No changes have been proposed. We are in the information gathering phase and getting feedback from Mason District parents about their thoughts and concerns, before making any decisions about next steps.

The School Board will make the decision on whether to move forward with any potential changes in middle school grade configuration. They will receive a report on the results of parent/caregiver engagement by April 30, which will help inform their decision on any next steps.

The 5-3-4 plan (Grades K-5, 6-8, 9-12) is the most common configuration presently being implemented in US school districts (Combs, 2011).

Yes, the information is at the bottom of this webpage.

Yes. Recordings are posted on this page under Parent/Caregiver Meetings.

Educational research has not identified consensus on an ideal middle school grade configuration in terms of student achievement outcomes. Rather, research indicates that a high quality educational experience has a greater impact than any specific grade level configuration. For instance, a longitudinal, national data review, indicates no significant difference between attendance in K-8 schools as compared to 6-8 schools in relation to achievement in either reading or mathematics (Carolan and Chesky 2012).

Arguments for and against keeping the current grade level configuration at Glasgow, Holmes, and Poe can be found in Grade 6 in Middle School Analysis at the bottom of this webpage.

The Fairfax County School Board (FCSB), at the meeting held on March 22, 1990, voted to approve the implementation of the middle school philosophy and grade configuration (6-8) at Glasgow, Holmes, and Poe intermediate schools as a pilot program. For more information: https://insys.fcps.edu/schoolboardapps/ArchivedSBMinutes/1980-1989/1985-1989/1989/19900322r.pdf

Subsequently, at the meeting held on April 25, 1991, FCSB voted to adopt the incorporation of a middle school program for grades 6-8 into FCPS on a countywide basis consistent with the Virginia Department of Education plan for "Restructuring Education in the Middle School Grades." This action included a motion to conduct a detailed facilities study of the implications of relocating sixth grade students to the intermediate schools. For more information: https://insys.fcps.edu/schoolboardapps/ArchivedSBMinutes/1990-1999/1990- 1994/1990-1991/19910425r.pdf

If any changes were to be made, it would provide consistency among all of FCPS' middle schools. They would either be all grades 6-8 or all grades 7-8.

The school division is not looking at other grade configurations of other schools. At this time, the efforts for 6th grade in middle schools is consistent with two follow on motions approved by the School Board which state: 

• I move that the School Board direct the Superintendent to conduct a program audit of middle schools with grade six to determine if the current grade level configuration offers the most efficient use of facilities and/or meets instructional best practices. 
• I move that the School Board direct the Superintendent to engage the Mason District community to obtain parental perspective on the placement of grade six in middle school.

Elementary Schools in the Justice HS Pyramid underwent a boundary adjustment. There is one elementary school in the Justice Pyramid that has capacity challenges without the addition of a 6th grade class: Parklawn ES. Parklawn ES receiving 6th grade would create a moderate to substantial capacity deficit. The extent of the capacity deficit at Parklawn ES is unknown due to ongoing phasing of recent boundary adjustments and in-migration. Capacity is being monitored until phasing will be complete in the 2025-26 school year. Additionally, Glasgow Middle School would be underutilized.

If any changes were to be made, it would provide consistency among all of FCPS' middle schools. They would either be all grades 6-8 or all grades 7-8.

Yes, we will take that into account.

That decision will be up to the School Board. They will receive a report on the parent/caregiver engagement activities by April 30, which will help inform their decision on any next steps.

Since no changes have been proposed, we are unable to say when a potential change might occur. However, no changes would be able to occur prior to the 2023-24 school year.

Unfortunately, we do not know why the changes were not implemented.

As requested, the 5-year projection numbers adjusted for 6th grade in the elementary schools are now online.

Full Question: Please provide the public the capacity projections for elementary schools if 6th grade were to be brought back to the elementary level for the next 5 years as compared to the current draft CIP numbers.  If a space "use change" is proposed, please show the public exactly what use change is being proposed BEFORE public comment.  (Specifically, during the Glen Forest realignment, non-specific "use changes" were proposed for several schools.  It was only after the process ended that we learned those use changes were targeted at converting some IEP/special education pull-out rooms to be used as general education.  It must be made clear to the public of the intention to reduce/cut space for these services).

