The Educational Philosophy of Wellesley Middle School

Wellesley Middle School will provide for the unique educational needs of the early adolescent. The overall organization should reflect the gradual transition from the self-contained classroom of the elementary school to the departmentalized program of the high school. 

The philosophy of the school is grounded on four basic assumptions: 

Educational competency is dependent upon a proficiency in the basic skills as well as a diversified academic experience. Thus, the school will stress the continuing development of the basic skills through a comprehensive program of education.

The intellectual, social, emotional, and physical needs of the young adolescent are interrelated. Thus, the staff will be sensitive to all aspects of the student’s identity and development in helping the student to realize his or her potential.

A student’s ability to learn and succeed in school is dependent upon a sense of self and self-worth. Thus, the staff, through example, counsel, and teaching, will encourage the positive development of its core values of respect and responsibility, and key skills such as self-awareness, self-management and decision-making.

An effective educational program is dependent upon parental support and involvement. Thus, the school will encourage the combined efforts of school and community in bringing about an excellent education for its youth.

Notice of Anti-Discrimination

The Wellesley Public School System does not discriminate on the basis of race, color, sex, age, gender, gender identity, religion, national origin, limited English proficiency, sexual orientation, disability, or housing status in admission to, access to, employment in, or treatment in its programs and activities. 

The Wellesley Public School System is committed to maintaining a school environment free of harassment based on race, color, sex, age, gender, gender identity, religion, national origin, limited English proficiency, sexual orientation, disability, or housing status. 

All district academic and nonacademic programs and events are offered regardless of race, color, sex, age, gender, gender identity, religion, national origin, limited English proficiency, sexual orientation, disability, or housing status. 

WPS Core Values

The Core Values of Wellesley Middle School

The Wellesley Public School District is committed to the following core values through all its schools: Wellesley High School, Wellesley Middle School, Bates Elementary School, Fiske Elementary School, Hardy Elementary School, Hunnewell Elementary School, Schofield Elementary School, Sprague Elementary School, and Upham Elementary School. We strive to uphold these values through a strong commitment to educating our students in Wellesley.

Core Values

• Academic Excellence

• Diversity, Equity, Inclusion and Belonging

• Commitment to Community

• Value and Respect for Human Differences

• Caring and Cooperative Relationships

At WMS, we are committed to creating a learning community where everyone is included, valued, and receives the support to grow. This can only be achieved if we show respect for ourselves, others, and our environment. Exhibiting this kind of respect involves taking responsibility for our own learning and for the general well-being of our school. This requires hard work and, from time to time, the courage to do what’s right even when there is pressure to do otherwise.

Grouping Policy

To provide a challenging learning atmosphere, Wellesley Middle School attempts to meet the individual differences in the students’ skills, interests, backgrounds, and rates of learning. Teachers have a variety of ways to work with the range of skill levels within a class. Attention is especially given to the changing needs of students during the middle school years. Ensuring that the transition from elementary to high school is challenging, yet secure, is the main focus of our grouping practice. Consequently, grouping practices vary at each grade level. 

In sixth grade, students work in heterogeneous groups within a “house” of 4 teachers. A house ranges in size between 80-96 students. Students remain in their house for all their required academic subjects. They have an opportunity to work with their peers from other houses when they participate in their introductory, exploratory courses: Visual Arts, Music, Technology/Engineering, Working on Wellness, and Fitness & Health. Additionally, sixth graders can take a world language class every other day that includes the following choices: French, German, Latin, Mandarin Chinese and Spanish.  

The heterogeneous grouping of students is continued for all subjects in Grade 7. There are groupings made possible by the students' participation in “clusters” (80-96 students) for all required academic subjects. Students are placed in or elect to take various courses organized around specific skills such as Art, Music, Technology/Engineering, and Fitness & Health. World Languages classes continue as a progression of a student’s sixth grade choice into Grade 7.

Grade 8, students will be on one of four teams of approximately 80-96 students each, and heterogeneously grouped in classes for all subjects except mathematics for which there are three course offerings*: a core course in Algebra, an accelerated Algebra course, and a course designed for students who would benefit from a more measured pace to master the major topics of first year Algebra.

