therefore schools that help with transitions, meet the unique needs of the upper elementary and middle school aged student through age-appropriate instruction, programming, positive feedback, and incorporate teaming are more apt to successfully meet the social and emotional needs of middle school aged students (LeZotte & Snyder, 2011). Despite the aforementioned supports, upper elementary and middle school students develop physically, intellectually, morally, psychologically, socially, and emotionally at different rates (Berk, 1993; NMSA, 2003). Therefore, it may behoove educators to diversify social and emotional supports within the school system. Simple measures such as ensuring every student has a meaningful, positive relationship with a staff member, offering a variety of clubs and activities for students to identify with and participate in, and providing frequent, genuine praise for students is a start (Waters, 2016; White, 1993). Beyond that, more involved processes such as creating teams of teachers and strategic guidance programming may provide more intensive social and emotional supports for middle school students (Rottier, 2001; Valentine, et al., 2004; Waters, 2016; White, 2003). Regardless of what the middle school offers, the social and emotional considerations of middle school aged students cannot be discounted. As important as social and emotional considerations are to the grade alignment discussion, academic and curricular implications must also be deliberated. Academic achievement is one of the primary goals of public education. Although a variety of factors can inherently affect academic achievement – i.e. socio-economic status, parental education and support, social/emotional factors, physical location, size of school, community resources, etc. – one such factor is grade configuration (Blyth, et al., 1978; Rockoff & Lockwood, 2010). According to multiple studies, students who are in a K-8, 9-12 setting, or in a K-12 setting academically outperform those students in a K-5, 6-8, 9-12 (or other multi-transitional schooling systems). Rockoff and Lockwood (2010) found that sixth grade achievement scores in math and English fell significantly comparatively to students that did not transition to middle school. The longevity of this impact is not as cut and dry and may depend on other variables, but students who experience transitions at an earlier age than eighth grade seem to be significantly impacted (Rockoff & Lockwood, 2010). While many are convinced that grade alignment

plays the most significant factor in middle school achievement scores, there are other factors to consider as well. Bickel et al., (2000) claims that as school size increases, achievement decreases for students with lower socioeconomic status. Interestingly, a rarity amongst educational research, there has been remarkable continuity in this research model across seven states and multiple regression model specifications. Another potential factor impacting achievement is the timing of student transitions (Crockett, et al., 1989; Rockoff & Lockwood, 2010; Seidman et al., 1994). Although discussed in further detail later in this review, early and/or multiple transitions – what Seidman et. al (1994) refer to as “double-jeopardy” – seem to magnify the negative impact of student achievement at a statistically significant level. Discipline and/or safety considerations are another factor that play an important role in the body of research revolving around sixth grade students. Research on the subject of student behavior cites that when students progress to middle school, disciplinary infractions increase (Cook et al., 2006; Theriot & Dupper, 2010). Despite accounting for demographic factors such as socioeconomic status and ethnicity, sixth graders at the middle school receive more disciplinary referrals (Cook et al., 2006). However, it has proven difficult to hypothesize why this takes place across multiple settings. Researchers claim it could be anything from the “social effect” that Manski (1993) theorizes to middle schools simply processing infractions more subjectively (Theriot & Dupper, 2010). Manski (1993) claims that the influence of older peers on sixth graders can be contagious – positively or negatively. Theriot and Dupper (2010) point out that although the rate of infractions increase in middle school, the largest increase is for subjective infractions – most notably: classroom disruptions. Boys, ethnic minorities, and students of low socioeconomic status are most likely the subject of the disciplinary consequences (Theriot & Dupper, 2010; Gay, 2006; Irvine, 1990; Wu et al., 1982). Theriot & Dupper (2010) wonder whether these findings mean that students misbehave more in the middle school or whether the middle school environment is simply more legalistic. Cook et al. (2006) suggests that middle schools place more emphasis on academic achievement and discipline than does the elementary school. In any case, research like Short, Short, and Blanton (1994), Cauley and Jovanovich (2006), and George, Breslin, & Evans (2007) posit that an effective transition plan that begins at the elementary level and continues through middle school, and a even a more proactive approach to in school suspension are ways to counteract and scaffold positive behavior for middle school students. Perhaps the most pervasive topic in the discussion on grade alignment is that of transitions. Each of the preceding paragraphs has cited or mentioned transitions embedded within social and emotional, academic and curricular, and disciplinary considerations for middle school aged students. Alspaugh, (1998), Anderman, (1996),

Blyth et al. (1978), Chung, Elias, and Schneider, (1998), Crockett et al., (1989), Elias, Gara, & Ubriaco, (1985), Harter, (1981) Jackson and Davis, (2000), Linney and transitions are difficult for students. More specifically, some research claims that early Seidman, (1989), Simmons & Blyth, (1987) and Wormeli (2011) all claim that xth and eighth grades) negatively impact student achievement (Blyth et al., 1979; Crockett et al., 1989; Seidman, 1994). “Personal maturity and coping resources” along with transitions (e.g. after 5th grade) or multiple transitions (e.g. transitioning after both si the level of preparation and social support available” are all variables in a student’s ability to navigate transitions (Crockett et al., p. 182, 1989). Other studies claim that early or multiple transitions have little to no effect on student achievement (Brynes and Ruby (2007); Dove et al. (2010); Howley (2002); McKenzie et al. (2006); Weiss & Kipnes (2006);. Rather, Weiss and Kipness (2006) conclude that school size and socioeconomic status have more of an impact on student achievement that does grade configuration. Regardless, it becomes important to have a transition program in place that meets the needs of students that, according to LeZotte & Snyder (2011), includes the following:

(a) provides a safe and organized place, (b) sets high expectations, (c) exhibits strong instructional leadership, (d) has a clear mission, (e) monitors student progress, (f) provides the opportunity to learn, and (g) builds a true partnership between home and school.

Although researchers may not be able to agree on a single middle school alignment or grade configuration, “both settings can be effective when educators nurture [the above] school environment” (LeZotte & Snyder, pp. 2-3, 2011). See Appendix A for references that contributed to this literature review. Panel Discussion Involving Educational Professionals On February 13, 2017, a group of professionals gathered to participate in a panel discussion for the purpose of providing information to inform subcommittees 2 and 3 in the areas of social/emotional development, academic/curricular considerations, and effective transitions. A copy of the panel discussion questions, as well as the responses provided by the panel, can be found in Appendix D, but a synopsis of the information follows:

Social/emotional development synopsis: Members of the panel agreed that social and emotional skills should be explicitly taught to sixth grade students - regardless of placement. Character development, digital citizenship, effective communication skills, and organization skills were all identified as areas necessary to the individual growth of students. In addition, an ambassador or peer mentor program effectively scaffolds these skills according to the panel members. It is the opinion of the panel that implementing teaming is vital to the social and emotional development of sixth graders - especially if there is a shift to sixth grade placement in the middle school. Specifically, members of the panel spoke to the consistency that teaming provided teachers to monitor and intervene with students both academically and behaviorally, and to the sense of belonging and/or school pride that accompanies the teaming model. Another specific item noted by the panel is the variety of access to clubs, activities, and school sports that middle schoolers have. Although the panel understood that sixth graders placed in a middle school would have limited opportunities to participate in athletics, the access to clubs and organizations was a benefit to the social and emotional development according to the panel members. Although a variety of considerations were taken into account, it is the opinion of the majority of professional panel members that from a strictly social and emotional perspective, sixth grade placement in a K-6 setting is preferred. Academic/curricular consideration synopsis: From an academic and curricular standpoint, the panel of professionals noted that there are a variety of considerations to analyze within the context of what is best for sixth grade students. The first consideration is the way curriculum is banded at the state level. Since the Kansas State College and Career Readiness (KSCCR) curriculum standards are generally banded in a grade 6-8 format, the panel discussed some of the challenges this presented to the current K-6 elementary school model. Members of the panel reported that textbook adoption for a K-6 curriculum is a challenge, and that professional development for sixth grade teachers is a challenge as well. From a professional development (PD) perspective, sixth grade teachers on the panel of professionals are a part of the elementary PD that is applicable a portion of the time, but other times, professional development with other sixth grade teachers and/or vertical teaming with 7th and 8th grade teachers would be more beneficial to their students and their work. In the opinion of the panel, if sixth graders stay in a K-6 elementary setting, instructional coaches can help fill this potential void for sixth grade teachers.

