Make Way for Schools Planned for 5th and 6th Grades

Less than one hundred years ago there were schools. Then we had grade schools and high schools. Next came elementary schools, junior high schools, and high schools. In the last two decades, we evolved to elementary schools, middle schools, and high schools. And now, in small but increasing numbers, we’re seeing a new kid on the block-a school that serves grades five and six. Often referred to as an intermediate school, this building also is known as a lower middle school in order to reflect its relationship to the upper middle school. Where did this new kid come from and why? And, what makes this kid different from an elementary school or middle school? Let’s take a look at these issues so you can decide if the new kid is something you should plan on seeing in your district.

The Five-Six School

The major force behind the creation of a building to house grades five and six is a growth in student enrollment, which exerts pressure on both the elementary school and the middle school. Traditional options for responding to this pressure include construction of additional classrooms at elementary and middle schools, construction of a new elementary school or middle school, or a combination of additions and new construction. With the five-six building, a new option is available for district consideration-an option that creates a building focused on a very unique group of students within the district. Dr. Lori Boyland-future principal of the Mt. Vernon Intermediate School in Fortville, Indiana, which is scheduled for completion in 2003-cites the five-six building type as a prime example of a “developmentally responsive school.”

In creating a five-six building, the district combines the highest grade from its elementary school and the lowest grade from its middle school. This combination of grade levels is seen by many to be the greatest strength of the school; fifth graders have the opportunity to begin a transition from the elementary environment and sixth graders have the opportunity to be removed from the adolescent peer pressure of seventh and eighth graders. The school is then able to focus on the developmental needs of a very select group of learners, with the added benefit of allowing a parallel focus at the middle school building serving grades seven to eight.

Bob Bostwick, principal of the Zionsville Lower Middle School in Zionsville, Indiana, believes that with proper dialogue between lower and upper middle school staffs, a truly vertically aligned curriculum can be achieved. This alignment facilitates the “necessary transition from the self-contained world of the elementary school to the departmentalized structure of the high school.” Construction currently is underway on a single structure at Zionsville that will house the lower middle school and the upper middle school. Each school has its own leadership team and daily class schedule, but shares use of such resources as the media center and the kitchen.

Design Differences

As is true with all facilities, the five-six building must be designed to support an educational curriculum designed for fifth and sixth graders. While the use of team teaching in the five-six building parallels that of a middle school, the team is usually smaller (two to three core team members) and one of the teachers is clearly serving as a predominant homeroom advocate for the student.

To accommodate the setup, major spaces generally include: general-use classrooms, computer labs, a media center, special education rooms, an art room, music room, gymnasium, cafeteria, kitchen, and administrative areas. General district philosophy concerning items such as the appropriateness of competitive team sports and band at the fifth and sixth levels will determine the need for spaces such as athletic locker rooms and band rooms.

The difference between an intermediate school and a lower middle school also drives issues such as the need for and the types of science rooms, the number and types of specialty rooms for health or foreign language, and the basic arrangement of classrooms into team groupings. In the area of science, for example, an intermediate building might not have science rooms at the fifth grade level and instead include a science project room at the sixth grade level. The lower middle school might opt to use a single science project room for both grades.

When considering how the building will support the curriculum of the school, account must be made of the estimated length of time the building will serve fifth and sixth grade students. If the district continues to experience growth, how will a continuation of this growth be handled? Can additional classrooms or groupings of classrooms be added in a logical manner? Are building systems (mechanical, electrical, or technological) sized for growth or will systems be expanded in another manner? Site issues require analysis, too. Are sewers, driveways, and parking lots located a sufficient distance away from the building to allow for additional construction without requiring movement of site infrastructure?

Acceptance of the Facility

Only anecdotal evidence exists at this time regarding drawbacks to the five-six building. Dr. Howard Hull, superintendent of Zionsville Community Schools, reports that none of the concerns anticipated by parents, students, or teachers have materialized in the three years since the grade levels were realigned. “Grade six used to be our busiest disciplinary level, but that’s no longer the case and we credit the grade level reconfiguration. I would have no hesitancy in recommending this configuration” says Hull.

Whether the five-six configuration makes sense for your district depends on numerous factors unique to the circumstances of your schools. However, if you believe a five-six building could serve the students in your community, it is good to be aware that others believe the new kid on the block is worth knowing.

Patrick M. Brunner, AIA, REFP, is the education studio director of Schmidt Associates Inc., a full-service facility design firm in Indianapolis, Ind. He can be reached by e-mail at pbrunner@schmidt-arch.com.