*Seventh grade teachers will offer their perspectives to parents and seventh grade students for the most appropriate level placement in eighth grade mathematics. After careful consideration by the teacher of a student’s work and study habits, classroom performance, and current achievement, a level placement will be recommended.  If parents decide on a level different from the one recommended by the teacher, they will be asked to sign and submit a form that informs them of the policies regarding the changing of levels in the 8th grade.

The principal is responsible for making the final decision about the student’s assignment to a house, cluster or team for organizational and instructional purposes. The Superintendent is authorized to approve such recommendations, which under the class size guidelines may result in a change of classes, levels, and/or course offerings, within the budget approved by the School Committee.

Promotion Policy

Grade Six

Learning rates of students vary and accordingly the amount of time required for them to master the curriculum for a particular grade level will also vary. The decision to promote or retain a student shall be made in accordance with the following:

1. The decision will be based upon what is best for the individual child.

2. Consideration will be given to the student’s intellectual development, readiness, and levels of achievement.

3. Individual needs will be determined, and an educational program will be developed to meet those needs.

4. Student placement is the joint responsibility of the professional staff and the Principal working with the student’s parents. Cooperation of parents is of valuable assistance and must be sought. However, the final decision rests with the building Principal.  (Adopted May 1, 1980.)

Grades Seven And Eight

1. Students in grades seven and eight should pass English, two subject areas classes that meet everyday, and Fitness & Health.

2. Exceptions to the promotion policy can be made after careful consideration and approval by the administration, subject to review by the Superintendent. Students are often advanced due to social and emotional reasons, and the need to stay with peers.

3. Periods of instruction, requirements for promotion, and circumstances for retention of a student qualifying under Special Education shall be a team decision conducted in accordance with State Department of Education regulations.

4. A student who does not meet the requirements for promotion will be considered for retention in his/her present grade and assigned to an appropriate homeroom.

Grading

All students will be marked according to their achievement within the level in which they are working.  In general, courses will be graded four times a year. Semester courses are graded two times a year.

Note: The World Languages Department uses standards-based rubrics and sequential grading. Sequential grading places greater stress on more recent work than earlier work. For details, contact Mr. Tim Eagan, World Languages Department Head.

Student Services Department

The Student Services Department comprises a diverse group of professionals including school counselors and Special Education staff who work closely together. They are committed to helping students plan and achieve an optimal school experience. The objectives of the department are threefold: 

• To help the student achieve and experience success as a learner

• To help school personnel create an environment which will meet the educational needs of each Middle School child 

• To help parents and guardians provide an atmosphere that will encourage the young person to develop self-assurance, self-awareness, and a positive attitude toward learning. 

There are a variety of services provided by the Student Services Department (i.e., Counseling Services, Special Education services, and parent groups). 

Counseling Services

The work of the school counselor is to encourage students in their development as confident and caring individuals and assist them in the process of becoming committed learners. 

The Counselor:

• • • • Usually serves as the student’s counselor for three years, remains a constant in their life at the middle school, and develops a supportive relationship with the student

      • Helps students to understand themselves better by discussing with them their needs, responsibilities, development, and choices

      • Talks with students about their academic accomplishments and concerns 

      • Works with students to improve social interactions

      • Fosters emotional growth in students

      • Monitors student progress in all areas over the course of middle school

The Counselor’s Work with Students Includes:

• • • • Talking with students individually on a short-term basis

      • Seeing students in groups, lunch groups, general communication groups, or groups with a particular focus 

      • Teaching SEED (Social and Emotional Educational Development) classes for students in Grade 6, one class period per cycle, and periodically meeting with students in Grade 7 and Grade 8 classes 

      • Presenting Grade 7 and Grade 8 programs and choices for course selection in Grade 6 and Grade 7 classes 

      • Presenting Grade 9 programs in Grade 8 classes and meeting with each Grade 8 student individually to plan for high school

Other Aspects of the Counselor’s Work Include:

• • • • Working together with teachers as members of the teacher teams 

      • Consulting with specialists

      • Meeting and planning with parents

      • Consulting with personnel of other schools and with mental health professionals

      • Registering and welcoming new students

      • Helping with transitions from elementary schools, and to the high school

      • Leading parent education workshops 

      • Overseeing the formulation of 504 plans and coordinating the Student Support Process (SSP)

SEED (Social and Emotional Educational Development) Session Topics in Grade 6

Transition     •     Study Skills     •     Responsibility     •     Friendship     •     Diversity and Identity     •     