Answer:

As requested, the 5-year projection numbers adjusted for 6th grade in the elementary schools are now online.
 
Services are not reduced or cut as a result of space use changes. In fact, a school's administration may, and often do, change the uses of spaces within a school each year. Changes in uses of space may be recommended to maximize the time a space is used by students for instruction. An example may include using full-size classroom as a grade-level/core classroom and relocating small group instruction to a more appropriately sized space.

Given that the boundary change for elementary schools in the Justice HS Pyramid is phasing until the 2025-26 school year, use changes cannot be recommended at this time until all boundary change phasing is complete. 

This would have no impact on the the path to an IB Diploma. The path does not begin until high school.

If sixth grade students are reassigned to elementary schools, the Local Level IV progrms at those schools would be expanded to include grade 6.

Typically, 8th graders are 13/14 years old.

We are not aware of a study that examines the social, educational, and emotional impact on younger students when 6th graders are included in the elementary setting.

There has been no division comparative analysis completed at this time.

The three middle schools would maintain the standard elective course offerings.

There has been no division comparative analysis completed at this time.

The responses are not being emailed directly but are available to everyone on this website.

As noted in the School Board's follow-on motion directing engagement around Mason District middle school grade configuration, only parents/caregivers are being asked for their perspective.

The Office of Communication and Community Relations arranged the focus groups which have now concluded.

We do not see that language in our emails regarding middle school grade level configuration. Please let us know to which email you are referring. 

The meetings were in reference to the School Board's approval of two follow-on motions to assess a reconfiguration of middle schools with a Grade 6-8 arrangement: Glasgow, Holmes, and Poe. These middle schools are all in the Mason District of Fairfax County. During this meeting, we shared information about the grade level arrangement and engagement opportunities for parents who would be impacted by any changes to Glasgow, Holmes, and Poe.

No changes are being proposed at this time.

The follow-on motion directing this evaluation only addresses parent/caregiver engagement.

Staffing models would need to be reviewed in light of the movement of students from one school to another. This would likely result in destaffing in middle schools. Teacher endorsements differ for elementary and middle school teachers. This could require the School Board to begin a Reduction in Force (RIF) process for teachers who cannot be transferred to new teaching assignments.

A review of recent research did not identify consensus on an ideal middle school grade level configuration in terms of student achievement or wellness outcomes. Rather, there are both advantages and disadvantages to placement of grade 6 in middle school. Therefore, staff does not recommend making a change to the three FCPS middle schools that currently house grade 6 students for the purpose of teaching and learning. The findings, including the best practices, have been summarized in the body of this report.

Elementary schools that feed into Poe, Holmes, and Glasgow Middle Schools are, in general, equipped to receive a 6th grade class. One elementary school, Parklawn ES, would have a moderate to substantial capacity deficit. The extent of that deficit is unknown due to the ongoing phasing of recent boundary adjustments. A trailer may need to be installed.

All three middle schools would have a substantial capacity surplus. Programming should be considered to effectively use this extra capacity

Staffing models would need to be reviewed in light of the movement of students from one school to another. This would likely result in destaffing in middle schools. Teacher endorsements differ for elementary and middle school teachers. This could require the School Board to begin a Reduction in Force (RIF) process for teachers who cannot be transferred to new teaching assignments.

Newly eligible riders at the elementary level may increase current bus capacity.  Additional students will first be absorbed on ​some existing routes, ​however, additional buses may be required.  Buses assigned to middle school routes cannot be shifted to the additional elementary routes as those buses currently have an elementary assignment.  ​These potential additional routes could require additional driver positions, which due to the transportation driver shortage, will create a greater impact for the Office of Transportation Services. 

