Cambridge Middle Grades Program

DATE: February 2, 2010
TO: School Committee Members
FROM: Jeffrey M. Young, Superintendent of Schools
SUBJECT: Middle Grades Program

In accordance with the process/timeline for decision-making adopted by the Cambridge School Committee, I am presenting the following recommendation for middle grades education. The proposal contained in this memorandum calls for maintaining several K-8 schools, creating several K-5 schools, and starting a new middle school for approximately 450 students in grades 6-8.

The proposed model presents the Cambridge community with an unprecedented opportunity to offer families school options for their children. The K-8, middle school and K-5 programs will allow families to make the best possible match between their child and the school.

With this proposal, the strengths of the K-8 schools will be maximized through continued support and resources. The state-of-the-art middle school with a 21st century approach will be designed to develop the skills and knowledge of our adolescents in a community structured around their interests and needs. The new K-5 programs will be tailored to meet the unique developmental requirements of young children. Our families will be well positioned to make the choice that best matches the individual personalities of their children.

Additionally there is evidence that the existing K-6 program at the Haggerty School continues to be one of the most highly chosen in the district. The proposed model will allow more families to select a school that provides them with a comfortable option for their young child. The K-5 option also allows the principal the advantage of focusing on the developmental needs of young children in a way that K-8 principals often feel challenged to accomplish.

The range of opportunities presented in the proposed model positions the Cambridge Public Schools well in providing the full range of options that families in Cambridge desire.

BACKGROUND

Following years of deliberation and debate, the School Committee convened a Blue Ribbon Commission on Middle Grades Education to identify the strengths and weaknesses of Cambridge's existing school structure and consider alternative models that might better serve the educational needs of all CPS students. The Commission issued its report in June 2008 but stopped short of a specific recommendation either to retain the current K-8 structure or to change it to a different model. Shortly after the publication of the report, that task was assigned to the incoming Superintendent of Schools. [Note: The complete Blue Ribbon Commission Report is available online at the CPS website at www.cpsd.us.]

With due respect for the many reports, forums, questionnaires and other data-collection tools that were used in past years to gather input from stakeholders on this important topic, we set out during the current school year to re-connect with faculty/staff, families and citizens, and other interested parties to learn more about the community¡¦s current thinking about how best to educate students in the 11-14 year-old age range.

For a guiding principle, we asked people to think about the question ¡§What do students in this age range need in their education – to help them develop as individuals and to prepare them for the next phase of their formal schooling?¡¨ Rather than conduct a potentially rancorous debate about whether Cambridge should have K-8 or K-5 schools, we sought to elevate the dialogue so that we could define the problems we are trying to solve and explore the opportunities and options for doing so. To that end, in addition to reviewing all of the past documentation, we spent much time this past fall and winter gathering input through a variety of activities including:

Two meetings with the Superintendent and the Executive Board of the Cambridge Teachers Association (CTA);
Meetings/workshops with the Superintendent and all CPS principals;
Two forums for the Superintendent, CTA leadership, and pre-K-12 teachers to review and assess implementation of the Guiding Principles for Middle Grades Education as articulated by the Blue Ribbon Commission;
A meeting for teachers at the 9th Grade Campus to tell the Superintendent about their areas of concern regarding students¡¦ transition to high school;
An electronic survey completed by over 1,000 respondents from the staff and family community, including over 400 narrative comments about middle grades education in Cambridge;
A public forum at the January 19, 2010 School Committee meeting where over fifty citizens spoke about their experiences in and hopes for education in CPS;
Countless e-mails, letters and phone calls on the subject of middle grades education in Cambridge.

This report aims to take all the input from these activities, along with the reports issued in the past, and use this information to more sharply define the problems we need to address, to identify existing assets within the schools that we want to build upon, and to catalyze further community discussion about the urgent need to improve our schools for all students. We view this moment in the history of the Cambridge Public Schools not so much as a time to fix things that are broken but rather as an extraordinary opportunity to support CPS on the path to excellence in urban education.

DEFINING THE PROBLEM

Twelve small elementary schools transitioning into one comprehensive high school create demands on the district in terms of equally preparing eighth graders to successfully participate in high school. Although the district has seen growth in overall student achievement over the past several years, this progress has been inconsistent across the schools. Similarly, students in the middle grades have a different quality of experience depending on the school they attend.

Middle Grades Demographics
The overall number of students in grades 6, 7 and 8 varies across the district ranging from one school with 51 students to another school with 176 students. Although the average percent of low income students in the middle grades is 50%, the range is from 27% at one school to 78% at another. The number of English Language Learners ranges from 6 students at one school to 79 at another. Similarly there is a range in the percent of students with disabilities among our middle grades from 17% to 45%.