Bullying     •     Communication     •     Social Skills      •    Course Selection/Transition planning for Grade 7

Counseling Activities in Grade 7 

Class-building Activities     •     Grade or Cluster-specific Discussions     •     Lunch Groups

Co-leading SEED Sessions     •     Course Selection /Planning for Grade 8

Counseling Activities in Grade 8 

Lunch Groups     •     Career Cruising Program     •     Co-leading SEED Sessions

Course Selection/Planning for High School Transition

Parent Workshops

School Counselors, Special Education staff in the Student Services Department, and our Technology Department offer parent programs. Workshops are developed in response to parent needs and have included the following:

• Parents of Fifth Graders

• Families New to Wellesley

• iPad Education for Parents

English Learners (EL) Program

EL services are offered to students with limited English proficiency. These services include instruction in developing speaking, listening, reading, and writing skills in English.

Special Education Services

A variety of specialized instructional services are available through the Individuals with Disabilities Education Act special education process. The goal of these services is to access the general education curriculum for students with disabilities. Before a student is referred for a special education evaluation, school counselors, teachers, and parents work together to identify specific strategies and interventions for a student and teacher to try to ensure that the classroom is responsive to that student's needs. If these strategies do not support adequate progress, and a disability is suspected, the child may be referred for a special education evaluation. Parents who initiate concerns about their child's academic progress are encouraged to follow the same process. When the evaluation results indicate that a child has a disability and that he/she cannot make effective progress in the classroom setting and requires specially designed instruction to make effective progress, and the student is determined eligible for special education, the team develops an Individualized Education Program (IEP) to specify services to address those needs. Services can be delivered by a member of the special education staff working in a classroom or outside of the classroom in a Learning Center. 

Special education services are determined on an individual basis. Wellesley Middle School has a continuum of service delivery models that range from all services being delivered in a general education classroom to services being delivered primarily in special education settings. All special education recommendations, including placement, are determined at a Team meeting. Special education services are determined on an individual basis and are delivered in accordance with the student’s IEP.

Adapted Fitness and Health

The Fitness and Health Department provides adapted programs for those students identified through the Special Education Team Evaluation process. The student's Individualized Education Program describes the specific program needed for fitness and health. 

School Health Services

The members of the Nursing Department collaborate with parents and staff to provide the fullest possible educational opportunity for all students by providing services to support their health, well-being and safety in school.  The comprehensive school health program includes screening procedures, protocols to prevent the spread of communicable diseases, emergency care; and procedures to facilitate school attendance of children with special health care needs.  

The nurse may act as a liaison between schools and physicians and/or refer students to appropriate resources either within the school or community. The purpose of the comprehensive school health program is to encourage the best possible health outcomes for each student and to teach concepts that help students make responsible decisions regarding their own health in the future.

Illness, Injuries, and School Attendance

1. Absence - Notify the school when your child will be absent due to illness or injury. Students receiving antibiotics for a contagious condition (such as strep throat, bacterial conjunctivitis, etc.) must stay out of school until 24 hours of antibiotic therapy has been completed.

2. Injury - Any student who has sustained an injury that has been treated by a physician or in an emergency room and will have restricted activity for a limited period of time (stitches, sprains, fractures, etc.), must bring a note from the physician stating the nature of the restrictions and when the student can resume participation in health and fitness class.  The student will not be allowed to return to health and fitness class until this note is received. If your child sustains an injury, or you feel (s)he should limit her/his activity for 1 - 2 days; or that will affect her/his school performance, you will need to send an explanatory note to the nurse.

3. Fever - If your child has a temperature of 100 degrees or above (taken orally) in the morning, it is recommended that (s)he remain home.  Students should remain home for 24 hours after a fever has subsided. If your child develops a fever during school hours, (s)he will not be allowed to return to the classroom; and will remain in the health office until dismissed to a parent or the parents’ designee.

4. Contagious diagnoses - It is important to notify the school nurse of any contagious diagnoses, (i.e., pertussis, chicken pox, etc.).  If your child will be absent from school for an extended period of time, such as for a surgical procedure, let the school nurses know so that they can assist with the transition process as your child returns to school.

5. Dismissal - Students who become ill or injured at school will be dismissed to a parent/guardian from the nurses’ office.  (S)he will not be allowed to walk home alone.