Community Engagement for the communities of Poe, Holmes, and Glasgow Middle Schools is proposed as follows:

• Brief survey in all eight languages that is supported by Family Liaisons and captures the preferences of a majority of staff, student and parents within a +/-5% margin.
• Community meeting (with interpretation options) to create a place where questions can be asked and clarity sought.
• Focus groups that are balanced per the demographics of each school and serve as a sample surveying mechanism.

Educational research has not identified consensus on an ideal middle school grade configuration in terms of student achievement outcomes. Rather, research indicates that a high quality educational experience has a greater impact than any specific grade level configuration. For instance, a longitudinal, national data review, indicates no significant difference between attendance in K-8 schools as compared to 6-8 schools in relation to achievement in either reading or mathematics (Carolan and Chesky 2012).

The  5-3-4  plan (Grades K-5, 6-8, 9-12) is the most common configuration presently being implemented in US school districts (Combs, 2011). This grade configuration supports research findings which show that students today enter adolescence much earlier than 50 years ago. Also, students’ ages (11-13) are nearly parallel in the period of human growth and development between childhood and adolescence.  A particular strength of the middle school model for sixth grade students is greater access to specialized teachers and programs.

However, one concern related to sixth graders in middle school is that of being exposed to older teens which may present a risk for negative peer influences by older students. In addition, research suggests that school divisions need to monitor data on discipline referrals and student achievement to ensure students are not negatively impacted by the model.  These concerns can be mitigated by the implementation of the best practices cited below.

 Large Size of Middle Schools

•  Implement the teaming concept where one group of students has the same English, Mathematics, Science & Social Studies teachers.  The teaming concept allows for close planning between the teachers who have the same group of students.  This also builds a team (school within a school) atmosphere for students, having a team name and motto, supports building relationships with each other and their team of teachers.
• Situate the classrooms of team teachers in a designated hall or area of the school building so that the team and 6th graders in general are clustered together and not in the middle of the 7th & 8th graders.
• Assign a designated area or hall(s) in the building specifically for 6th graders.

Scheduling

• Consider a different bell schedule for 6th graders. That could address needs such as longer blocks for Language Arts and Mathematics (staffing impact), lunch time, and recess
• Hallway passing should be scheduled separately from grade 7 and 8 students

Fostering Relationship with Teachers/Social Emotional Learning

• Teacher teaming allows a specific group of teachers to really get to know a specific group of students to which they are all assigned.  This gives 5 specific teachers that the entire team of students all have in common.
• Provide an advisory period for SEL and the 6th grade teamed students would only be assigned one of their core team teachers.
• Team meetings are also when the team can discuss and address any specific student needs and/or concerns.

• Teaming allows for co-planning among the teachers assigned to the team.
• To facilitate the above mentioned planning, the team should be given common planning time so that this co-planning across disciplines can easily occur.

Carolan, B. V., & Chesky, N. Z. (2012). The relationship among grade configuration, school attachment, and achievement. Middle School Journal, 43(4), 32-39.

Chen, G. (2020, September 17). Should Sixth Grade Be in Elementary School or Middle School? | PublicSchoolReview.com. Public School Review. https://www.publicschoolreview.com/blog/should-sixth-grade-be-in-elementary-school-or-middle-school

Combs, H. Jurgen (2005, 2011). Choosing the Right Model: Defining Middle School

Cook, P. J., MacCoun, R., Muschkin, C., & Vigdor, J. (2007). The negative impacts of starting middle school in sixth grade. Journal of Policy Analysis and Management, 27(1), 104–121. https://doi.org/10.1002/pam.20309

Cromwell, S. (2019, November 19). Where Does Sixth Grade Belong? | Education World. Education World. https://www.educationworld.com/a_admin/admin/admin060.shtml

Sharp Schools. (2018). Executive Summary of Research on Middle School Configuration. Edmunds School District, Washington State. https://drive.google.com/file/d/1pvMDfi7eyLB3zfefYwIVT4F9E580op5g/view

In March 1990, the School Board voted to approve the implementation of the middle school model and the 6-8 grade configuration at Glasgow, Holmes, and Poe intermediate schools as a pilot program. Subsequently, in April 1991, the Board voted to adopt a middle school program for grades 6-8 into Fairfax County Public Schools on a countywide basis. Since that time, the 6-8 configuration in middle schools has not been expanded: Glasgow, Holmes and Poe remain the only middle schools with three grades.