Another academic consideration that the panel discussed is the opinion that sixth graders are ready for elective choices rather than recess. In line with KSCCR standards, the panel agreed that electives offer more career exploration at an earlier age. The caveat mentioned by members of the panel was that movement for sixth graders is still necessary. Cooperative learning that incorporate movement and social components, brain breaks that incorporate movement, and programs like STRETCH were mentioned as a part of a nonexhaustive list. Important to subcommittee 3’s report, the panel described a student’s elementary classroom experience as flexible and differentiated. In the current K-6 setting, every student receives intervention time (whether it be formal tiered intervention, flexible intervention depending on informal assessment, or extension for those students who have mastered concepts. The current 7-8 model in Shawnee Mission relies on teachers to differentiate within the 52 minute class period for students. In general, tier II group interventions for students are actual classes that take away an elective choice from students. In addition, there are “mascot hour” times that can be utilized for tiered intervention. At this time, mascot hour runs only twice per week and also encompasses additional activities (i.e. clubs/groups, Career Cruising, character development, etc.). It is the opinion of all professional panel members that from a strictly academic and curricular perspective, sixth grade placement in a 6-8 middle school is preferred. Transitions synopsis: Although the information contained in this synopsis is brief, it is the opinion of the panel that transitions are an important piece of the Board of Education’s consideration. Effective transitioning, regardless of sixth grade placement is important for sixth grade students. The panel suggested more intentional practices as a part of the transition process to middle school (regardless of grade when transitioning). It is the opinion of all professional panel members that the transition to middle school, regardless of sixth grade placement, needs review and attention in order to best serve our district’s students. School Visits The week of March 6, 2017, subcommittee 2 and subcommittee 3 sixth grade commission members attended area elementary and middle schools that differed from the K-6, 7-8 model currently present in The Shawnee Mission School District. One K-5 elementary school and three grade 6-8 middle schools from three area school districts hosted commission members and provided information on a variety of topics - including the areas of social/emotional development, academic/curricular considerations, effective

transitions, and behavioral considerations. A transcript of the questions and responses from each individual school can be found in Appendix F, but a synopsis of the information follows: Monday, March 6, 2017: Prairie Star Middle School - grades 6-8 - Blue Valley School District (USD #229): Subcommittee 2 and 3 members interviewed both the 6th and 7th grade teams at Prairie Star Middle School (PSMS) in the Blue Valley School District on March 6th, 2017. Academic considerations: PSMS staff members noted that to effectively teach sixth graders at the middle level, students should have extensive scaffolds and supports. Sixth graders, in their estimation, are learning to foster independence so it is the job of teachers to lead students through the transition process. Students who are at-risk, identified (SPED, ELL, gifted, etc.) and/or have significant needs have pull out services available to them at PSMS, but teachers mentioned that it takes away from class time. Social/Emotional considerations: PSMS staff members talked extensively about building positive relationships with students. Students are afforded the opportunity to involve themselves in extra-curricular activities as sixth graders, and the three year stint in middle school offers the time for relationships to grow with peers, teachers, and mentors. The PSMS team mentioned that in three years of middle school, their students have built a family. Another social/emotional consideration the staff addressed was the fact that their wrap-around services - those services available for students throughout their transition (and beyond) - are strategic and meaningful. A team of teachers is assigned to specific groups of students and acts as a catch net for students on the team that may be struggling academically, socially, emotionally, behaviorally, etc. Transition considerations: It is the opinion of the PSMS teams that fifth grade students are ready for the transition to middle school. They identified that in general, students enjoy more teachers to connect with. They also spoke to their professional experiences with parents thinking the transition to middle school would be difficult, and yet finding that it was not for their students. Student orientation days were an important part of the transition process at PSMS.

Behavior and safety considerations: Students at PSMS are located in pods (differing physical locations) broken out by grade level. Therefore, the only time sixth grade students come across seventh and eighth grade students is during passing periods to elective classes that are during specific hours of the school day. Teachers are present in the halls for supervision during transition times. In short, PSMS staff believe that sixth graders are served well in the middle school, and yet made the comment that there are merits to a K-6 model as well. If sixth graders are placed at the middle level, the PSMS staff believe that sixth grade should look and feel different than 7th and 8th grade at the middle level. There should be structured transitions and the academic rigor should build throughout the school year. The PSMS staff believe sixth grade is as much about teaching students how to learn as it is teaching them what to learn. Tuesday, March 7, 2017: Frontier Trail Middle School - grades 6-8 - Olathe School District (USD #233): Subcommittee 2 and 3 members interviewed a panel of 6th and 7th grade teachers, support staff, and administration at Frontier Trail Middle School (FTMS) in the Olathe School District on March 7th, 2017. Academic considerations: Academically, FTMS offers much of the same as SMSD middle schools. However, one of the areas that seems to differ is the flexibility for special education (SPED) and English language learners (ELL) students. At FTMS, SPED students receive a variety of supports ranging from modified curriculum to co-taught class periods. Some SPED students are also involved in a resource hour for additional support of core curriculum. In addition, teams of teachers are able to academically support students by keeping tabs on academic progress and mastery of content at daily team meetings. Once a week, the team meeting time is dedicated to professional learning community (PLC) time within content area. The FTMS staff stated that from an academic perspective, sixth grade at the middle school make sense. One example specifically noted is that sixth graders have science and social studies every day at the middle level. In elementary school, teachers must decide between science and social studies on a given day. Social/Emotional considerations: Much like PSMS, FTMS staff members spoke to their belief that positive relationships with students are paramount in order for sixth grade students to feel socially and emotionally safe. Sixth graders, according to the FTMS staff, need tender love and care.

Sixth graders are extended more grace, and are afforded more explicit teaching instruction at FTMS. Explicit teachings of character and organization are included. Sixth graders at FTMS have the opportunity at FTMS to involve themselves in cross country and track, which staff identifies as a great way for students to get to know one another socially. Another noted finding from our visit was a program called WEB (Where Everyone Belongs) that specifically supports students at FTMS from a social and emotional standpoint. In this program, eighth grade students mentor sixth graders and teach specific social/emotional/academic lessons to sixth graders throughout the year. Transition considerations: Much like PSMS, FTMS has an orientation transition day. FTMS also invites incoming fifth graders to basketball games, and to a building tour/transition day in May of their fifth grade year. Although the goal for transition to middle school at any grade level is to be strategic and effective, It is the belief of the FTMS staff members that students who struggle with the transition from fifth to sixth grade, would be the same students that would struggle with a transition from sixth to seventh grade. Behavior and safety considerations: Like PSMS, sixth grade students were separate from seventh and eighth grade students. However, the building architecture makes this more difficult at FTMS. In lieu of this, FTMS students have a sixth grade hallway, a seventh grade hallway, and an eighth grade hallway. Sixth graders are not allowed on the seventh and eighth grade hallways and vice-a-versa. Like PSMS, the only time sixth graders cross paths with older students is when they attend elective classes. Although students may cross paths while heading to an elective class, staff members are in the hallway to supervise, and elective classes are sixth grade only classes. Wednesday, March 8, 2017: Starside Elementary School - De Soto School District (USD #232): Subcommittee 2 and 3 members interviewed a 5th grade team of teachers, support staff, and administration at Starside Elementary School in the De Soto School District on March 8th, 2017. Academic considerations: The Starside Elementary (SE) staff believes that academically, the needs of sixth graders are unique and merit special attention. Because sixth graders are not housed at SE in the De Soto School District (USD #232), the academic considerations from the group were not spoken for at length. However, items of note included SPED supports and extra-curricular activities at the elementary level. From a systematic and philosophical standpoint at SE, SPED services are both push in and pull out.