6. Immunizations - Massachusetts state law requires that students be fully immunized against DPT, Polio, Measles, Mumps, Rubella, Hepatitis B; and Varicella.  Students entering grade 7 are required to have a Tdap booster and a meningococcal booster (MenACWY) prior to the beginning of the school year.

7. Physical Examinations - Examinations by a licensed physician, nurse practitioner or physician assistant are required for kindergartners and new entrants at any grade.  These examinations shall be within one year prior to entrance to school or within 30 days after school entry. Examinations are also required for all students in grades 4, 7 and 10.  In order to participate in any interscholastic sport, documentation of a physical examination within the last 13 months by the student’s primary health care provider must be on file with the school nurse prior to tryouts.  A Massachusetts School Health Record is maintained for each student. 

8. Screenings – Vision and hearing screenings are conducted according to guidelines provided by MDPH.  Upon entering kindergarten or within 30 days after school entry, the parent or guardian of each child shall present certification that the student, within the previous 12 months, has passed a vision screening conducted by personnel approved by the MDPH.  Postural screening is conducted annually in collaboration with the Health and Fitness Department for students in Grades 5 through 9.  A report from the student’s PCP is required in order to be excused from the school screening.  SBIRT (Screening, Brief Intervention, Referral for Treatment) screenings will be conducted for all Grade 8 students.

9. Religious Objection - A student shall be exempt from physical examinations or screenings on religious grounds, upon written request of the parent or legal guardian, except with respect to communicable diseases. (M.G.L. c.71, s.57)

10. Students must have someone to call in an emergency if a parent/guardian cannot be reached.  It is the responsibility of the parent/guardian to update information in PowerSchool each year.

Medication Policies

1. Medication orders must be renewed at the beginning of each school year.  Medication must be supplied to the school nurse in its appropriate dosage and in the original pharmacy container.  No more than a 30-day supply should be maintained at the school.

2. A written “Order” from the student’s licensed health care provider and a written “Consent” form signed by the student’s parent or guardian must be submitted to the school nurse.  This applies to daily medications and those medications taken on an as needed basis such as inhalers and Epi-Pens.

3. At the Wellesley Middle and High Schools, nurses may administer ibuprofen or acetaminophen to an individual student once during the school day for dental pain, headache, menstrual cramps or muscle soreness, if parent/guardian has signed a consent form. The middle school and high school supply ibuprofen and acetaminophen in tablet form only. Parent/guardian must provide chewable or liquid medication, if their child is unable to swallow tablets.

4. If short-term (10 day or less) prescription medication is to be administered during the school day, the original pharmacy container will serve as the written “Order” from the health care provider.  A “Consent” form signed by parent/guardian is still required.

5. Elementary nurses may administer children’s acetaminophen and/or ibuprofen for dental discomfort to an individual child once during the school day.  Parent/guardian must provide written consent and medication in its original container.

6. School nurses may administer allergy eye drops to an individual child once during the school day for treatment of allergy symptoms.  Parent/guardian will provide written consent and medication in its original container.

7. School nurses may administer decongestant and/or cough suppressant to an individual child once during school day for up to three days.  Dosage will be determined by dosing chart on the container. Parent/guardian must provide written consent and medication in its original container.

8. Complementary/Alternative medications such as homeopathic medications, herbal medications and dietary supplements require a written order from a licensed Massachusetts physician and written parent/guardian consent.  Medication must be FDA approved and provided in its original container.

9. Medication is administered only by the school nurse and is stored in a locked cabinet in the nurse’s office.  The nurse may delegate administration of student medication during a field trip.

10. For their own safety, students should never transport medication to and from school or keep medicine in their possession during the school day.  The exception to this policy is that students may carry their personal inhaler and/or EpiPen and self-administer but only with consent from their physician and parent/guardian.

11. School nurses and trained non-nursing personnel can administer Epinephrine by auto-injector to students with identified severe allergic reactions.

Concussion/Head Injury Protocol

The nurses, counselors, teachers and athletic trainer collaborate to ensure prompt identification of a student concussion and/or head injury symptoms in order to initiate an appropriate management plan.  Recognizing that each student responds and recovers from a head injury differently, parents should contact the school nurses so that the appropriate accommodations can be put in place in order to support your child during the brain healing process.  Student athletes must have an ImPACT test prior to participation in interscholastic sports.