Inconsistent Student Achievement
Student achievement data for the middle grades provides evidence of the inconsistency of outcomes for students across the district. The range of achievement as measured by MCAS proficiency (2009) ranges from as low as 24% proficient at one school to 95% proficient at another. Similarly there is variability in growth over time as measured by the MCAS Student Growth Percentile (SGP).

Impact on Student Experience
In addition to achievement data the quality of the day to day experience varies among schools because of the range in cohort sizes of each sixth, seventh and eighth grade. A survey of eighth grade enrollment across the city indicates that only one school has more than fifty students, five schools have fewer than thirty students and four schools have a single strand.

Small cohorts can have a negative impact on academic achievement because there is an insufficient exchange of stimulating ideas within the classroom. Often a student has the same teacher for three consecutive years. In some schools the numbers of students reflect an overrepresentation of a specific gender creating a very challenging social dynamic. Small cohorts can perpetuate a negative school culture and climate over time. One middle grade teacher commented about the need for "... a larger peer group, lessening the intensity by reducing the ability to have set bad habits/ behavioral cultures among small cohorts for extended years."

The small number of students in many of our middle grade classrooms makes it impossible for students to engage in activities with like-minded peers. For example, students who are musically inclined may find themselves in a school with few or no other students who share their interest. The same analogy can be made for a student who is interested in athletics; the cohort size makes it challenging to field a team. Even though the district provides opportunities like the All City Chorus and Orchestra to bring larger groups of students together, these groups represent a small segment of middle grade students across the district. This problem is further exacerbated by the five different ending times for our elementary schools.

Finally the small cohorts in some schools limit the school's ability to provide electives and advisory for students, two essentials of a high quality middle school experience.

Impact on Teacher Experience
The impact of a small school on teachers parallels that of students. For example a math teacher in a school with a single strand is responsible for teaching three separate grades without the support of a colleague who also teaches math. The only opportunities for this teacher to have structured conversations with her colleagues are the department meetings held two times a year. These meetings are further impacted by the five different ending times of the elementary schools further isolating the middle school teacher. In schools with a small middle grade teaching team individual teachers are expected to serve on multiple committees within the school and their department leading to stressful circumstances.

Perceptions of Families
Families perceive that there are just a few good options for middle school in Cambridge as evidenced in the CPS Middle School Survey responses. The average percent of low income students in the ISP program is half the district average for middle grades (50%). The Intensive Studies Program (ISP) data indicates that 27% of the students in the program are low income; 73% are non-low income students.

DEFINING THE ASSETS

In considering a new model for middle school education in Cambridge it is paramount that we build upon all of the assets within our current K-8 community.

Attachment to the School Community
Students and families are attached to their school communities. Students have strong relationships with the adults in the schools. Strong attachment to the school community may be the result of long standing relationships that are developed with families and students from ages 4 to age 13 in one schoolhouse. The lack of concern (as is evidenced in the CPS Middle School Survey) about the safety and respectfulness of the current middle grades experience may in fact be due to the K-8 structure and perhaps the tempering of adolescent behaviors in the context of their social responsibilities to younger children.

Further evidence is found in consistently low drop -out rates, high graduation rates-particularly for African-American boys and high attendance rates averaging around 94.5% in the elementary grades.

Teaching Staff
The most influential factor in producing excellent outcomes for students is the quality of the teacher in the classroom. The diversity of the student population in Cambridge demands that teachers be very skilled in content, curriculum and pedagogy. Also and equally as important, is the notion that teachers have and maintain the highest expectations for all students.

CPS is committed to hiring great teachers and supports them professionally through initiatives like:

The Cambridge Leadership Principals' Network that is focused on the improvement of instruction in every classroom.
The Instructional Coaching Model that is focused on the continual improvement of teaching in the classroom, and is designed to equip teachers with the skills necessary to provide each student with what s/he needs in order to achieve at high levels.
Curriculum Coordinators who are focused on working with middle grades' teachers to create communities of professionals for the advancement of teaching in their various disciplines.
Strong Middle Grades Language Arts and Math departments that have been developed in the CPS.
Teachers who are becoming more proficient in the use of data to improve their instruction, supported through initiatives like the Youth and Resource Development System (YARDS) program. CPS was recognized by the US Department of Education as a district in which teachers are using data effectively.
The Teach for America Program that is bringing talented teaching prospects to the district.
An increasing young and vibrant teaching/administrative core that finds Cambridge as an attractive community to enter the profession.

