TEACHER ASSIGNMENT COMMITTEE

1. Confidential questionnaire, regarding desired teacher placement, went out to entire certificated teaching staff in October of 1997.
2. Staffing assignments for the 1999-2000 school year will be completed and announced to staff in the fall of 1998. The Administrative Assistant for Staff Personnel will assign each teacher to a building, subject area and grade level.
3. Every attempt will be made to honor each request. In the event a specific request cannot be honored the following criteria will be used: balance and staffin-g needs, district seniority, resume and interview, principal recommendation.
4. The Administrative Assistant for Staff Personnel will place the teacher in the respective buildings. ItwillbethejoboftheTeamingandBlockingComn-Litteetoplacetheteachers into teams at the Middle School.

TEAMING AND BLOCKING COMMITTEE

1. Once the Administrative Assistant for Staff Personnel places the teachers within a building, subject area and grade level, the guidelines set forth by the Teaming and Blocking Committee will be used to form the teams.
2. The new teams will be formed by the principal along with a small group of teachers who have have been part of a successful team.
3. Each teacher will take a personality inventory (used in the district on September 16 and 17, 1997 and approved by the BEA) and complete a survey developed by the Teaming and Blocking Committee. The principal will also fill out the same survey for each teacher in his/her building wanting to move to another location. All the above information will be taken into consideration before forming the new teams.
4. Unified arts teachers (also known as specials) should be part of a unified arts team and have time to plan with that team.
5. Teams will stay together as long as they are high functioning.

RESTRUCTURED DAY COMMITTEE

1. The day will not be divided up into small segments/periods.
2. Bells will sound only to mark the beginning and ending of the day.
3. A variety of courses precludes the inclusion of study halls.
4. Band and choir should meet daily in the Middle school.
5. Grade levels will adjust daily schedules to meet team requirements within the confines of the master schedule.
6. Instructional time will be arranged in flexible clusters to meet team needs.

STAFF DEVELOPMENT COMMITTEE

1. Interested staff members should have the opportunity to visit a Junior High School or the High School before the transition takes place. Building staffs would plan the visitations.
2. Team retreats emphasizing strong team and curricular activities should be provided and funded.
3. During the 1998-1999 school year, two-hour Staff Development meetings should be held per quarter with a 2-hour delay for students.
4. State approved waiver days should be utilized to enhance the transition for those moving to the Middle Schools and the new four year High School.
5. Staff Development must be a sustained, sequential, and continuous effort.

ACADEMIC PLACEMENT COMMITTEE

TRANSITIONING AND EXTRA CURRICULAR ACTIVITY COMMITTEE

1. Teachers will be encouraged to visit the prospective schools prior to the transition completion.
2. Teachers will be encouraged to transfer whenever possible to buildings or grade levels that would meet their 1999 desired position.
3. Release time and funding should be provided during the 1998-1999 academic year for staff members to develop goals and time lines for completion of the district's transition programs.
4. Dances shall be called socials in the Middle School. Socials shall be offered, separately, one for 6th, one for 7th, and one for 8th, after school only.
5. Intramural sports will be available for all students at the Middle Schools. Interscholastic sports will continue for 7th and 8th grade students.
6. Fair and proper allocation of building equipment and materials will be made.

PARENT TEACHER CONFERENCE COMMITTEE

1. The goal is to conference with parents/guardians of each student during each school year to build partnerships to encourage each student's educational success.
2. A total of four conference days per year is recommended. These four days will be made up of two days in the fall and two days in the spring. The fall conferences would focus on parent and teacher concern and/ or questions. 'Me spring conference would address placement concerns, as well as progress in the current school year.
3. Each teacher team will decide which option of parent conference will be used: Option 1: Parents meet with one teacher who represents the team; Option 2: Parents meet with all or several teachers from the tam Option 3: Parents meet with the student and teacher(s) for a student led conference.
4. Teachers may schedule conferences during team planning times or individual plan periods throughout the year as needed.
5. Team members shall gather information from special area teachers.
6. The 1998-1999 school calendar shall set aside two fall non-instructional conference days.
7. The 1999-2000 school calendar shall set aside four (two fall and two spring) non-instructional days conference days.

ADVISORY GROUP COMMITTEE

1. Thirty minutes each day for the advisory group to meeL
2. One teacher should be assigned and meet with IS (20 maximum) students.
3. Teachers will stay with their advisory students for only one year.
4. The 15 students assigned to a teacher will be in the same grade level.
5. All students will be heterogeneously grouped by random selection.
6. The advisory time will be non-graded.
7. The advisory time will consist of the following:

   Academic Assistance/ Intervention - 2 days

   Interest Day (Hobby) - I day

   Advisory Activity Day (Social Skills) - I day

   Program Day - I day

   6th grade: Quest
   7th grade: Conflict Resolution/ Peer Mediation
   8th grade: Career Education

8. Pilot Advisory Groups should begin at Ankeney and Ferguson during the 1998-1999 school year.
9. Full implementation of the Advisory Group should begin during the 1999-2000 school year.

SPECIAL EDUCATION COMMITTEE

1. Special Education must include a full spectrum of services including an opportunity for a life skills curriculum and resource room offerings.
2. The special education professional should be a full member of a grade level teaching Wm . The special education teacher shall share a team planning time with other members of the gra& level team.
3. Special education staff should be assigned by grade level with, preferably, a resource teacher on one team and an individual/small group instructor on another team.
4. Continue to utilize teacher aides to assist medically fragile students.
5. Whenever possible, related services (Speech and Language, Audiological Services, Occupational Therapy, etc.) and other certificated staff will collaborate to meet the needs of students.
6. Each student must have the opportunity to be included in the regular curriculum as directed by her/his Individual Education Plan.

FOREIGN LANGUAGE

The committee has recommended three options for the Board of Education to consider:

Plan A

1. All 6th grade students will be exposed to a mandatory exploratory program where students are exposed to a variety of languages. The languages to be studied might include a far eastern language (Chinese or Japanese), a near eastern language (Arabic or Hindi), French, German, Utin, and Spanish.
2. During 7th and 8th grades students may choose to pursue one of the languages they were exposed to during the exploratory program in sixth grade. The First year will be covered over a two year period.
3. Non-western languages would not be offered after the exploratory program.

Plan B

1. A mandatory exploratory program focusing on Spanish, German, French, and Latin will be taught during 6th grade.
2. Students during their 7th and 8th grade years may choose to study one of the above mentioned languages covering the first level of language over a two year period.
3. Non-westem languages would not be offered after the exploratory program.

Plan C

1. This plan eliminates the 6th grade exploratory program all together.
2. Seventh graders may choose one of the following languages to study over the course of two years: German, French, Latin, or Spanish.

COMMUNICATION COMMITTEE

1. Distribute all information related to the transition process using a student-created logo.
2. Prepare written communications for the following: Beavercreek School Board, administrators, certificated and classified staffs, parents, students, and the community-at-large.
3. Develop a video for Channel 24 to inform the public about the transition process.
4. Disseminate information through a variety of sources:

   paychecks	Middle School brochures
   Popcorn festival	handbooks
   Business Expo	newsletters
   Channel 10 and 24	newspaper articles
   web page	Bridge Builder articles
   Board presentations	PTO meetings