Specifically, students have both co-teachers and/or paraprofessional supports in the classroom (push-in support) and a resource time period where they are pulled out of class for additional support (pull-out support). There is not a specific program for gifted students housed at SE, so gifted students bus out once per week to Mize Elementary to receive gifted services (a pull-out support). SE strives to have both math and reading co-taught at every grade level, and math specialists are in the classroom daily. In addition, tiered academic time is set up and implemented every day for all students. In other words, students who are struggling in a given subject area have built-in group or individual supports every school day. From an extra-curricular standpoint, the SE staff stated that there are many more opportunities for students to be involved in activities at the middle school level. However, because of a specific grant (Sparkle grant) that SE applied for and received a number of years ago, SE is able to offer more extracurricular programs than many elementary schools. Students have science, technology, engineering, and math (STEM) club, Monday and Tuesday tutoring and enrichment, homework help, cooking, running club, band, and a contract with 4H all available to students. Social/Emotional considerations: Socially and emotionally, the fifth grade teachers and the staff interviewed at SE understand that there are significant differences between fifth graders (those students that they are teaching) and eighth graders (at the middle school). All SE staff members also noted that students are at a pivotal time in their school career. As such, there are advantages for both placements according to the SE staff. In their estimation, sixth graders can do well at the middle level because it is a “nice year.” Drilled down, the SE staff members indicated that the staff where SE students will attend middle school embraces students and builds in student expectations throughout the sixth grade year. One SE staff member, who had a student go through the transition recently, said, “I was so afraid as a parent for my kid, but they excelled because of the staff at the middle school.” On the other hand, the SE staff noted the merits for sixth graders at the middle level as well. One staff member stated that the advantage exists because “we know our students probably better than anyone else.” Transition considerations: At SE, transitions begin the semester prior to middle school (as fifth graders). Transition meetings happen among staff and support members from SE and Lexington Trails Middle School (LTMS) - the SE feeder middle school. In addition, fifth grade students at SE have the opportunity to visit LTMS during the spring of their fifth grade year. In the

fall of their sixth grade year, sixth graders have an entire orientation day to themselves (without seventh and eighth grade students). Because of the high volume of ELL students at SE, the ELL teachers from LTMS meet with SE fifth grade teachers and support staff separately about each individual student. Sixth grade SPED teachers from LTMS do the same. Behavior and safety considerations: The SE staff addressed the concern that older middle school students can have a negative effect on sixth grade students’ behavior stating that negative influence depends on the school structure and on the students. In other words, structures put in place (e.g. teaming, grade level pods and/or hallways, peer mentoring programs link like W.E.B., etc.) can help minimize the potential for negative peer influence. However, it is the opinion of SE staff members that the school is not entirely accountable. Although structures minimize the opportunities for students to engage in poor behavior, students can choose to involve themselves in certain behaviors students regardless of age, grade level, or school structure if they choose to do so. A defined school structure, and healthy relationships with teachers and parents are built-in catch nets for students. Thursday, March 9, 2017: Monticello Trails Middle School - De Soto School District (USD #232): Subcommittee 2 and 3 members interviewed a panel of 6th and 7th grade teachers, administrators, counselors, and support personnel at Monticello Trails Middle School the De Soto School District on March 9th, 2017. Academic considerations: Monticello Trails Middle School (MTMS) staff members spoke at length about the academic and curricular supports they have in place at their building. Perhaps the most unique of our school visits, MTMS structures their school day with seven 43-minute class periods and two 30-minute class periods (a total of 9 periods). One of the 30-minute periods is used as a tiered intervention time, and the other is a study hall. The tiered intervention time, also known as ELT (extended learning time) is structured and individualized. In general, students are taught by their core teacher, but for students that need targeted instruction and/or intervention, they are able to be supported in their area of academic need. Student data is kept and recorded to move in and/or out of tiered intervention (ELT) as needed. For students that are not in need of ELT time for targeted intervention, they are able to use the time for extension. There are social studies, science, reading, and study skills extension classes. Although there are rigorous and relevant extension activities that take place, the fancy names for extension classes were taken away so that those in targeted intervention time do not have disappointment in missing out.

Much like every other middle school our commission visited, MTMS implemented a teaming model at each grade level. SPED students received mostly push-in support during academic hours, but are able to pull and provide intervention, re-teaching, and pre-teaching as needed during ELT. From an elective standpoint, MTMS sixth graders have quarterly sixth grade only elective choices through an “exploration of all elective options.” As seventh and eighth graders, students will have the opportunity to make semester selections for electives. Social/Emotional considerations: The commission visit to MTMS also provided feedback in the area of social/emotional consideration. Members of the MTMS staff believe that transitions throughout the school day help students in sixth grade. From a developmental perspective, sixth grade students appreciate the structured freedom they have (transitions within the school day, more teachers, etc.). In addition one MTMS staff member stated that a sixth grader having the same teacher all day tended to lead to more “drama issues” due to the level of a sixth grader’s social/emotional development. Having multiple teachers to connect with, with different personalities, makes it easier for the student to connect with an adult according to this MTMS staff member. Additional MTMS staff members stated that multiple transitions throughout the school day cut down on cliques and behavior of students - stating that student classroom management is easier in a middle school setting. Another major portion of the social/emotional support offered to MTMS sixth graders is the implementation of a school-wide positive behavior intervention and support (PBIS) system. Students work toward quarterly rewards, weekly rewards, and even daily classroom rewards set by the school administration, the students’ teams, and the students’ classroom teachers. This process sets clear expectations and a way to reinforce small behaviors (positive and negative) early on. Students have a built in support for poor behavior that includes multiple chances to adjust their behavior. The process is highly scaffolded and includes processing with the teacher, parent communication, and natural consequences prior to any administrative involvement. The tenants of the MTMS PBIS program are “respect, responsibility, and safety,” and everything within those contexts is framed as a positive life skill. Like the FTMS staff, MTMS staff members believed that students who struggle with organization and work completion are likely to struggle with these components regardless of their age when transitioning. Transition considerations:

Much of the information on daily transitions is listed above in the social/emotional section, but one unique note comparative to our other visits was the observation that although each grade level had their own respective hallway (much like FTMS), students from any grade level were allowed to traverse the hallways of any other grade level. During transition times, the commission noted that the majority of staff members were supervising hallways and there were no student issues observed. From a systematic standpoint, school transition is addressed in a variety of ways. In quarter four of a student’s fifth grade year, elementary students visit MTMS, tour the school, the school schedule is shared, and student ambassadors assist in answering questions. In addition, at elementary schools, fifth grade teachers support by providing students locker practice, movement among teachers throughout the day, and the elementary adds a la carte items to lunch once per week to help students comfort level with the transition. In the fall of the students’ sixth grade year, there is a sixth grade orientation day (much like every other school the commission visited). This time is helpful to ease anxieties, help with lockers, practice lunch, etc. before seventh and eighth grade students arrive. The transition at MTMS does not stop at the first day for students, however. MTMS staff members structure the first quarter of the sixth grade year to slowly integrate school culture and practice. Clear and spelled out procedures are explicitly taught to students - even things like “where to turn in homework, how do I enter the classroom, how do I access my grades, where is the pencil sharpener, etc.” are covered. Students are excused for being tardy for the first couple of weeks and are provided an oops pass (one per quarter) for late homework. One unique factor that presents itself at MTMS is the that one of the elementary schools that feeds MTMS splits students between MTMS and another district middle school. Eventually, these students rejoin one another at the high school level, but staff mentioned that it can be tough for sixth grade students at the beginning of sixth grade. However, because multiple elementary schools feed into MTMS, it is difficult to tell whether someone is “new” because a large percentage of the students are “new” to all students. Behavior and safety considerations: Like other middle schools on the commission visits, grade level teaming is implemented at MTMS. Many of the behavior components specifically noted by MTMS staff were explained in depth within the social/emotional considerations above.

VI. Summary of Findings: Through investigation into the question “What are the advantages of sixth grade at the elementary level,” subcommittee three members focused on the areas of academia, transitions, behavior and discipline, and social/emotional development. The subcommittee identified four points of interest in direct relation to the question that immediately follow and three more points for reflection and additional consideration in section VII of the report. Academic and Curricular Considerations Based on school visit observations, interviews with licensed teachers, and panel discussion, subcommittee three finds that sixth grade teachers in a traditional elementary setting are able to offer greater flexibility with regard to focus on a particular subject than their colleagues teaching in a middle school model. In an elementary setting, the sixth grade teacher typically has his or her class throughout most of the school day, depending on the school’s configuration. In a typical middle-school setting the sixth grader must move from class to class approximately every fifty minutes. If a student or class needs more review, reteaching, or enrichment, the middle school teacher will typically need to wait until the following day to address that with his or her class. Since the sixth grader teacher in an elementary setting usually doesn’t have as many daily class-to-class transitions, he or she often has the ability to extend instruction across class periods, and create extension, intervention, and integration opportunities across subject areas. Because the elementary sixth grade teacher teaches multiple subject areas in one classroom he or she is free to plan lessons that are integrated across curricula. Academic Performance: Students in 6th grade in elementary school generally academically perform at levels higher than 6th graders in middle schools. Regarding academic success in sixth grade in elementary school versus sixth grade in a middle school, research shows that students who transition to middle school in sixth grade perform at lower levels on standardized tests than their counterparts in elementary schools or K-8 school settings (Rockoff & Lockwood, 2010). Middle schools are typically larger than elementary schools due to building their student populations from multiple feeder elementary schools. One research-based hypothesis for the decrease in academic performance among middle school sixth graders versus elementary sixth graders is that as school size increases, achievement decreases, especially for students from low socioeconomic status homes (Bickel et. al, 2000).