An important consideration when developing a new model for middle school education is providing teachers with working and learning opportunities that put them in closer proximity to each other. This would facilitate the process of improving their skills and maximizing their capacities to set and hold high expectations for all students.

Administration
The work of continuous improvement in the area of instruction needs to be supported by administrators who are both visionary and pragmatic in their leadership approach. The CPS administrative leadership team supports the continuous improvement of teaching and learning through:

Hiring effective principals, coordinators, coaches and teachers.
Providing professional learning communities to sustain the work of continuous improvement.
Sustaining the Cambridge Leadership Network for principals, coordinators, coaches and teachers.
Developing Instructional Leadership Teams at schools through the support of central administration, curriculum coordinators, district coaches, and through consultation from experts in the field.

In order to provide excellent instruction at the middle grades level, the district leadership will need to continue the commitment toward hiring the best middle grades teachers available, supporting their continuous development through working with principals in developing their capacity to improve the instruction of middle grades teachers, providing coaching support for teachers to allow them to continue to hone their skills.

Capital Resources
The current middle grades structure provides teachers and students with access to some state-of-the-art capital resources. In the area of technology all middle school teachers and students have access to computers and the internet.

Through the Youth and Resource Development System (YARDS) Program teachers will be able to network with each other both during the day and beyond.
Teachers have had and are participating in professional development to improve their web 2.0 skills.
Moodle has become a common means of communication for some teachers and students.
There are smartboards with interactive capabilities in virtually all math and science classrooms at the middle grades.

In the area of physical facilities there are some of our buildings that are better outfitted than others to house adolescents and middle school programming. The attributes of the physical plants may help determine where middle school programming should be developed.

Community Resources
The administrators, faculty, students and staff of the Cambridge Public Schools have incredible access to community resources. CPS has historically both courted and been courted by a number of public, private, corporate, university, museum, visual and performing arts and other partnerships.

Access: The Cambridge Public Schools' community has excellent access to public transportation which allows easy, inexpensive access to wonderful learning experiences.
There are Youth Centers in each quadrant of the city.
There is a state-of-the-art adolescent room at the new main public library in Cambridge.
There is a state-of-the-art Media Arts Studio located across from the CRLS campus.
Partners like Cambridge School Volunteers, Biogen and City Sprouts for example bring our teachers and students in direct contact with experts in their fields of endeavor.
The Longy School partners with our Visual and Performing Arts (VPA) department.
The Maynard Ecology Center at Fresh Pond is a school/community partnership available to all of our students.
The Cambridge War Memorial Building has a pool, fitness equipment, and basketball courts. There's a field house with indoor track facilities on the CRLS campus.

Providing our teachers and students with a superior middle school experience may be accomplished through a better coordinated series of electives formally created with our
community partners.

Curriculum Areas
The data below reflects progress across the district. However, a wide variability still exists among our 12 elementary schools. The curriculum offerings in the CPS at middle school have become more coherent, cohesive, aligned with Massachusetts Curriculum standards and ultimately more effective resulting in better outcomes for middle grade students since 2006 as evidenced by:

Grades 6, 7, and 8 experienced the greatest growth in English Language Arts MCAS from 2008-2009 when compared to any other grade level tested (3, 4, 5, and 10). Student Data Report p. 22
There has been a significant, positive increase in performance of the students in grades 6, 7 and 8 scoring in the proficient category of the MCAS in English Language Arts and Math since 2006.
The 10th grade results have continuously improved (except for a decrease in math in 2009). This reflects improvements in the middle grades.

The proposed model for middle schools will advance our current efforts to make the curriculum coherent, cohesive, standards-based, and aligned with the Massachusetts Curriculum Frameworks. The curriculum needs to be viable and not dependent upon the vagaries of individual teacher's skill and knowledge. This is accomplished through professional development and instructional coaching with oversight from the curriculum coordinators.

5 OPTIONS FOR RESPONDING TO THE CHALLENGE

Introduction

"Developmentally responsive middle schools must take into account all that is known about young adolescents and the cultural context in which they live." (Lounsbury, 1996).

The education of middle grade students has seen numerous reform efforts during the last several decades. In each case, the ultimate goal has been to create developmentally appropriate school environments that foster teaching and learning. This goal is also true for Cambridge and continues to be a primary area of focus for the full community.

To achieve this goal and address expressed issues regarding academic excellence, social justice, equity, diversity, academic rigor, and achievement for all students, the Superintendent was asked to develop a process for:

(1) identifying best instructional practices,

(2) exploring effective grade span configurations, and

(3) recommending a plan best suited to meet the academic, social, and emotional needs of this age
group.