Library Program

The Middle School Library program builds upon the library skills instruction begun in the elementary schools.  Our library curriculum is based on the National Library standards, the Massachusetts Digital Literacy and Computer Science Frameworks, and Anti-Racist Anti-Bias standards.  Through flexible scheduling and collaboration between the librarian and classroom teachers, students focus on the following units of study.

Library Use & Digital Literacy:

• • Students learn to navigate the library and its resources both in the physical space and online, to appropriately use technology, and to navigate and use the online library catalog and ebook resources. 

Research Process & Information Literacy

• • Students learn to research topics using online databases, websites, and texts. They will learn the research process including gathering data, citing sources, and synthesizing data to create a product of their own. Students learn tools to evaluate all information sources with a focus on investigating who is taking responsibility for the information 

Media Literacy & Bias

• • Students learn to differentiate between types of information and how to identify social and political bias in media and news articles, and apply this understanding to all sources of information. 

Literature Appreciation

• • Students explore a rich and carefully curated collection of diverse books chosen to appeal to our students’ desire to learn more about their heritages and investigate cultures around the world. The collection allows students to continue the tradition of reading for pleasure throughout the middle school years.

Library Media Specialist responsibilities and teaching in this area include, in part:

• Ongoing collection development to enhance and support school curriculum.

• Collaborative lesson planning with content area classroom teachers to support student research projects.

• Student instruction in the use of informational resources.

• Assisting students in locating and finding information in print and non-print sources.

• Yearly evaluation of the library program.

• Ongoing collection development to enhance student enjoyment.
  
  

Students in grades 6-8 are taught the following skills:

• Identify and extract important information in nonfiction texts

• Differentiate between primary and secondary research sources

• Use reference materials

• Adhere to copyright laws and avoid plagiarism

• Cite bibliographic information properly

• Find and evaluate appropriate websites for research purposes

• Identify bias in information sources and connect 

• Search and use school and state sponsored databases

• Use the online catalog and understand the Dewey Decimal Classification System for the arrangement of books in a library

• Be independent and responsible library users

• Develop an appreciation of reading and literature by checking out library books on topics of personal interest and/or for school-related research

By the end of eighth grade, students will have an extensive foundation in the information literacy skills, research skills, and library use and literature appreciation necessary to succeed at the high school level and beyond.

Each year at WMS, your teachers and school counselor will help you and your parents plan your courses for the following year. The program selection process usually begins in February for Grade 7 students, and in March for Grade 6 and 8 students.

At WMS, there are seven 45-minute periods a day totaling 42 periods per six-day cycle.  Certain courses are required in each grade (see course listing) while others are electives.  In making your program selections, you should consider the following:

1.  Interests and School Performance - Achievement in school depends on skills, effort and interest: What strategies are you using to improve your understanding? Do you have well-developed reading skills and study habits? Consider your individual skills, capabilities, and interests.

2.  Teacher Perspectives - Your teachers are in the best position to give you advice on specific subjects for next year. They are familiar with your present performance as well as with the requirements needed for success in next year’s subjects. Give their perspectives careful consideration. Final program selection must be approved by your caretaker.

3.  Electives - Before you make your choice of electives, you should refer to the descriptions of each course in the Program of Studies and consult with the teacher you presently have in each subject area. These teachers are familiar with the offerings for the next year, as well as with the interest you have shown thus far. The choice of electives should be made carefully. You want to take advantage of the opportunity to explore new areas of interest or continue in experiences which have already proven enjoyable.  Note: Students in WMS may not drop a course or request a new course after the completion of the second cycle (i.e., twelve school days) of each semester.

4.  School Counselor - Your school counselor will meet with all classes to describe the course selection process. If sixth or seventh grade students have further questions or concerns, they should make an appointment with their school counselor. All eighth-grade students will have individual appointments with their school counselor.

Guidelines for Planning your Program of Studies

Each year at WMS, your teachers and school counselor will help you and your parents plan your courses for the following year. The program selection process usually begins in February for Grade 7 students, and in March for Grade 6 and 8 students.

At WMS, there are seven 45-minute periods a day totaling 42 periods per six-day cycle.  Certain courses are required in each grade (see course listing) while others are electives.  In making your program selections, you should consider the following:

1.  Interests and School Performance - Achievement in school depends on skills, effort and interest: What strategies are you using to improve your understanding? Do you have well-developed reading skills and study habits? Consider your individual skills, capabilities, and interests.