Longitudinal studies in New York and Florida public schools also found that a transition to middle school in sixth grade can cause a drop in performance in mathematics and language arts that may persist until the tenth grade (Sparks, 2016). Other studies however, show that the drop in academic performance is consistent during any transition year and the performance drop associated with entering middle school typically corrects itself by the time a student is in eighth grade, whether the student enters middle school in the sixth or seventh grades. Bellmore (2011) found that students who experience peer rejection or low popularity during the transition from elementary to middle school suffer a reduction in their grade point average, but that the GPAs of these students tended to rise as the student progressed through the transition to middle school. Bellmore notes that because the transition to middle school itself impacts student grades, students who have been identified as peer rejected in elementary school should receive intervention to help prevent further negative effects. Transitions Physical Transitions: One common point of interest that repeatedly emerged among all facets of the subcommittee’s investigation was transitions. Sixth grade is commonly thought of as a “transition year” because students are typically leaving an elementary school and heading to a middle school at the end of the school year, or they are entering a new middle school after leaving elementary school in fifth grade. The influence of this school-to-school transition was addressed in much of the literature the subcommittee reviewed.

School transitions: Through review of literature, the subcommittee found that students who transition from elementary to middle school in sixth grade showed a decline in self-esteem whereas those making a transition at seventh grade did not (Thornburg & Jones, 1982), a finding consistent with the hypothesis that early transitions are especially difficult. Fewer school-to-school transitions can benefit students and delaying the transition from elementary to middle school may be beneficial. However, those benefits are negated by multiple school-to-school transitions within a short time frame.

Whether the sixth grader attends an elementary school or a middle school, the student experiences a number of daily transitions within his or her school day. The definition of a “transition” within the school day can mean moving from one classroom to another (as in a typical middle school setting), moving from one class subject to another within the same classroom (as in a typical elementary school).

In a middle school setting, the student’s day is often broken into seven or eight class periods, plus one lunch period which can often add up to ten or more room-to-room transitions per school day with the student possibly moving all over the building. In the elementary setting, the student still experiences room-to-room transitions though there are typically fewer within a school day and the student may not move as far throughout the school building as his or her middle-school counterpart. Additionally, room-to-room transitions in the elementary school are often directly supervised by teachers.

Daily transitions: With regard to physical transitions within the school day, educators from our panel interview reported that it is easier to meet the needs of students who need special support services when they are in an elementary school setting as opposed to a middle school model.

Sixth grade teachers in elementary schools have greater flexibility with regard to focus on a subject - ability to extend across class periods and create extension, intervention, and integration across subjects Behavior and Discipline Concerns As indicated in the review of literature, there is an ample body of research indicating that reports of disruptive behavior and discipline issues increase for sixth graders who are in middle school versus sixth graders who attend elementary schools (Cook et al., 2006; Theriot & Dupper, 2010). Boys, students who are part of an ethnic minority group, and students of low socioeconomic status are more likely to be referred for disciplinary issues than their sixth grade peers who remain in elementary schools (Theriot & Dupper, 2010; Gay, 2006; Irvine, 1990; Wu et al., 1982). Although research on antecedents for the increase in reports of disciplinary infractions are inconsistent overall (Cook et. al, 2006; Theriot & Dupper, 2010), some researchers propose an endogenous effect - that the average behavior of a group is influential on individuals within that group (Manski, 1993). Sixth graders in the traditional elementary setting are not exposed to behavior of older adolescents. While sixth graders in elementary school are the oldest students in the building, sixth graders in middle schools are often the youngest. Some research indicates that sixth graders’ daily exposure to older adolescents may have a detrimental effect on behavior through the modeling of illicit behavior of older peers (Reinke & Walker, 2006). The subcommittee notes, however that during any school-to-school transition year, the incoming class will always be the youngest class and will therefore be exposed to older peers, regardless of when that transition takes place. It is also worth noting that record keeping of

discipline infractions are often handled and coded differently in middle school than in elementary school and that most infractions recorded at the middle school level are subjective infractions such as classroom disruptions (Theriot & Dupper, 2010). Social-Emotional Considerations Subcommittee three identified social-emotional considerations as one of the four focus points pertinent to our question. Many of the social-emotional considerations the subcommittee uncovered are embedded within the aforementioned topics. Subcommittees three and one collaborated and shared data through the research process. Additional social-emotional considerations are available in subcommittee one’s findings. VII. Reflections & Additional Considerations: In addition to the points research-based points provided earlier, the subcommittee has identified three points we feel are worthy of reflection and additional consideration regarding the advantages of housing sixth graders in the elementary setting. These points have been identified through discussion among the subcommittee members, discussions with licensed teachers and as a result of school visit observations and review of literature. These points of consideration are listed here rather than in the findings section because they either do not adequately, directly, or specifically address the advantages of sixth grade in the elementary setting, are difficult to quantify, or are largely based public perception. Improvement of School Transitions: Through study of the question, subcommittee three finds that no matter where students are housed in sixth grade, special care and attention must be paid to supporting the student within the transition from elementary school to middle school, including follow-up support once the middle school year begins. In order to set up the student for success the transition process must support the student with wraparound services that address the unique social, academic, and physiological changes that typify the early adolescent experience. One-to-One Feeder Model: Members of subcommittee three report that there is concern in the community that if 6th graders were moved to the middle school setting, the one-to-one feeder model currently employed in USD 512 would change. The perception of some subcommittee members is that the current one-to-one feeder model is beneficial to students because they have and are able to maintain stable peer relationships throughout their school experience in USD 512. Since this question is unique to the history and culture of USD 512, it is

difficult to research objectively and therefore should be listed as a point of reflection rather than a research based finding. The Elementary Teacher as a Contact Point: Students and parents may perceive their sixth grade elementary teacher and classroom as a structured, supportive center for socioemotional and instructional goals, therefore leading to a positive effect on behavior and motivation. Parents may appreciate the elementary teacher as a single contact point for their child’s school experience, thereby simplifying communication regarding their student’s progress.

VIII. Appendix: Appendix A: Research References:

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Irvine, J. J. (1990). Black students and school failure: Policies, practices, and prescriptions. New York: Greenwood.

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Manski, C.F. (1993) “Identification of Endogenous Social Effects: The Reflection Problem.” Review of Economic Studies, 60, 531-542.

McKenzie, S. C., Ogle, N.T., Stegman, C.E., & Mulvenon, S.W. (2006, April). Does school configuration impact school performance on AYP assessments? Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

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reappraisal. Urban Review, 14, 245-303. Appendix B: Panel Interview Notes: Introductions: ● Parent of SMSD students - also a PE teacher in BV ● 6th grade teacher ● Stephanie Dalrymple - ELL Support teacher ● Leah VomHof - HS C & I director ● Darcy Swan - ES C & I ● Jennifer Woolever - Principal @ Roesland ● Michelle Tapka - 6th grade teacher at Roesland

Questions & Answers: ● What works best for 6th graders? What would be your concerns if 6th graders

moved? ● Organization is a key component of success at the middle grades ● Scaffold clubs & activities that students can participate in so that new

middle school (MS) students aren’t overwhelmed

● Curriculum bands lend themselves more to 6-8 ● Makes textbook adoption a challenge ● Harder to find a K-6 reading basal reader ● With increased rigor this is a challenge ● Math - K-5 adoption ● SS is similar

● As a teacher, you feel like the odd man out...ES PD doesn’t always apply to the 6th grade teachers

● With Kansas State College and Career Readiness Standards (KSCCR) - all content at all grade levels is more rigorous… ● Would benefit teachers from departmentalization

● From a strictly curricular perspective...MS is the best option ● Both models have merits, but curricular considerations are

weighted toward MS ● Is it possible to support professional development for 6th grade teachers?