Multiple communication opportunities including teacher feedback forums, a community online survey, public hearings, and conversations with School Committee, principals, and district administrators have provided valuable information to be considered as the process moves forward. As a result of the collective best thinking, five structural options were identified. Each option was then reviewed from both an educational and operational perspective ~~~ giving critical consideration to the benefits and challenges associated with each model. Educational considerations included potential impacts on curriculum, instruction, assessment, state standards, and connections to guiding principles. Operational considerations included issues such as physical plant, enrollment/controlled choice, and potential budget implications.

Throughout all phases of our work on this initiative, the guiding question was "What do students in this age range need in their education --- to help them develop as individuals and to prepare them for the next phase of their formal schooling?"

As an extension of the work of the Blue Ribbon Commission on Middle School Education our
response was:

The Cambridge Public Schools is committed to creating learning environments that embrace the belief that all students need the intellectual, social, emotional development; motivation, and skills that prepare them for successful participation in a global world and life long learning.

What is the vision for ensuring that this belief is a reality in our classrooms?
Key examples include:

Articulated high expectations for all students.

Learning environments where academic rigor is the norm.

Development of mentor programs to foster strong student/adult Relationships.

A scheduling plan that incorporates time for academic and extracurricular exploration.

Exposure to leadership opportunities both within and outside of the school.

Opportunities for an exchange of ideas among and between students, teachers, and families.

Our collective commitment is strong and with continued collaboration we can and we will see the desired outcome of academic excellence for all Cambridge Public Schools students.

What follows is a summary of the thinking behind each of the identified options.

OPTION I
MAINTAIN THE CURRENT K-8 STRUCTURE

Connections to Guiding Principles (See attachment #1)

In the current structure, curriculum in all schools is based on the Massachusetts Curriculum Frameworks and the Cambridge Public Schools Learning Expectations.
Curriculum and instruction decisions are informed by assessment.
Lead teachers are certified (highly qualified) as required by the Massachusetts Department of Elementary and Secondary Education.
In the current structure, all schools have committed to implementing a social curriculum.
Examples: Responsive Classroom, Developmental Design, Olweus, Open Circle.
Schools currently organize a variety of classroom, grade cluster, and school-wide activities to involve families in both individual student learning and overall the life of the school.
In the current structure, all schools have developed a partnership with at least one community university or agency.

Educational Benefits

Small personalized learning environments.
A school community in which deep, long-term relationships are formed between students, teachers, and families.
Older children have opportunities to take on leadership/mentoring roles with younger students.

Educational Challenges

Limited opportunities for collaboration with teachers of similar grade and/or content area.
Ways in which instruction is organized is limited, especially in single strand schools.
Economy of scale limits opportunities for electives, after school clubs, etc.
Variance between schools and grade levels with regard to articulated expectations and instructional practices.

Physical Plant Considerations

The current structure results in inefficient use of classroom and building space and leads to overall space shortage for needed programming.
Significant renovation needs to exist and the lack of a resolution to future programming has resulted in delays in developing a strategic facilities plan.

Impact on Enrollment/Controlled Choice

Some existing schools receive very low numbers of voluntary choices for enrollment by
families.
Attrition by middle school years results in some schools being strongly out of Socio-Economic Status (SES) balance.

Budget Implications

Small classes in the middle grades at many schools leads to expensive staffing costs.
Eleven elementary building result in high buildings operating costs (heat, lighting, repairs).

OPTION II
K-5 SCHOOLS WITH ONE OR TWO MIDDLE SCHOOLS

Connections to Guiding Principles
As is true in Option I, this configuration would support:

Curriculum based on the Massachusetts Curriculum Frameworks and the Cambridge Public Schools Learning Expectations.
Curriculum and instruction decisions informed by assessment.
Lead teachers are certified (highly qualified) as required by the Massachusetts Department of Elementary and Secondary Education.
The current commitment to implementing a social curriculum. Examples: Responsive Classroom, Developmental Design, Olweus, Open Circle.
Use of a variety of classroom, grade cluster, and school-wide activities to involve families in both individual student learning and overall the life of the school.
The development of partnerships with universities and/or community agencies.

Educational Benefits
The following apply to both the K-5 and 6-8 units:

Focused and sustained professional development opportunities.
Concentrated focus on the developmental needs of elementary students and preadolescents.
Increased opportunities to be more creative with schedules and programming – possibly allowing for extended class time.
Larger peer groups for students --- opportunities for students to meet and make new friends.
Increased opportunities for teaming and greater flexibility with instructional grouping practices.
The larger enrollment would allow for the development of more substantive elective and/or after-school programming.
Focused alignment and implementation of curriculum.

