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Beavercreek News Current December 29, 1997 In the Schools G. Ronald Bickert, Ph.D. Superintendent, Beavercreek City School District Middle School Concept Encourages Demanding Curriculum for All |
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| Beavercreek Schools will return to a four-year high school in the school year 1999-2000. This requires a transition from the junior high concept of instruction (which resembles a mini-high school) to a middle school concept that involves more of a student-centered approach to the curriculum. One key characteristic of the middle school concept is team teaching which encourages a demanding curriculum for all students. | PRIDE Recommendations did not speak to "student-centered" |
| A team is a group of five teachers representing math, social studies, science, English and reading, who share the same 150 students, the same schedule and the responsibility for planning, teaching and evaluating curriculum in more than one academic area. This team of teachers works together to create a demanding curriculum by organizing and integrating subject matter and learning experiences in ways appropriate for these early adolescents. Special area classes are offered outside of the team. This structure provides a bridge between the self-contained class of the elementary school and the single-subject curriculum of the high school. | Middle School Teacher Preparation |
| Teams provide smaller focus groups which create a sense of identity for students. Students receive greater attention to their individual needs and are grouped according to their needs and interests. They also are provided with greater opportunities for independent learning and building responsibility. | Parents' questions have gone largely unanswered |
| Many experts believe that this team format is most effective when 25 to 30 students with different performance and ability levels are placed on the same team. The team structure encourages all students to see themselves as important parts of positive and varied groups. Students see this as their focus of identification. When this occurs, it is possible to regroup students within the team and between classes on the team, thus increasing the opportunities for higher academic achievement, increased self-esteem and more positive group involvement. |
cf. Grouping Examined
cf. Affective Outcomes. |
| A Beavercreek Schools transition team subcommittee studied many of these models and believe this to be the best procedure for student placement in this district as well. Research demonstrates that this procedure for placement has been implemented in exemplary middle schools across the country. | cf. Few Middle Schools Exemplary |
| The transition subcommittee's study concludes that students attain greater benefits from flexible grouping, because students will enjoy continuous opportunities to engage in challenging work commensurate with each individual's abilities and needs. Team teachers utilize their ability and collective knowledge to employ wide ranges of classroom activities that address all students' learning styles and interests and challenge students to think and to identify and solve problems. | see Academic Placement Committe Recommendations |
| Lessons are planned and prepared so that one lesson is taught to the entire class while meeting the individual needs of each child. The teacher weaves the individual goals into the classroom content and teaching methods. The content and teaching method are the vehicles by which the teacher meets the needs of all the students. | cf. Differentiated Instruction |
| These types of activities require teachers who have been specially prepared for assignment to the middle grades. Michael Rarick, administrative assistant for staff and personnel information, has surveyed the teachers to facilitate the selection process for the middle school and high school staffing. Many sixth grade teachers are requesting to move to the middle school, while many junior high teachers are requesting a move to the high school. The district's hiring and recruiting efforts are being directed toward filing these anticipated needs. | cf. Is Your Child's Teacher Free to Speak? |
| The curriculum department has also been busy planning opportunities for staff development in all areas. The 1998-99 year will be the year for teacher training in the methods of differentiated instruction. The district has already provided many continuing education sessions in preparation for the transition to middle school in 1999-2000 | cf. Is Training Effective? |
| To quote the Beavercreek Schools Mission Statement "The Beavercreek School District, with a strong commitment to excellence, recognizes the intellectual and cultural uniqueness of its students and guarantees them opportunities to acquire appropriate fundamental skills; learn positive behavior in a nurturing environment; develop creative and critical thinking; utilize the unique expertise of our technical, educational and diverse community; anticipate future personal and societal needs which enable our students to be responsible, contributing citizens of the global community." | Middle School Results |
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Since 1995, through approval of
its successive strategic plans and
acceptance of community
recommendations from the PRIDE survey, the
Board of Education has set into
motion the middle school grade level
realignment to include the "cutting
edge" curriculum the plan indicates
that it should develop for all students
and recognizes these concepts as
being aligned with the mission
statement.
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Cutting Edge or Fad? |