● Instructional coach can help provide meet the more diverse needs of teachers at this level

● 6th graders are ready for more elective choices ● 6th grade students would be love to have a second elective rather than 1

elective and 1 recess ● Allows for more career exploration earlier ← this is a focus for the state of

Kansas ● Students are pulled out of core curriculum for Orchestra at the ES ● We currently try to meet the diverse needs & interest of students in the ES

but it frequently includes them missing core instruction because the elementary model doesn’t support that process

● Need a clear MTSS program/process in place for students in MS ● Every 6th grader gets intervention time...what could that look like in the

MS? ● Differentiation time - is there a way to build this in for every student at the

middle level? ● PE every other day alternating with study hall?

● Career/Elective exploration for 6th grade students? ● Rotate electives by quarter instead of semester for 6th graders in

order to gain greater exposure to the options ● Career Cruising as a means to help students explore career options

and determine what I should be doing in the short term to help support long term goals

● Transitions: ● 2 weeks of boot camp

● Digital Citizenship - w/ a digital driver’s license (that can be revoked)

● Character Education ● Aggressive vs. Assertive Communication - sets some common

language for feedback w/ students ● Does the 6th grade need to follow the same bell schedule as the rest of

the building? Can we build in deliberate time for these components? ● Be more intentional about the transition process to middle school ● You cannot move 6th grade to the middle school without a team model

● Be flexible w/ 2-, 3- 4- or 5-person teams ● Helps with consistency ● Pride/Belonging is stronger

● Peer mentors / Ambassadors are vital ● Good instruction -

● Incorporate movement throughout your lesson ← especially in lieu of recess ● STRETCH - 20-25 minutes - a more structured version of recess

● Need brain breaks ● Cooperative learning to incorporate the social component as well

Appendix C: School Visit Notes: SGC: School Visit Questions: Prairie Star Middle Culture: ● What would your 5th or 6th grade students say they love about this school?

● More independence ● Love multiple teachers ● The day seems really short! ● Lunch ● P.E. ● Being independent with own locker ● Love the teachers and creative projects ● Like transitioning and socializing and then moving to another class ● Energy level is tapped into - developmentally ● Love the freedom ● Treating them the way they should be treated ● We don’t walk them to lunch ● The students identify with teachers better because they respond better to

different styles of teachers. ● Parent questions: who do I contact?

● How do you foster positive relationships with your students in this school? ● Transitions - meetings and meetings prior to school starting; students

come in and view schedule; go through schedule; run the students through the schedule

● Do a lot with parents as well; help support parents is key to students being successful; we account for the fact they are younger;

● Transitions in every level 6, 7, and 8; ● What middle school looks like needs to be explicit ● If 6th came directly into 7th in our building; we would have to do

everything that our current 6th grade teachers do ● We would have to back up and caudle a bit more ● Communicate much more with parents ● By the time they get to 7th grade, that lets up a bit ● I believe your culture in SM is taking it by the horns - there isn’t as much ● New Seesaw app; allows parents to be a part of the learning; ● Every week have a sticky note:

● What was something you learned? ● What was the best part? ● Tell me something about your week ● Opens up a lot of communication - maybe never hear verbally but

they feel safe when ri ● TCB (taking care of business) time -

● A lot of times students that struggle come ● After school for one hour M-TR ● Both ● Library also open

● Proposed a 15 minute block to meet in a homeroom - touch base, check planners, etc. This isn’t something they’ve done yet, but a suggestion.

● Post weekly agenda on Sunday on Synergy: tests - newsletter; ● A lot of beginning of the year activities ● Lead them to explo classes - there is explicit training and practice lockers

● What do you do to build positive culture in this school? Pep rallies, PBIS supports, awards, etc. ● Awards assemblies at the end of the year ● You see growth of student over time ● You are helping students grow as well - you are a team ● More connectivity with families ● This is a family community ● Teaming is key

● 6th graders are not transitioned in without support. Students have supervised interactions with older students

● School wide goal to have students connected to an activity or club. Every single kid; musical

System Supports/Resources: ● What supports are offered to 5th/6th graders in this school and in this district?

Personnel supports? Counseling? Social work? Team supports? Academic supports? Etc. ○ Everyone is present and available ○ Pull-out services are discreet ○ Gifted

● How do pods work (or not work) to keep kids in grade-level groups? ● How are passing periods handled: more teachers in the hall? specific duties, etc. ● Does your school have a proactive behavior plan in place? What are typical

disruptive behaviors in this school at the 6th grade / 7th grade level? ● How does lunch work for 6th graders? ● What does your SIT (Student Improvement Team) look like? How do you identify

students for supports? ○ Students on Google doc ○ Better to do this on a team to figure out the issues with students ○ Identify where problem is, and then identify strategies, parent contact - not

getting five emails. ○ Teachers can speak as one voice ○ Meet as a team every day

Transitions: ● What transition plans are in pace for students leaving 6th grade into 7th grade /

leaving 5th grade into 6th grade? ● Students are excited and ready for it. 5th graders are ready - even the first

day ● They’ve been in the same school for 5-6 years. ● They love someone specialized in their area ● More teachers to connect with ● Planner scavenger hunt ● So many parent comments that say that we thought it would be such a

difficult transition, but it has been easy ● The key is the orientation and transitioning. 5th grade transition nights,

beginning of year, etc. ● Organizational items that recur or loop

● Does this school have a wraparound team to work with at-risk students? If so, what does that process look like? ● Monday SIT team: counselor, principal, teams of teachers; tried this in

individual classrooms - seems to work; SPED comes in during plan time and SIT time

● It’s an advantage to plan every single day ● Some say it’s controlling from outside, but we are able to be a team -

together - for the betterment of students ● When administrators/counselors are able to share information in a team

setting, we can have a buzz word - trauma - and wrap around the student ● There is a familiarity with every single student. ● It’s not all about academic - it’s about the social/emotional needs of th

student. ● Ask what I can do for you? Trauma informed care? ● Be

● Do you feel that your 5th graders are well prepared to make the transition to middle school? Especially in the context of social/emotional readiness and readiness for a new model of learning? If so, how have you achieved this? ● Yes ● Kids clamor for independence and multiple teachers ● SM has a stigma - right or wrong - that 8th graders are bad kids.

Demographics are exact same as Olathe ● Do you treat the 6th graders in a different way than the 7th and 8th graders in

respect to the classroom teaching model? Do the 6th graders take classes with 7th and 8th graders? If not, why? If so, how does this work? ● Yes ● More caudled - especially 1st semester ● Learning to foster independence ● Lead 6th graders through transition processes ● Academically - they aren’t as independent yet ● Helping students foster indpendence ● 6th grade is slower paced - it looks much different than ● Teaching students HOW to learn while teaching what to learn as well

● Knowing that your 6th graders move up to middle school each year, have you seen any reasons that it would have been to your advantage to have kept them in elementary school for another year?

Academic/Curricular/Extra-curricular: ● How do you structure your academic day? Are there built in intervention times? If

so, what are they?

● What do SPED services look like in your building? Pull out, push in, etc..? ● Students have resource hour ● Gifted is during guided studies hour; every student is in something

targeted to them. ● Good job with placement supports; students may need some help are also

in those classes ● How is your elective schedule - specifically for 6th graders - scheduled and/or

implemented? What are your offerings? ● Are 6th graders experiencing additional extra-curricular activities that they would

not have received at the elementary school level or from another organization outside of school? Is having additional extra-curricular activities at the middle school for 6th graders helpful in the children’s education or helpful to the school district in any way that you see? ● 6th grade - wrestling, debate, play, musical; a bit more limited, but it

transitions into family community. They worked with 7th and 8th graders in some of these items. STUCO

● Doing more events with high school ● Love concession stand ● 6th graders find their place in their electives and events. They go to them

and get excited about participating. They don’t do that if they aren’t ● Students

Wrap up: ● What is your professional suggestion when it comes to opportunity and

placement for 6th graders? What works? What could be better? ● 6th grade at the middle school - for sure. (7th grade) ● My 6th graders were in Shawnee Mission and they would have LOVED to

have gone. ● Three years would build a family ● Our students didn’t feel a closeness to their middle school experience ● Never any interaction with 8th graders - geographically ● 5th grade transitions are imperative ● Every teacher on the 6th grade team recommended 6th graders be at the

middle level ● One said she taught in K-6 and it’s not a bad thing - it works - it’s just adds

more transition or change.

SGC: School Visit Questions: Frontier Trail Middle School Culture: ● What would your 5th or 6th grade students say they love about this school? ● How do you foster positive relationships with your students in this school?