Educational Challenges

The reconfiguration of elementary schools into units that include fewer grades requires that students make an additional transition from one school to another.
Families with multiple children could be split between school communities.
Uniform high academic outcomes across schools at the completion of the K-5 experience.

Physical Plant Considerations

The decision to have one large middle school would result in a prolonged siting discussion as no existing building could accommodate an enrollment of 1100 to 1200 students.
The remaining eleven elementary buildings would have the attendant costs.
A strategic facilities is needed.

Impact on Enrollment/Controlled Choice

This plan would likely open more space at highly chosen schools and increase the choice success rate at the kindergarten level.
This plan would require only modest changes in the existing assignment plan at the kindergarten entry point.
One middle school would increase transportation costs.
The creation of two middle schools could lead to geographic and economic isolation.

Budget Implications

Eventually this plan would result in financial savings.

OPTION III
SOME K-5 SCHOOLS, SOME K-8 SCHOOLS AND ONE MIDDLE SCHOOL

Connections to Guiding Principles
As is true for Options I and II, this configuration would support:

Curriculum based on the Massachusetts Curriculum Frameworks and the Cambridge Public Schools Learning Expectations.
Curriculum and instruction decisions informed by assessment.
Lead teachers are certified (highly qualified) as required by the Massachusetts Department of Elementary and Secondary Education.
The current commitment to implementing a social curriculum. Examples: Responsive Classroom, Developmental Design, Olweus, Open Circle.
Use of a variety of classroom, grade cluster, and school-wide activities to involve families in both individual student learning and overall the life of the school.
The development of partnerships with universities and/or community agencies.

Educational Benefits

Range of organizational arrangements provides opportunities for best learning environment match for a broad range of student needs and family interests.
Specific to the Middle School:

Focused and sustained professional development opportunities.
Concentrated focus on the developmental needs of preadolescents.
Team organization [students and teachers].
Increased opportunities to be more creative with instructional grouping practices, schedules and programming – possibly allowing for extended class time.
Larger peer groups for students -- opportunities for students to meet and make new friends.
The larger enrollment would allow for the development of more substantive elective and/or after-school programming.
Focused alignment and implementation of curriculum.

Educational Challenges

The reconfiguration of some elementary schools into units that include fewer grades requires that some students make an additional transition from one school to another.
Families with multiple children could be split between school communities.
In this model the educational benefits list has the potential to become a challenge when trying to coordinate opportunities for both students and teachers.
Uniform high academic outcomes across schools at the completion of the K-5 experience.

Physical Plant Considerations

The availability of the Longfellow building in September 2011 allows for an immediate interim location for the middle school.
As with other options a Strategic Facilities Plan should be developed to determine use of remaining space left by the 450-500 students moving into the middle school building. The strategic plan would also lead to a comprehensive elementary building renovation plan.

Impact on Enrollment/Controlled Choice

Besides Option #1, this plan would have the least immediate disruptive impact on students and families.
A plan would need to be developed to ensure that the one middle school was balanced by Socio-Economic status (SES).

Budget Implications

Potential start up costs would need to be reviewed; however, this plan would result in operating efficiencies.

OPTION IV
K-5 SCHOOLS PAIRED WITH K-8 SCHOOLS

Connections to Guiding Principles
As is true for Options I, II, and III, this configuration would support;

Curriculum based on the Massachusetts Curriculum Frameworks and the Cambridge Public Schools Learning Expectations.
Curriculum and instruction decisions informed by assessment.
Lead teachers are certified (highly qualified) as required by the Massachusetts Department of Elementary and Secondary Education.
The current commitment to implementing a social curriculum. Examples: Responsive Classroom, Developmental Design, Olweus, Open Circle.
Use of a variety of classroom, grade cluster, and school-wide activities to involve families in both individual student learning and overall the life of the school.
The development of partnerships with universities and/or community agencies.

Educational Benefits
The following apply to both the K-5 and K-8 paired units:

Focused and sustained professional development opportunities.
Concentrated focus on the developmental and long term needs of students.
Opportunities to be creative with the sharing of resources.
Potential opportunities for teaming between schools.
Potential opportunities for collaborative after-school programming.
This model provides possibility for older and younger students to maintain relationships.
This model provides possibility for content colleagues between schools.

Educational Challenges

Integrating the culture of two schools.
Establishing and maintaining consistency across paired schools.

Physical Plant Considerations

In the short term still need 11 buildings which are expensive to operate and maintain.
Strategic Facilities Plan needed similar to other options.

