Restructuring to Improve the Learning Environment

in the Normandy Schools Collaborative

Submitted by Dr. Charles J. Pearson, Interim Superintendent
Part 1: Restructuring Facilities to Improve the Learning Environment
Introduction
A review of student performance reveals that the middle school (grades 6, 7, and 8)
has serious issues related to student academic progress and school discipline. The
middle school grade span structure creates a transition for sixth graders from one
building and learning structure at fifth grade to another at sixth grade. Previous
research (1990s) indicated that grouping grades 6, 7 and 8 provided a more
appropriate learning environment for this age group. However, recent research
indicates that academic performance declines for sixth graders who transition to
another school at this age when compared to sixth graders who do not transition.
Our own analysis of academic performance for sixth graders in the Normandy
Schools Collaborative supports this finding.
To address academic performance as a first step to creating a better learning
environment, the following restructuring proposals are presented along with the
reasoning behind the proposals.
Proposal 1
Rationale
If students in the fifth grade are allowed to remain in their elementary schools for an
additional year by reconfiguring our K-5 schools as 1-6 schools, the elimination of
this major transition will provide a more effective learning environment for sixth
grade students.
Strategy
Re-open Bel-Nor Elementary School as a Kindergarten Center. All entering
kindergarten students would attend the Kindergarten Center. This frees
space in the current elementary schools to house the current fifth graders as
sixth graders. Academic focus would be on strengthening literacy (language
and vocabulary) for kindergartners.

Keep all fifth graders in their respective schools to become the first class of
sixth graders at that site under the new structure, thus creating a 1-6 grade
level elementary configuration. In year 2, the Project Lead the Way
curriculum will be implemented at the elementary schools.

The middle school becomes grades 7-8 (thus creating a smaller population of
students). Career Exploration electives will be launched at this level. The
Normandy Schools Collaborative will partner with UMSL to develop more

opportunities for middle school students to spend time on the universitys

campus.
The high school configuration (9-12) remains the same with the
implementation of the Career Pathways/ Project Lead the Way model.
Implementation Timeline

Year 1 (2015-2016)

Year 2 (2016-2017)

Year 3 (2017-2018)

Kindergarten Center

Kindergarten Center

Kindergarten Center

1-6
Elementary

1-6
Elementary (PLTW) Launch

7-8
NMS Career Exploration
Elective Wheel Begins

7-8
Name Change University
Adoption Model (Pathway
Implementation)

1-6
Continue the model
and sustain
resources
7-8
Continue the model
and sustain
resources

9-12
NHS Pathway
Implementation; Dual Credit
Implementation/ Associates
Degree Plan Implementation

9-12
Pathway Implementation
continues; Dual
Credit/Associates Degree
Implementation

9-12
Continue the model
and sustain
resources

Proposal 2
Rationale
If students in the fifth grade are allowed to remain in their elementary schools for an
additional year by reconfiguring our K-5 schools as K-6 schools, the elimination of
this major transition will provide a more effective learning environment for sixth
grade students. Each elementary school is operating below maximum capacity level;
projected levels of kindergarten students and remaining sixth graders still keep
buildings under capacity. A major challenge is the size of Lucas Crossing Elementary
Complex. It will need to be reconfigured to create a school within a school model with
additional administrators serving as heads of schools.

2015-2016 Estimates Based upon 2014-2015 Kindergarten Enrollment

for a K-6 Configuration
Building Capacity Based on Standard Square Footage Guidelines
Enrollment
Capacity

Projected
Enrollment

% Utilization

649

575

89%

498

294

59%

1,260

1,118

89%

496

374

75%

Elementary Totals

3,337

2,361

Normandy Middle
School

1,295

444

Middle School
Totals

1,295

444

Normandy High
School

1,949

634

High School Totals

District Totals

1,949
7,207

634
3,439

Barack Obama
Elementary
Jefferson
Elementary
Lucas Crossing
Elementary
Washington
Elementary

Implementation timeline would be the same as above only for a K-6 configuration
3

Part 2: Accountability Systems to Address Critical Areas in Academics

Introduction
To improve student achievement, the Normandy Schools Collaborative must identify
strategies in the following areas:
1. Classroom Instruction
Three days of New Teacher Orientation and ten days of Professional Development
will occur for staff prior to the first day of school. Topics will be specific to the
needs of groups of teachers.
New Teachers
Classroom
Management
Data Analysis
Systems
Culturally
Responsive
Strategies
District Procedures
/Attendance
Mentoring as
Support

Grades K-6
Balanced
Literacy/ Math
Unit Planning
Positive Behavior
Strategies
Classroom
Management
District
Procedures
/Attendance
Building/Grade
Level Specific

Grades 7-8
Literacy / Math
Unit Planning

Grades 9-12
Career Pathways

Positive Behavior
Strategies
Science,
Technology,
Engineering, Math
Integration
District
Procedures
/Attendance
Building/Grade
Level Specific

Positive Behavior
Strategies

District
Procedures
/Attendance
Building/Grade
Level Specific

Remaining Professional Development will occur throughout the year on scheduled

full days and during staff and team meetings. Principals will assure implementation
of new skills and knowledge through classroom observations and feedback as part
of the evaluation system. Instructional Coaches will support developing teaching
skills during the day by observing teachers, modeling lessons, and co-teaching.
Procedures will be district-wide
Principals will evaluate all teachers in the district based on the following
standards: Content Knowledge, Student Engagement, and Classroom
Management/Data Teams
Principals will analyze staff performance to identify areas of strengths and
areas for growth in teaching staff based on the standards
Student Learning Objectives will be posted in child-friendly language in
every classroom
Units and lessons will be monitored to insure that they align with Student
Learning Objectives

Student performance data will be reviewed in weekly team meetings to

identify struggling students, what interventions are needed, and whether
instructional strategies are successful
Superintendent will evaluate all principals based on the following standards:
Promoting a Positive School Climate; Leading Personnel; and Increasing
Knowledge and Skills Based on Best Practices

2. Attendance
Procedures will be district-wide
Attendance procedures introduced at building level
Attendance Committee/Leadership Team monitors data at each building
Attendance Data Entry procedures standardized
Attendance procedures monitored at district level monthly
Attendance data monitored at district level weekly
District-wide menu of incentives and best practices developed throughout
the year to support meeting 90/90 goal
3. Discipline
Behavior management system implemented district-wide
Behavior Management leadership team will monitor system in each building
Lessons developed for all expectations at all events (building-wide,
classroom, and buses)
Data collected to monitor outcomes of implementation
Behavior management system to be supported by wraparound services from
community partners
Conclusion
These proposals address the question--In what ways can the Normandy Schools
Collaborative be changed to meet the academic and social needs of its students at all
grade levels? Further details regarding capacity of buildings and projected
enrollment for the next three years are contained in the accompanying document
Normandy Middle School Restructuring: School Years 2015-2018.