● There is something for everyone; if not theater, it’s science, math, track, etc. There are opportunities for every student. Even if not athletes, there is great school spirit

● 6th graders attend games ● Lots of opportunities for kids to be involved ● Club 1 day a week during JAG time ● JAG time - pull in homeroom kind of idea

● Students can travel ● Students can get caught up ● Students have to have the time because they can’t necessarily

drive themselves like a high school ● Built into the day

● What do you do to build positive culture in this school? Pep rallies, PBIS supports, awards, etc. ● Extra curricular opportunities ● Hiring teachers that build relationships with kids ● Getting the teachers out in the hallway to talk with ● More electives ● Another level of involvement through the opportunities afforded by the

middle level. ● School spirit ● Every time admin hires - we want someone that can teach very well - but

someone who builds relationships with kids. System Supports/Resources: ● What supports are offered to 5th/6th graders in this school and in this district?

Personnel supports? Counseling? Social work? Team supports? Academic supports? Etc. ● In Olathe, we are fortunate we have teams - unlike some BV - if we didn’t

have teams, we wouldn’t have as much success. ● Bring parents in ● IEP/support staff ● Meet with other staff members ● Meet with admin and counselor ● Shared calendar, homework, and test.

● Team notes ● Weekly PLC: meet with two other math teachers (twice a week). Use the

time to plan common assessments across curricular area ● How do pods work (or not work) to keep kids in grade-level groups?

● 6th graders are in a separate hall - they have no reason to be anywhere else

● ● How are passing periods handled: more teachers in the hall? specific duties, etc. ● Does your school have a proactive behavior plan in place? What are typical

disruptive behaviors in this school at the 6th grade / 7th grade level? ● How does lunch work for 6th graders? ● What does your SIT (Student Improvement Team) look like? How do you identify

students for supports? ● SIT team is

Transitions: ● What transition plans are in pace for students leaving 6th grade into 7th grade /

leaving 5th grade into 6th grade? ● Building tour in may (incoming 5th graders) ● Invite to basketball games, etc. ● ½ day at the beginning -

● Does this school have a wraparound team to work with at-risk students? If so, what does that process look like?

● Do you feel that your 5th graders are well prepared to make the transition to middle school? Especially in the context of social/emotional readiness and readiness for a new model of learning? If so, how have you achieved this? ● Web (Where everyone belongs) program - 8th graders mentor 6th

graders; schedule the beginning of the year; select group of 8th graders (around 30)

● ½ day of team building and traveling schedule without any other students ● Do you treat the 6th graders in a different way than the 7th and 8th graders in

respect to the classroom teaching model? Do the 6th graders take classes with 7th and 8th graders? If not, why? If so, how does this work? ● 6th graders need tender love and care; olders students don’t need

guidance, etc. ● 8th graders have their own system ● FACS - teachers 6th graders completely different than. Extend more grace ● Need more explicit teaching and instruction. Explicit instruction of

character and organization

● Students who struggle with the transition would most likely struggle even if staved off for another year

● One thing I don’t like about 6th graders in the middle school - working with SPED students are different. It’s a lot easier to meet the needs of the teacher

● Knowing that your 6th graders move up to middle school each year, have you seen any reasons that it would have been to your advantage to have kept them in elementary school for another year?

Academic/Curricular/Extra-curricular: ● How do you structure your academic day? Are there built in intervention times? If

so, what are they? ● What do SPED services look like in your building? Pull out, push in, etc..?

● Some have resource hour ● Some co-taught ● Some modified curriculum

● How is your elective schedule - specifically for 6th graders - scheduled and/or implemented? What are your offerings?

● Are 6th graders experiencing additional extra-curricular activities that they would not have received at the elementary school level or from another organization outside of school? Is having additional extra-curricular activities at the middle school for 6th graders helpful in the children’s education or helpful to the school district in any way that you see? ● Cross country ● Track ● Great way for students to know other teachers and students / love both

track and ● Wouldn’t get that opportunity in the elementary level ● What I’ve seen - wouldn’t hesitate to go to 6-8 model; with my own kids,

science-wise; Elemenary students do not have much science which makes

● As a teacher I get to do more ● Either Science or social studies at the elementary level ● In olathe, the task force was about the sense of community that 6th

graders would need Wrap up: ● What is your professional suggestion when it comes to opportunity and

placement for 6th graders? What is great about this? What could be better? ● Everyone thinks 6th grade should be at middle level

● Great: ● Opportunities for 6th graders is above/beyond elementary

level; emotionally ● Socially/emotionally/academically - they are ready. When I

was in SM ● 6th graders in elementary stand out. 6th graders in middle -

only 4 or 5 stand out ● 6th graders have a ton of opportunities for new friends ● Larger waters to make new friends and separate from one

another when needed ● Teachers teaching what they want to be teaching. Older -

curriculum becomes more and more important ● Negative:

● Could get to know students a bit more personally, but opportunities balance this out

● SPED students. SGC: School Visit Questions: Starside Elementary Culture: ● What would your 5th or 6th grade students say they love about this school?

● ● How do you foster positive relationships with your students in this school?

● Students value as a person first and a student second ● Invite family fun nights, hit layers of communication for families ● Students feel safe, confident, and comfortable ● Success is fostered because of relationships. We prioritize

● What do you do to build positive culture in this school? Pep rallies, PBIS supports, awards, etc. ● Every day you go in and think ● Put students in charge of the classroom ● You trust students ● Newsletters and communication ● Family reading and math nights ● STEM initiatives ● STEM to home - hispanic cultures have had home to school projects

49.4% free and reduced / needed 49.8 needed 33% hispanic - 22% served by ELL teachers Diverse communicate East west divide in De Soto

System Supports/Resources: ● What supports are offered to 5th/6th graders in this school and in this district?

Personnel supports? Counseling? Social work? Team supports? Academic supports? Etc.

● How do pods work (or not work) to keep kids in grade-level groups? ● How are passing periods handled: more teachers in the hall? specific duties, etc. ● Does your school have a proactive behavior plan in place? What are typical

disruptive behaviors in this school at the 6th grade / 7th grade level? ● PBIS - school wide; clip cards; ● Another layer in cafe this year ● Each classroom teacher has their own ● Need an individual, small group, and whole class system

● Token economy individual; class: marble jars, etc. that set up toward working toward something; table points could have

● Monthly comet reward that asst. principal , counselor hosts with principal

● At home reading and math minutes: check off - ● Fun Friday is project throughout - miss

● How does lunch work for 6th graders? ● What does your SIT (Student Improvement Team) look like? How do you identify

students for supports? Transitions: ● What transition plans are in pace for students leaving 6th grade into 7th grade /

leaving 5th grade into 6th grade? ● Transition meetings each year with Lexington Trails ● Keep an eye on these children ● 6th graders come and visit school ● SPED and ELL go separately to meet teachers they will be with the most ● ELL teachers from LT comes over to Starside; very much in contact with

our department ● 6th graders start a day ahead with just 6th grade ● ELL and SPED already have contact

● Does this school have a wraparound team to work with at-risk students? If so, what does that process look like?

● Do you feel that your 5th graders are well prepared to make the transition to middle school? Especially in the context of social/emotional readiness and readiness for a new model of learning? If so, how have you achieved this? ● The 6th graders would be great -

● 5th graders are so different than 8th graders ● They are at a pivotal time in their career ● Putting in middle school - ● The first couple of years may be ● The younger kids ● An advantage to being in elementary is that we as classroom teachers

know our students probably better than anyone else ● Teachers using agendas ● Team concurred that ● Stressed that friends are split if we go into a split feeder program

● Do you treat the 6th graders in a different way than the 7th and 8th graders in respect to the classroom teaching model? Do the 6th graders take classes with 7th and 8th graders? If not, why? If so, how does this work? ● 6th grade is a nice year at the middle school level. You can pick up all of

the expectations through the ● So afraid as a parent for my kid, but they excelled because of the ● The staff and way they embraced the kids is wonderful ● Depends on kids and the structure whether there is an influence:

● Knowing that your 6th graders move up to middle school each year, have you seen any reasons that it would have been to your advantage to have kept them in elementary school for another year?

Academic/Curricular/Extra-curricular: ● How do you structure your academic day? Are there built in intervention times? If

so, what are they? ● What do SPED services look like in your building? Pull out, push in, etc..?