Impact on Enrollment/Controlled Choice

This plan would most likely require the reduction of the number of kindergartens at schools that remain K-8 in order to provide space for and expanded 6-8 program.
Careful attention would need to be figured into the pairing of schools to ensure ultimate Socio-Economic Status (SES) balance in grades 6-8.
Pairing also could limit choice if a child in a K-5 school is guaranteed space at a K-8 school for the sixth grade.
The one experience Cambridge has had of pairing the Haggerty with either the Peabody and Tobin Schools for the middle grades has not been particularly successful.

Budget Implications

This plan would likely lead to more efficient staffing costs and has the potential to ultimately reduce building opening costs.

OPTION V
MAINTAIN K-8 SCHOOLS AND CLOSE SOME SCHOOLS

Connections to Guiding Principles
As is true for Options I, II, III, and IV, this configuration would support:

Curriculum based on the Massachusetts Curriculum Frameworks and the Cambridge Public Schools Learning Expectations.
Curriculum and instruction decisions informed by assessment.
Lead teachers are certified (highly qualified) as required by the Massachusetts Department of „h Elementary and Secondary Education.
The current commitment to implementing a social curriculum. Examples: Responsive Classroom, Developmental Design, Olweus, Open Circle.
Use of a variety of classroom, grade cluster, and school-wide activities to involve families in both individual student learning and overall the life of the school.
The development of partnerships with universities and/or community agencies.

Educational Benefits

A school community in which deep, long-term relationships are formed between students, teachers, and families.
Older children have opportunities to take on leadership/mentoring roles with younger students.
Creation of larger colleague cohorts; dictated by the new number of K-8 schools.

Educational Challenges

Limited opportunities for collaboration with teachers of similar grade and/or content area.
Ways in which instruction is organized is limited.
Economy of scale limits opportunities for electives, after school clubs, etc.
Variance between schools and grade levels with regard to articulated expectations and instructional practices.

Physical Plant Considerations

This plan accompanied by a Strategic Facilities Plan would lead to more efficient use of space.

Impact on Enrollment/Controlled Choice

This plan along with Option 2, all K-5 with middle schools, would be the most disruptive plan to families and students. The consolidation of 2003 while, leading to 7 years of financial stability in the system was deeply resented in many quarters of the community.

Budget Implications

This plan would lead to more efficient use of building and reduced staffing and operating costs.

RECOMMENDED OPTION

Option #3 ("Hybrid") enables CPS to keep the best of what we already have in place and at the same time take major strides toward addressing the problems identified above. There are numerous reasons why the current system is not ideal. We intend to grasp the opportunity not simply to improve our schools on the margin but to make a real difference for students and for the system as a whole. We need to be honest with ourselves about things that are getting in the way of us having the school system everybody wants. We see this option as providing CPS with a big opportunity – not to make our schools a little bit better, but to pull us into the future in a powerful way. We believe we can do better than we are doing today and seek the School Committee's leadership and the community's support to begin this journey. The reasons stated below explain the choice of Option #3.

(1) Academic Challenge for all Students – The success of the proposed middle school model will be fueled by high expectations for students and teachers which will yield outstanding achievement for all students. Students will engage in rigorous curriculum and elective opportunities designed to challenge advanced students and accelerate the learning for those students needing additional support. A larger cohort of middle school students provides the opportunity to create these enhanced educational opportunities.

Middle grade students are most successful when they are supported by teachers who are expert in adolescent development and who know each student well. Working as a teaching team, these teachers collaborate with each other and with students to create experiences that excite and challenge adolescents including: advisory programs, student leadership including student government, service learning opportunities and student electives.

Success in the 21st century demands skills and competencies that extend beyond the classroom walls. Effective 21st century learning opportunities develop students' abilities to use new information readily available through technology to collaborate, to think critically, and to solve complex problems. The middle school will be designed in response to these 21st century expectations fully preparing students to engage in a global community.

(2) Leverage the strength of the K-8 model – The research and data collection that have characterized this entire project indicate that there are some attributes of the K-8 schools that add value to the educational experience for students. We want to be sure not to disregard or minimize these qualities and believe that the hybrid model allows the system to embrace the best of both worlds. For some students, the K-8 school provides a long-term relationship with a single school community and includes a number of excellent activities such as the much heralded reading buddies program. We do not want to lose these. The hybrid model validates those approaches and is premised on the idea that one size does not fit all. Moreover, this recommendation continues to support the long-held value in Cambridge around choice. When we get to the implementation phase of this recommendation, we will be sure to factor in ways in which families will continue to be able to exercise choice as to which educational approach best suits the needs of their children.