The Office of Facilities Planning conducted preliminary analyses of the impact on school enrollment of implementing a 6-8 middle school model countywide, along with the impact of moving 6th grade out of Glasgow, Holmes, and Poe Middle Schools.

The current and projected capacity utilization of middle schools is available on pages 96 and 97 of the Proposed FY 2023-27 Capital Improvement Program (CIP), and a summary of the capacity implications for receiving 6th grade is explained below.

Based on SY 2021-22 capacity utilization of middle schools that do not have 6th grade:

• Two middle schools are considered to have a moderate capacity deficit (105% - 114% capacity utilization)
• Four middle schools are approaching a capacity deficit or have a slight capacity deficit (95% to 104% capacity utilization)
• Twelve middle schools have sufficient capacity for current programs and future growth (85% to 94% capacity utilization)
• Five middle schools have surplus capacity (less than 85% capacity utilization)

Six middle schools would increase in capacity utilization by adding 6th grade. This would increase the space needs and likely further contribute to or create a capacity deficit at several schools.

Middle Schools Considered to have a Moderate Capacity Deficit (105% to 114% Capacity Utilization) in SY 2021-22

Middle Schools Approaching a Capacity Deficit or Having a Slight Capacity Deficit (95 to 104% Capacity Utilization) in SY 2021-22

Twelve middle schools have sufficient capacity for current programs and future growth (85% - 94% capacity utilization). Half of these schools are at 90% capacity utilization, and increased student membership from adding 6th grade may contribute to space needs.

Middle Schools Considered to Have Sufficient Capacity for Current Programs and Future Growth (85% to 94% Capacity Utilization) in SY 2021-22

Five middle schools have sufficient capacity for current programs and future growth (85% - 94% capacity utilization).

Middle Schools Considered to Have Surplus Capacity (Less than 85% Capacity Utilization) in SY 2021-22

In addition to middle school, over half the elementary schools (56% or 80 of 142) in the division have a capacity utilization of 85% or less. Systematizing the middle school model of 6-8 grades would decrease the capacity utilization increasing the number of schools with a capacity surplus.

Elementary Schools with a Capacity Utilization of 85% or less: 

1. Aldrin ES
2. Armstrong ES
3. Bailey's Upper ES
4. Beech Tree ES
5. Belle View ES
6. Belvedere ES
7. Brookfield ES
8. Bucknell ES 
9. Bull Run ES
10. Bush Hill ES
11. Cameron ES
12. Centre Ridge ES
13. Centreville ES
14. Cherry Run ES
15. Chesterbrook ES
16. Churchill Road ES
17. Clearview ES
18. Colvin Run ES
19. Crestwood ES
20. Cunningham Park ES
21. Deer Park ES
22. Dogwood ES
23. Dranesville ES
24. Eagle View ES
25. Fairfax Villa ES
26. Floris ES
27. Forest Edge ES
28. Forestdale ES
29. Forestville ES
30. Fort Belvoir Upper ES
31. Fort Hunt ES
32. Fox Mill ES
33. Franklin Sherman ES
34. Freedom Hill ES
35. Garfield ES
36. Glen Forest ES
37. Graham Road ES
38. Great Falls ES
39. Greenbriar West ES
40. Halley ES
41. Hayfield ES
42. Herndon ES
43. Hollin Meadows ES
44. Hunt Valley ES
45. Hunters Woods ES
46. Island Creek ES
47. Kings Glen ES
48. Lake Anne ES
49. Lane ES
50. Lees Corner ES
51. Lemon Road ES
52. Little Run ES
53. London Towne ES
54. Lorton Station ES
55. Louise Archer ES
56. Lynbrook ES
57. Marshall Road ES
58. McNair ES
59. McNair Upper ES
60. Mount Eagle ES
61. Mount Vernon Woods ES
62. North Springfield ES
63. Oak Hill ES
64. Olde Creek ES
65. Poplar Tree ES
66. Powell ES
67. Riverside ES
68. Rose Hill ES
69. Saratoga ES
70. Springfield Estates ES
71. Stratford Landing ES
72. Sunrise Valley ES
73. Terraset ES
74. Timber Lane ES
75. Vienna ES
76. Westbriar ES
77. Westgate ES
78. Weyanoke ES
79. Woodlawn ES
80. Woodley Hills ES