● Awesome support ● Push in and pull out ● Paras go into rooms ● Gifted busses out once a week to Mize ● Math and reading co-taught; gets ratio down; math specialists are in the

classroom ● Tiered time is set up and involved every day. Tier 2 and 3 supports set up

every single day ● How is your elective schedule - specifically for 6th graders - scheduled and/or

implemented? What are your offerings? ● Are 6th graders experiencing additional extra-curricular activities that they would

not have received at the elementary school level or from another organization outside of school? Is having additional extra-curricular activities at the middle

school for 6th graders helpful in the children’s education or helpful to the school district in any way that you see? ● Definitely more at the middle level ● Sparkle - 21st century before/after school grant. Year 10 of second cycle - ● Band ● Math/science ● Running club ● Cooking ● STEM club ● Monday and Tuesday - tutoring/enrichment ● Wednesday is homework help ● Late bus that takes kid ● Contract with 4H ● Depends on the student

Wrap up: ● What is your professional suggestion when it comes to opportunity and

placement for 6th graders? What works? What could be better? ● Parent perspective: struggle to know that she is transitioning for two years.

I was out in the trailers outside for school. I would like her to have three years at one level. Sociall emotionally and development at school.

● Allow a quarter and some for a transition ● Exposure and experience is different in any kid ● Must be separated from 7th /8th grades to begin with

SGC: School Visit Questions: Monticello Trails Middle School Culture:

● What would your 5th or 6th grade students say they love about this school?

● How do you foster positive relationships with your students in this school? ● What do you do to build positive culture in this school? Pep rallies, PBIS

supports, awards, etc. ● Positive behavior supports – Sports Themed

● Penalty box, training camp, etc. ● Penalty box – miss club time / recess

● Clubs happen 2x/week during seminar time ● Do not get to go to reward time if they have missing work; keep a Google

doc across the team to monitor missing work ● Training camp – for coming to class unprepared repeatedly, responsibility

issues, missing homework

● Frame everything as positive life skill ● Respectful, Responsible, Safe ● Share team handbook with parents/students ● Reward students for showing those positive life skills ● Training camps & penalty boxes are used to support and reinforce those

issues ● Can handle issues during the school day…no after school detentions

● Three penalty boxes = technical ● Then add parent content ● Miss reward time ● Reflection sheet (scanned and emailed to parent)

● 3 Technicals = miss the quarterly reward party ● Continue to problem-solve around the consequences that have the

biggest impact on student behavior ß look for deterrence options for individual students

● Clear expectations of when and how teachers contact parents regarding behavior concerns

● This process sets clear expectations and a way to reinforce the small behavior issues early on

● Student have multiple chances to adjust their behavior; highly scaffolded

System Supports/Resources: ● What supports are offered to 5th/6th graders in this school and in this district? Personnel supports? Counseling? Social work? Team supports? Academic supports? Etc. ● How do pods work (or not work) to keep kids in grade-level groups?

● Students are in hallways by grade level (6/7 and 7/8) ● Grade level lunches ● Students are more naturally segregated by grade level throughout the day ● 6th graders are nervous about 8th grade hallway but 8th graders are

supportive as part of the school culture ● How are passing periods handled: more teachers in the hall? specific duties, etc.

○ Teachers supervise in the hallway ● Does your school have a proactive behavior plan in place? What are typical disruptive behaviors in this school at the 6th grade / 7th grade level? ● How does lunch work for 6th graders? ● What does your SIT (Student Improvement Team) look like? How do you identify students for supports?

Transitions: ● What transition plans are in pace for students leaving 6th grade into 7th grade / leaving 5th grade into 6th grade?

● 6th grade currently use seminar time a ton for behavior interventions and rewards

● Incorporate teaching of organizational skills ● Three feeder ES – 235 6th graders coming ● Counselors share enrollment information with 5th graders at the ES ● Answer student questions about MS ● After Spring Break, incoming 6th grade parent night

● Share about the school and have breakout sessions ● Skyward ● Tour ● Information on the accelerated math ● Blackboard ● Q&A ● PTA ● April – 5th grade visits/tours – share the schedule, student

ambassadors assist with the tours and answer questions ● Levels of homework, lunch, interactions w/ 8th graders, tardiness,

clubs/activities ● Use to eat lunch in the building but the tour is only ~90 minutes and

it was early ● 5th grade teachers meet with 6th grade teachers at this time as well

● Q4 of 5th grade – Boot Camp – 5th grade teachers begin helping with the transitions Locker practice ● More movement for classes (multiple teachers) ● Add al a carte items to lunch 1x per week ● 1st day in the fall is 6th grade only and is a half day ● Practice lunch ● Help with lockers ● Ease anxieties

● 1st quarter w/ 6th graders ● First month requires slow integration ● Clear procedures for students for everything ● Things that 6th graders need to know…list to help create

procedures and practice! ● Turning in homework ● Where is the pencil sharpener

● How do I enter the classroom ● Where do I put my things ● How do I access my grades ● How do I use Google Classroom/Blackboard ● How do I stay organized? (Consistent across the grade level) ● Bathroom / Locker / Oops passes for the quarter (limited number of each) – Oops pass is for late homework (only 1 per quarter)

● Does this school have a wraparound team to work with at-risk students? If so, what does that process look like? ● Do you feel that your 5th graders are well prepared to make the transition to middle school? Especially in the context of social/emotional readiness and readiness for a new model of learning? If so, how have you achieved this?

○ Depends of students ○ A lot of kids are ready for the additional freedom of 6th grade at the middle level ○ Many students that 5th grade teachers were concerned about behaviorally do just fine in the middle school setting because of the additional movement ○ Cohorts of students tend to be different year to year

● Do you treat the 6th graders in a different way than the 7th and 8th graders in respect to the classroom teaching model? Do the 6th graders take classes with 7th and 8th graders? If not, why? If so, how does this work?

○ Yes! See the PBIS information. ● Knowing that your 6th graders move up to middle school each year, have you seen any reasons that it would have been to your advantage to have kept them in elementary school for another year?

○ Based on informal conversations with 6th graders, students appreciate the middle level freedom (transitions, more teachers, etc.) ○ 6th graders with the same teacher all day tend to have more drama issues due to the level of social/emotional development

■ The movement and mixing of students helps with this issue ■ Students don’t tend to feed off each other with the clickiness or the

behavior due to the rotations ■ Management is easier in a middle school setting

○ Students have additional exposure to electives and extra curricular activities ○ The students who struggle with organization or work completion are likely to do that regardless of setting and regardless of after which grade level they transition ○ Fresh start is helpful for a lot of kids at this age. They have the opportunity to redefine themselves in some ways due to new peers.

○ Multiple opportunities for connections with caring adults ○ 8th graders as role models is a helpful component as well ○ 6th grade teachers set the foundation for how those students behave and interact throughout their whole middle school experience ○ At the middle level, we KNOW that they are getting access to all four core content areas and the quality of the work is higher due to teacher specialization

■ Appreciate the cross-curricular opportunities at the middle level that seem more like the ES model

● Teaming: ○ 2 - 6th grade teams ○ For electives and lunch teams are mixed ○ Teaming makes a difference because kids are less likely to fall through the cracks but teaming is expensive (due to additional plan time and the fact that staffing is locked with a certain number of teachers even if enrollment falls) ○ Builds a sense of community

Academic/Curricular/Extra-curricular: ● How do you structure your academic day? Are there built in intervention times? If so, what are they? ● 9 hour day (43 minutes each) –

○ All students have a Tiered Intervention time (ELT) ■ Going to eliminate seminar moving forward (pending board approval) ■ Will move to 50 minute classes ■ Shortening lunch a bit to build time back into classes

○ ELT allows for MTSS ○ Goal is to make it meaningful for all students (even the 80% who don’t need tiered intervention) ○ ELT comes at the end of the day to help answer questions and building in support from the day’s lesson ○ 31st percentile or lower on MAP – classes stay at about 8-10 students

■ Very individualized instruction ■ Taught by core teacher ■ Tier 2 – options are supported by core teacher ß move students in and out as data indicates need ■ Tier 3 – supported by librarian and a part-time staff member who supports the math side ß these kids do give up an elective ■ Never pulls FTE from core instruction & students never lose an elective to participate because EVERYONE participates in the ELT

○ Students who do not need Tiered Intervention participate in an extension class

■ SS extension ■ Science extension – roller coaster madness, other extension ideas ■ Reading extension ■ Study Skills ■ Classes rotate by semester ■ Took away fancy names in order to reduce the FOMO for students win the Tiered Intervention

● What do SPED services look like in your building? Pull out, push in, etc.? ○ 1 SPED teacher at 6th, 1 splits 7 & 8, and 1 for just 8th

○ A lot of push in – co-teaching w/ core & resource teachers; more where resource teacher provides support; typically the para-professionals are in there to support ○ Some students have resource hours ○ No ELL program

● How is your elective schedule - specifically for 6th graders - scheduled and/or implemented? What are your offerings?