(3) Creation of a richer, more diverse set of opportunities for students in the arts – The arts can be a hallmark of the middle school, with every student being inspired to explore his or her talents. All middle school students will have a music class as part of their schedule. In addition they will have the option to take lessons on woodwinds, strings, brass or drums, and join the band, orchestra or chorus. In the visual arts, students will learn the elements of design as well as have options in several different media: photography, ceramics, sculpture, painting and computer art. Dance and drama also can be offered during the day and after school. Drama classes and after-school rehearsals will take place, along with student musicals, plays, dance concerts and other productions, affording students the chance to display their talents. Artists-in-residence will work with students in classes and on school productions. There will be exhibition space throughout the school and a gallery by the main office to display student work.

(4) Launching a Comprehensive World Language Pathway – An advantage to the proposed middle school model will be the creation of an international pathway with its roots in grades 6 through 8 leading to advanced study throughout the high school years. This unique opportunity would allow students to study a world language (Spanish, Chinese or Arabic) using a rigorous, integrated approach that includes project-based learning. Like other initiatives in the proposed model this experience would be supported by a block schedule allowing for in-depth exploration and demonstration of proficiencies.

(5) Strengthened and more consistently delivered special education services – The recently adopted School Committee Budget Guidelines for Special Education support reducing the number of transitions for special education students in substantially separate classes. Therefore, having some Cambridge schools remain K-8, will allow for programs, for the most at risk students, to be housed at a single school. Relocating a whole strand of a program at a single school not only will limit the transition of students, but also will allow students to feel that they belong to the school community. In addition, teachers educating these populations will have access to colleagues that work with similar students. Having easy access to other teachers will provide them with a peer group for targeted professional development and sharing of best practices. Also, it is expected that having a substantially separate strand at a single school will prompt the school staff, as a whole, to embrace these students and support them when being mainstreamed. Lastly, having a strand at a school will allow families to be invested in the school community as they know their child will not be transferred to another school every few years; therefore, strengthening communication between home and school and vice versa.

The creation of a single middle school will also be beneficial for special education students. A larger middle school will provide more opportunities for students with disabilities to be mainstreamed. Currently, some Cambridge schools have very small middle grades, therefore limiting the typical peer groups with whom students with disabilities may interact. Students in substantially separate classes such as learning disabilities, if reallocated to the middle school, will have greater opportunities for inclusion if there are several groups (classes) of students where they could be mainstreamed. Middle school teachers are experts in a specific content area. Having a larger number of content based teachers will provide special educators the opportunity to participate in subject/grade specific meetings and professional development, thus empowering them to become experts in another area besides special education.

A larger middle school will also provide a wider range of elective courses for students. As a result, special education students will have more access to classes that may be more interesting to them and that might allow them to be more successful.

Furthermore, a middle school will have stronger after school and extra curricular activities tailored for middle grade students. Thus, students with disabilities will have more choices to participate in out of school time activities

(6) Improved transition from middle grades to high school – With respect to academic excellence and equity, the high school faculty feedback affirms the reality that students continue to come to CRLS with very varied levels of skill, preparation and sense of purpose.

The high school is interested in establishing district-wide expectations for what students should know and be able to do in order to demonstrate levels of proficiency across the many schools. Common curriculum, assessments and grading practices across schools will be strengthened by having a middle school, preparing students for a rigorous high school experience.

A middle school structure will ultimately permit a more seamless collaboration between middle and high school teachers so that we can, in fact, develop a more coherent, articulated curriculum for grades 6-12. Having fewer people and places to deal with for this purpose would be a step forward. CRLS¡¦s goal of increasing the number of students of color in honors and AP courses would be better served by a middle grades structure that more effectively groups students and teachers in numbers sufficient to support student and teacher development and that links more easily with high school staff for curriculum development and transitional planning.

A common refrain in the teacher feedback about transitioning students is a concern that middle grade students should be held even more accountable for consistent, clear academic and behavioral standards. Many students say that, when they get to high school, their transition is made more difficult when they suddenly learn that grades and behavior factor into future plans, hopes and dreams. Although there is a strand for students with behavioral issues in the K-8 schools, clearer messages from the high school to the middle school students about what is expected would facilitate their transition to CRLS. The use of student achievement data from a common middle grades curriculum, and the use of a developmental framework that would be used across the district to gauge each student's high school readiness, which would ultimately help the transition of students into high school courses and programs and prepare them for postsecondary planning.

(7) Professional learning communities will grow and be supported – An advantage of breaking down the isolation of teachers is the creation of opportunities for staff members to feel and act as part of a larger whole. While formal meeting time and professional development programs clearly are essential ingredients of a learning community, so too is the more serendipitous opportunities for teachers to consult and collaborate at various moments throughout the school day and year. With six science teachers in a school, for example, possibilities emerge for sharing of ideas and projects as well as innovative approaches to solving problems in the school.