Annandale Pyramid SY 2021-22

Elementary schools in the Annandale Pyramid are, in general, equipped to receive a 6th grade class. Three elementary schools would have a slight capacity deficit that could be accommodated. The middle schools, Holmes and Poe, would be severely underutilized. Programming would need to be considered to effectively use the extra capacity.

^{Sources:  Capacity and Membership: FCPS, Proposed FY 2023-27 Capital Improvement Program, December 2021; CPS, Certified Membership, September 2021.}

Falls Church Pyramid SY 2021-22

Mason Crest is the only elementary school affected by this change. It would remain within an acceptable capacity with the addition of a 6th grade.

^{Sources:  Capacity and Membership: FCPS, Proposed FY 2023-27 Capital Improvement Program, December 2021; CPS, Certified Membership, September 2021.}

Justice Pyramid SY 2021-22

There is one elementary school in the Justice Pyramid that has capacity challenges without the addition of a 6th grade class: Parklawn ES. Parklawn ES receiving 6th grade would create a moderate to substantial capacity deficit.  The extent of the capacity deficit at Parklawn ES is unknown due to ongoing phasing of recent boundary adjustments and in-migration. Capacity is being monitored until phasing will be complete in the 2025-26 school year. A trailer may need to be installed. Additionally, Glasgow Middle School would be underutilized. Programming would need to be considered to effectively use the extra capacity.

^{Sources:  Capacity and Membership: FCPS, Proposed FY 2023-27 Capital Improvement Program, December 2021; CPS, Certified Membership, September 2021.}

The Departments of Human Resources and Financial Services preliminary analyses of the impact on licensure and staffing with the movement of 6th grade. While there would be a much greater system impact by systematizing the implementation of the middle school model, the challenges to the system remain the same.

Staffing models would need to be reviewed in light of the movement of students from one school to another. This would likely result in destaffing in middle schools. Teachers who teach 6^th grade in the elementary school require an Elementary Ed PreK-6 endorsement. Middle school teachers may lack this endorsement, which would prohibit them from teaching in elementary schools. This could require the School Board to begin a Reduction in Force (RIF) process for teachers who cannot be transferred to new teaching assignments. For example, if each middle school employs teachers with the Middle Ed 6-8 Math endorsement, those teachers would not be able to transfer to an elementary school. The likelihood of enough middle school math positions opening to cover those vacancies is low. It may be less problematic from a licensure perspective to move teachers from elementary schools to middle schools provided the educational model precludes these teachers from providing instruction to 7th and 8th graders. Establishing the licensing requirements for all teachers currently teaching 6^th grade would need to be undertaken.

Some students who are currently eligible for transportation services at the middle school level could reside in the walking boundary at the elementary level.

Additional eligible riders at the elementary level will increase current bus capacity.  Additional students would be absorbed on ​some existing routes, ​however, additional buses may be required.  The buses assigned to middle school routes cannot be shifted to the additional elementary routes as those buses currently have an elementary assignment.  ​These additional routes could require additional driver positions, which due to the transportation driver shortage, will create a greater impact for the OTS. 

Community Engagement is proposed as:

• Brief survey in all eight languages that is supported by family liaisons and captures the preferences of a majority of parents within a +/-5% margin.
• Parent meetings (with interpretation options) to create a place where questions can be asked and clarity sought.
• Parent focus groups that are balanced per the demographics of each school and serve as a sample surveying mechanism.