volvement for the students while not negating the professionals' responsibilities. It will be a task that must be done along with curriculum change. Some examples are: 1. Rules and enforcement of school behavior and decorum 2. School and program evaluations 3. Program suggestions 4. School-wide student workshops 5. Social activities 6. Community projects 7. Regular student leader-faculty meetings CONCLUSION The proposed model for a restructured middle school here is geared to meet the needs of perhaps the most complicated and demanding of students-those of the in-between years. It is designed to reach the potential dropout and the insecure student, as well as the over-achieving and ambitious one. It is anticipated that graduates of this new school will be more independent and have a clearer self-concept than those now entering our high schools. Hopefully they will feel that school is an exciting place to be and a place that is constructively meaningful to their lives. By the time they finish middle school, these students will probably know more about themselves and about what they have studied, since the whole process of schooling has become more relevant to them. If the restructured middle schools fulfill these aims for students, surely this will promote more positive commitment among school staffs. The teacher who sees results is a more eager and imaginative learning catalyst. As such, perhaps he will forget that he once thought the high school or elementary school a better place to be. Above all, he will probably be a better teacher. The AFT does not believe its model to be a panacea for all middle school ills, yet we strongly believe that this plan is workable and sound, We believe that if it is implemented by a school district willing to support the basic guidelines indicated in this report, the program suggested will prove successful. The cost for this program is really minimal when compared to the cost to taxpayers for providing the funds needed to pay for the social and economic consequences resulting from our failure to provide for effective education. APPENDIX A Suggested Activities for the Fifth Day By paralleling, many school and community activities, all sectors, pupils, parents, faculties, and residents can move toward greater homogeneity through shared interests and mutual benefits. In the projected restructured middle school, the "fifth-day" allotment for extra-curricular activities as well as many of the relevant classroom curricula can intermesh with community needs; and in working to help satisfy these needs pupils may in turn gain valuable experience in common with their elders in coping with life's problems. The following table of possible parallel activities is by no means definitive and complete but may serve to illustrate the almost limitless possibilities and as a framework for enlargement: Examples of school activities A. Student self-government and the study of organizational procedure and the history and practice of creative dissent. B. Group guidance and counseling workshops. C. School beautification-antilitter campaigns, bulletin boards, school garden murals, anti-vandalism education. D. Home-nursing and baby care classes and kindergarten and pre-k monitorships. E. Home economics consumerism classes and assemblies. F. Inschool work experiences for pay or other compensation: cafeteria, library, laboratory, store rooms. G. School journalism. H. Performing arts, public speaking, dramatics, dance, creative writing, music. Examples of out-of-school activities A. On-the-spot lobbying internships in political, economic and/or social action clubs and storefront organizations — envelope-stuffing, duplicating, leaflettering. B. Community-school rap sessions, lectures, workshops. C. Neighborhood beautification and ecology watchdogging, street and minipark tree-planting, playground murals, halloween storewindow painting contests. D. Child care center volunteers and paid child care aides, day camp junior counselorships. Cooperative baby-sitting agency. E. Consumer education program, exhibits, workshops. F. On-the-job programs: private industry, professional offices, public institutions, co-ops. Orientation trips. G. Community newsletters. H. Public affairs, "tailgate" theater, community performances, lectures, anti-drug-abuse plays. Examples of school activities I. Individual study and research projects. J. Tutoring and being tutored. Examples of out-of-school activities I. Independent study outside public library, university campuses. J. Tutoring and being tutored. APPENDIX B Structure 1. School size-750 to 800 pupils a. clustered in units of 4 classes b. common preparation periods for clustered teachers c. teachers granted freedom to allocate time within the cluster 4. Middle grade a. beginning of elective program b. block programming 5. Upper grade a. total elective program b. fully individualized program c. fifth day activity Personnel 1. Twelve classes per grade 2. One paraprofessional for each subject teacher 3. School aides to do all administrative assignments 4. Elected mentors for each grade to work on teacher training and curriculum planning 5. Bilingual teachers in school and community relations when needed 6. Teachers of English as a second language wherever needed 7. Six secretaries per school 8. Absent teacher reserve to be based on 10% of staff 9. Two attendance teachers per school 10. One street worker per grade 11. One laboratory assistant 12. One industrial arts assistant 13. One home economics assistant 14. Two librarians and one library assistant 15. One speech teacher 16. One clinical team per school 17. One medical team per school Curriculum and Teacher Training It is recommended that as part of the program, voluntary summer workshops be instituted for the entire staff with appropriate compensation. It is here that the specific staff of each school will look afresh at their curricula and devise, modify and update new ones. This dialogue must also continue during the school year. Only in this way can proper support develop and become self-perpetuating. Modified Heterogeneity To be used to prevent labelling and possible pre-judgment of pupils. To allow pupils to see and work towards attainable goals. Marks The committee urges that numerical grades be eliminated and that subject area reports which indicate rates of progress on an individual basis be substituted. Alternate Schools What is still needed is something like a "half-way house" for those pupils who are so alienated from school that it is virtually impossible to get them to attend school or to do any worthwhile work if they do attend. Student Government 1. Rules and enforcement of school behavior and decorum 2. School and program evaluations 3. Program suggestions 4. Schoolwide student workshops 5. Social activities 6. Community projects 7. Regular student leader and faculty meetings |