2.  Teacher Perspectives - Your teachers are in the best position to give you advice on specific subjects for next year. They are familiar with your present performance as well as with the requirements needed for success in next year’s subjects. Give their perspectives careful consideration. Final program selection must be approved by your parents. 

3.  Electives - Before you make your choice of electives, you should refer to the descriptions of each course in the Program of Studies and consult with the teacher you presently have in each subject area. These teachers are familiar with the offerings for the next year, as well as with the interest you have shown thus far. The choice of electives should be made carefully. You want to take advantage of the opportunity to explore new areas of interest or continue in experiences which have already proven enjoyable.  Note: Students in WMS may not drop a course or request a new course after the completion of the second cycle (i.e., twelve school days) of each semester.

4.  School Counselor - Your school counselor will meet with all classes to describe the course selection process. If sixth or seventh grade students have further questions or concerns, they should make an appointment with their school counselor. All eighth-grade students will have individual appointments with their school counselor.

Availability of Courses

The Program of Studies contains a variety of courses, some of which are limited in enrollment. Staffing decisions are made in light of course enrollments and available resources. Low course enrollment, staffing constraints, or budgetary impacts may result in the cancellation of some courses and/or sections of courses. Other courses or sections of courses may be closed before enrollments become too high. This includes study halls. The school does not guarantee that any student’s “first choice” will be fulfilled, and it reserves the right to make the final decisions about a student’s schedule.  School counselors will assist students in making alternative selections when courses are filled, cancelled or closed. Although average class size guidelines provide the basis for staffing allocations, these are averages and not minimum or maximum class sizes. Actual class sizes typically reflect a range above and below the guidelines and may vary considerably among courses.

Six Day Cycle  

English, mathematics, science, social studies, meet daily in all grades, and World Languages meet daily (Grades 7 and 8) or every other day (Grade 6). Art, Music, Technology and Engineering, Family and Consumer Science, World Cultures, and Fitness and Health meet every other day (either on odd days: 1, 3, and 5; OR even days: 2, 4, and 6) for a semester.  Every six days the pattern is repeated. This plan allows for an increase in instructional time in all three grades and greater flexibility in scheduling, thereby reducing course conflicts and study halls where unwarranted. 

In the following program descriptions those courses described as meeting “three periods per cycle” will meet on days 1, 3, and 5, OR 2, 4, and 6; this is the equivalent of meeting every other day.

Example of how a six-day cycle coordinates with a regular calendar.  The number in the upper right corner represents the day in the six-day cycle. 

All WMS Courses

A Student's experience at Wellesley Middle School:

Grade 6 Students are a member of a team that are part of a four-teacher “house.” A house ranges in size from 80-96 students.

Grade 7 Students are a member of a team that is part of a four-teacher “cluster.” A cluster comprises 80-96 students.

Grade 8 Students are a member of a team that is part of a four-teacher “team.”  A team comprises 80-144 students.

The same school counselor will follow a student's progress through his/her three-year experience in the Middle School whenever possible.

WMS Teaming Model

Students make the change from working primarily with the same group of peers and one teacher in grades K-5 to working with two or four house or cluster teachers in Grades 6 and 7.  Grade 6 students are assigned to a house and a homeroom. A school counselor from the Student Services Department is assigned to each student within a house and will provide support for the student during three years at the Middle School.  Grade 7 students are kept with some students from their Grade 6 house, and combine with new students to form a “cluster.”  Students intermix with all students in their cluster for their required academic subjects.  In Grade 8, students are put into one of four teams of 80-96 students each working with four teachers for required subjects. Grade 8 teams pull from one each of the Grade 7 clusters.  After middle school, students at Wellesley High School enter an “open enrollment” model and have the potential to intermix with all students in their grade for all classes.

Curriculum Objectives

The Middle School’s curriculum is designed to accomplish three important objectives:

• Build a foundation of organized knowledge including identification of the major concepts and underlying generalizations of the major disciplines

• Build skills for continued learning such as communication, critical thinking, study and research skills

• Foster personal development through the academic curriculum as well as positive health and sex education, school counseling, exploratory courses, and physical education