(8) Focused, more efficient use of economic resources – In a middle school model, we will have the opportunity to achieve economies of scale with regard to staffing patterns, purchasing materials and supplies, and offering professional development programs for the staff. No longer will teachers find themselves as the only subject teacher in a school building; in this structure, science teachers, for example, will find organized, coherent chances to collaborate around student achievement. Professional development programs can be offered once to all teachers.

Textbooks, instructional materials and technology-based programs will be used across the board in all classrooms, still allowing for individual teachers to have the discretion and autonomy to make judgments about how best to meet the learning needs of the students they meet every day. Student/Teacher ratios will be evened out, allowing for favorable class sizes for students and equitable work loads for teachers.

(9) Easier connections between school and after-school programs for students – The recently published Mayor's Blue Ribbon Report on After-School Time sends a clear signal that students in this age group need a well-conceived, easy-to-navigate set of after-school opportunities to support and enhance their learning during the school day. With half of Cambridge's middle grade-age students in one location, transitions from school day to afterschool programs will be facilitated. In addition, teachers in the middle school will have easy access to the program providers (and vice-versa) to ensure continuity of experiences for students.

EXPECTED OUTCOMES OF THE RECOMMENDED APPROACH

Without question, the most important outcome of the Hybrid option will be improved student achievement. With half of our 11-14 year-old students in strong K-8 programs and the other half in one middle school for grades 6-8, we expect that our staff will be able to focus their energy on making sure that every single student succeeds. Ample instructional supports will be in place, but most significant, we believe, is a renewed sense of high expectations. In the middle school environment in particular, we anticipate a deep, shared understanding and articulation of those expectations, which will in turn be conveyed to students every day by a well-trained, well-organized, coherently structured faculty and staff. These teachers will communicate regularly with CRLS staff to ensure that gaps in student learning are minimized so that all students are well positioned to begin high school.

The academic focus in grades 6-8 will expand to include what is commonly known as 21st century skills. Specifically, we will organize curriculum and instruction to help students become critical and creative thinkers, effective communicators, and practiced collaborators. Technology will be a key tool for CPS in this regard, as we create opportunities, for example, for our students to collaborate on problem-solving not only with their friends and neighbors in Cambridge but also with their counterparts around the world.

With a number of schools becoming K-5 elementary buildings, we anticipate a continued focus on literacy and mathematics as well as a renewed commitment to the arts and sciences. This new K-5 structure will allow for an intentional focus on the developmental needs of young children. We will also have the opportunity to ensure that all students are prepared to enter the middle grades with the knowledge and skills they will need in order to attain higher achievement as the curriculum becomes more challenging.

We believe this approach will help us address the persistent and unacceptable achievement gaps that exist in our schools and in schools across the country. At the same time, it is very important to note that we do not aim to close the achievement gaps by having students regress to the mean – that is, this programmatic approach will allow us the flexibility and agility to ensure that every student is challenged, including those who have been most successful in school so far.

This recommendation for restructuring the schools in Cambridge is not a small change. It is exciting and bold and reflects the idea that numerous factors are coming together at this moment in time. With many community agencies, businesses and universities eager to join and support a substantive school improvement project, we have unparalleled resources to achieve our goals.

We believe that these groups and individuals are more likely to help out if there is something exciting and new to join. There is a huge asset sitting in our backyard, an asset that is not interested in trivial pursuits but potentially excited by the prospect of something big. We think, and have reason to believe, that these entities will see this approach as a real opportunity to invest. Moreover, should Massachusetts win one of the Federal Race to the Top grants, there is a strong likelihood that the approach we are recommending would attract significant grant funds to advance this innovative program proposal.

Still, we are not recommending a complete overhaul of the existing system. We recognize and acknowledge that there is much that is right with our system and further that many families are pleased with the education their children are receiving. While some might recommend that we "blow up" the system and start over, we do not believe that such an approach is warranted. We are not going to put any children at risk. However, we are recommending that we do the right thing for everyone, for the community as a whole.

The recommendation at hand seeks to address some lingering problems in our school system and to rise to do something special and extraordinary in our community. The Cambridge School Committee now has the chance to elevate our schools to a new level of excellence. Should the Committee approve this recommendation, we would ask that the first immediate next step be to form a Working Group on Middle Grades Education, composed of staff and families from around the city, to delve more deeply into programmatic possibilities and implementation issues, with the goal of opening a middle school in Cambridge in September 2011. We believe that this approach gives us the best chance to provide academic excellence for all and to offer every student the opportunity for genuine social justice.