○ Exploration of all elective options ○ Quarterly elections

● Are 6th graders experiencing additional extra-curricular activities that they would not have received at the elementary school level or from another organization outside of school? Is having an additional extra-curricular activity at the middle school for 6th graders helpful in the children’s education or helpful to the school district in any way that you see?

○ Theater, Robotics Club, STUCO, Student Ambassadors, Science Olympiad, Service Learning (30 hrs for 6th, 40 for 7th and 50 for 8th) ○ No sports ○ Some parent frustration with the lack of opportunities for 6th grade students

Split Feeders – ● Have one ES that splits to come to MTMS; some students do split to HS

o First year can be tough o Eventually will be back with friends at HS o There are a lot of new kids so it is hard to realize that someone is “new” because a large percentage of students are new

Subcommittee 4 Final Report I. Sub-question Investigated: What action/ actions need to take place in order for 6th grade to transition to the middle school? II. Subcommittee Membership:

● Starr Aaron - Roesland Elementary ● Jennifer Bennett - Sunflower Elementary ● Krista Carson - Santa Fe Trail Elementary ● Roslyn Christopher - Rising Star Elementary ● Chris Freeman - Trailridge Middle School ● Dara Guilani - Trailwood Elementary ● Amy Hopkins - Oak-Park Carpenter Elementary ● Anita Menke - Tomahawk Elementary ● Tony Sheets - Prairie Elementary ● Amber Verbeke - Pawnee Elementary ● Katie Campbell - Westridge Middle School Staff ● Jeremy McDonnell - Westridge Middle School Staff

III. Basis for Sub-question: In order to determine our preparedness for moving forward with a discussion on a potential move from elementary to middle school, this question helps inform those who are making the decision.

○ Factors include: ■ cost ■ logistics ■ student services ■ boundaries ■ school facilities ■ technology ■ licensure and staff (human resources) ■ transportation

IV. Review Process: A generated list of questions was created. We first established our biases of the middle school setting. After discussing these feelings and opinions, we divided into small groups within our subcommittee and were given tasks to interview pertinent district administration. The key personnel who were contacted were identified by their title and role within the district. The subcommittee co-chairs made initial contact with these individuals in order to start the meeting process for the small group members.

○ These small groups included: Human Resources, Facilities, Technology, Transportation, Special Services, Boundaries

In a collaborative manner, we created questions for the district administration through both subcommittee and whole-commission discussions. The questions were gathered from the groups and calibrated to meet the needs of the subcommittee question. These small group meetings happened, along with a facilities tour of a current SMSD middle school, in between the larger commission meetings. If another subcommittee, at any point, had additional comments or questions through their journey, they sent them our way so that they could be included when meeting with district administration. This way, it remained a fluid and ever-evolving based on the needs of the task at hand.

Those individuals and department interviewed: Human Resources - Dr. Lachelle Sigg and Dr. Michael Schumacher Facilities - Mr. Bob Robinson Technology - Mr. Drew Lane Transportation - Dr. Rick Atha Special Services - Mrs. Jackie Chatman and Mrs. Sherry Dumolien Boundaries - Dr. Michelle Hubbard

V. Data/Information Presentation: Human Resources The Human Resource subcommittee was able to determine that current elementary 6th grade teachers would be given first opportunity to transition to the middle school to keep teaching 6th grade or with other openings in buildings due to attrition they could stay within the elementary setting. A middle school team approach was discussed and the HR Department verified that this structure would not impact or alter options for current sixth grade staff, based on licensure requirements. Other staff members such as specials staff as well as band and orchestra teachers would be affected by the changes; However, it might make it easier for elective teachers (band, strings) since they may not have to travel between elementary schools to see their 6th grade students.

Facilities The most important part of our research would be numbers of students and what they would be projected to be. This subcommittee also reached out to surrounding districts about their middle school numbers. These districts included Blue Valley, Gardner, De Soto and Olathe. Many of their middle schools maxed out between 750-850 students. We would recommend that our middle schools are capped at no more than 850. Because of this, we would need to open one to two more middle schools. A creation of a new middle school would require a split feeder into high schools.

Technology As part of the elementary, 6th grade currently has iPads in the one-to-one program. Students have historically switched to Macbook Airs upon entering middle school. If 6th grade was to become part of the middle school, it was assumed that they would switch to Macbook Airs to be consistent across the school. Through our discussion with Mr. Drew Lane, we found that Shawnee Mission School District has a “refresh” program that changes out used technology for new technology while the device still has value. This relatively short refresh cycle of 3 - 4 years keeps the technology up-to-date and provides a natural process for changing the tech in the hands of the 6th graders. A move of 6th grade to middle would incur little to no hardware or service transitional costs. Additionally, software is licensed at a district level and is allowed to transfer from device to device. Shawnee Mission’s wired and wireless network infrastructure internal to the middle school is robust and could handle the additional traffic. Net traffic in and out of the district would remain unchanged.

Transportation The Shawnee Mission School District transports over 8000 students to and from school each day. Students that reside greater than 2.5 miles from school are eligible to receive free transportation and the costs are reimbursed back to the district from the state. Students living less than 2.5 miles from school may pay a board established fee to ride the bus and this fee offsets the costs to the district. As a result, transportation costs should not be a significant consideration that limits the decision of the Board of Education regarding the best placement of our 6th grade students.

Boundaries The current middle school facilities do not have the capacity to house the addition of 6th graders in the middle school. Based on the research from the first task force, four scenarios were presented to the board on the needs of the district and boundaries. These scenarios would still be relevant to the current commission and report. Split

feeders to high schools would need to be considered as well as parking and traffic flow of the middle schools. Potential growth and economic development on the west side of the school district boundaries should be considered as to how this impacts additional schools.

Scenario #1 Scenario #2 Scenario #3 Scenario #4

Middle schools consisting of the current 7th and 8th grade configuration.

Moving sixth graders into the current five middle schools .

Moving sixth graders into the current five middle schools with additions and the two renovated middle schools.

Moving sixth graders to the existing five middle schools, two renovated middle schools and constructing a new middle school based on enrollment figures.

Special Services The district would always look at the needs of the students who are in the special education department and see what type of services would need to be provided. If a shift of 6th grade to middle school would happen, then hiring would be based on the needs and licensure of the staff currently in place. VI. Summary of Findings: With regards to subcommittee #4’s question - “What action/ actions need to take place in order for 6th grade to transition to the middle school?” - our investigation finds that although there would be challenges - more systemic in nature, we do not perceive these challenges to be insurmountable to the success of 6th graders. VII. Reflections and Additional Considerations (personal group commentary session): ● Committee Concerns:

○ We believe the most initial consideration on this topic should center around the district's ability and willingness to manage the school size at a building level. It was the consensus of our committee from findings that enrollment at a middle school should not surpass 850 total students - 6-8 grades. Anything above that is not conducive to the best learning environment. Additionally, neighboring districts in the metro have a different standard of teacher-student class ratios based on their Title I status.

○ Feeder pattern needs to be considered; split should be closer to 50/50 rather than 10/90.

○ Regardless of a 6th grade move to middle school, separate 7th and 8th grade hallways or pods are recommended.

○ Consider adding more electives in the middle schools to allow for more students to explore their likes and interests. This would also help support the course offerings at the feeder high schools.

○ Co-teaching model within interdisciplinary lessons, project-based learning, engagement and cooperative learning being a value within the classroom instructional practices.

○ Kansas CAN outcomes - career pathways - getting a taste of everything they can try at their age.

● Parent/Community Concerns that will need to be addressed: ○ Some think that a transition to middle school will save money. ○ We just tore down two middle schools, now we want to open more? ○ Would there be more course offerings for 6th graders if moved to the

middle school? ○ When will it realistically happen? Is that being communicated throughout

the district? ○ Would a “community feel” still happen in a middle school? There is a two

year blip currently in the middle school. Would that change if middle school is expanded to 6th grade?

● Other improvements regardless of change: ○ Even if a middle school transition doesn’t happen, a teaming approach is

essential for the development and success of a middle school experience. ○ Our school district would greatly benefit from evaluating current middle

school transition programs to support middle-level learners in general.