Independence Middle School planning committee proposes 60‑minute math and integrated ELA; transition work continues toward 2026–27

District administrators and a committee of teachers and counselors presented a progress report on the planned 6–8 model for Independence Middle School (IMS), describing instructional minutes, teaming, and next steps as the district prepares to open the reconfigured middle school in 2026–27.

Committee members who have worked since spring asked what the “ideal” middle school should be and recommended structural and instructional changes, including a 60‑minute block for math and a combined ELA/reading design. The committee’s recommendations are intended to address disparities in math and ELA minutes and give teachers time to use formative assessments and targeted interventions.

Administrators said the planning committee included teachers from Neil Armstrong Middle School (NAMS), IMS staff and district leaders. The group examined bell schedules, teaming models and instructional sequencing and then recommended action steps. The plan would move sixth grade from its current shorter blocks to 60 minutes of math and a combined ELA block (English and reading). Eighth grade would receive an additional 20 minutes for each of those blocks compared with current schedules, staff said.

Staff described the change as a redesign, not merely “mushing together” two shorter classes: the district will develop a single, integrated course for each grade with aligned scope and sequence, formative benchmarks and daily practices that let teachers identify missing prerequisite skills and provide reteaching. The committee also recommended designated core academic teams (math, ELA, social studies, science), a review of unified-arts rotations and a clearer sequencing of courses so students on different tracks can advance or recover as needed.

The planning committee is shifting into a transition committee focused on tasks to be completed before the 2026–27 opening of IMS. Administrators said the group will bring department-level recommendations to central administration for pacing, curriculum mapping and staffing decisions; some program-change proposals tied to this work were on the agenda for the next board meeting.

Staff noted construction and elementary-school consolidation are happening in parallel; administrators are coordinating curriculum design with facilities planning so classrooms and instructional time align with the program model. The district will continue meetings with teachers and will present program-change proposals and more detailed curricular plans at future Curriculum Council sessions for vetting.

Board members asked how the proposed time changes affect existing programs and whether teachers who previously taught separate reading classes remain comfortable with an integrated ELA model. Administrators replied the adopted high-school-level English program will serve as the anchoring core resource for the integrated middle-school ELA course and that teachers asked for time, training and resources to rewrite the new integrated classes.

No formal board vote was taken on the planning recommendations at the committee meeting; staff characterized the report as progress toward a proposal that will be refined and returned to the board for formal approval along with program-change items and staffing requests.