MIDDLE SCHOOL

During the middle school years, students meet the challenges of their own maturation and academic preparation. This requires that the school community respond to the unique developmental characteristics of these adolescent students. Middle school education demands a positive school climate and staff with a deep commitment to the students they teach. The program must respond to the student’s rapidly developing intellectual abilities as well as support them in responding to their physical, emotional and social challenges.

In order for students to experience the meaning of high standards of academic excellence, the school must also stress the importance of ‘connectedness’ – a sense of belonging by teachers and peers. This requires a continual review of the organizational model of the school.

Mill Valley Middle School brings together the children of five elementary schools for their final years in the District. The challenge is to serve students who, more than any other grade level of children, encompass the widest range of intellectual, physical, psychological, and social development needs.

The current size and schedule of our Middle School have presented challenges for students, staff and parents. Often there are misperceptions within our school community of the Middle School and the academic, social and emotional experiences of students. With the 2002-03 change in schedule, student instructional time was reduced and some programs eliminated.

Goal: Strengthen the reputation and program of the Middle School in order to provide a rich, fulfilling middle school experience for all students.

Implementation Steps:

• Research, review and implement ‘best practices’ of middle schools nationally (e.g. schools within schools, student choice, K-8 cultures, alternative middle schools)
• Provide an opportunity for each student to be known personally by one or more adults through a scheduled program (e.g. advisory)
• Explore alternative scheduling models or organizational structures which support student learning and time for teacher collaboration
• Increase the instructional time for students
• Create greater opportunities for extracurricular programs that provide choice, engage children, support instruction, and promote participation and interaction
• Ensure successful student and parent transitions from elementary to middle school, and middle school to high school
• Identify and address community perceptions of the school
• Improve contact with parents through consistent communications, parent education programs, and teacher-parent contact