Gaston County Schools is evaluating the feasibility of consolidating schools within the Cherryville attendance area to improve operational efficiency, maximize facility utilization, and enhance educational opportunities for students. 

At present, the Cherryville area is served by three schools for grades K-8: Cherryville Elementary School, W.B. Beam Intermediate School, and John Chavis Middle School.  Cherryville High School is also included in the broader consideration due to its alignment with the two-tier bus transportation system.

The consolidation of Gaston Virtual Academy (GVA) into traditional school settings is intended to improve instructional quality, increase collaboration among staff, and provide students with more consistent access to academic and support services.  While learning will continue online like in previous years, elementary students (grades K-5) will be assigned to McAdenville Elementary School as a “home base” and middle school (grades 6-8) and high school (grades 9-12) students will have a “home base” at Stuart W. Cramer High School, thus supporting stronger alignment with district-level expectations and expanding access to school-based resources.

Similarly, the consolidation of Gaston Early College High School and Gaston Early College of Medical Sciences (both high schools are located on the Gaston College campus in Dallas) is designed to strengthen specialized programming, improve resource efficiency, and enhance college and career readiness pathways.  The schools will remain separate; however, by combining aspects of the programs, the district aims to expand opportunities for students while maintaining academic rigor, operational sustainability, and equitable access to quality educational experiences.

The feasibility review is intentionally aligned with the strategic priorities that guide Gaston County Schools.  See the Gaston County Schools Strategic Plan 2030.

From the perspective of Academics that Build Pathways to Student Success, consolidation is intended to concentrate resources to enhance instructional quality and expand individualized student support.  

Through Sustainable Financial Stewardship, the district seeks to ensure the responsible use of taxpayer funds by reducing inefficiencies associated with underutilized facilities and duplicative operations. 

The work also reflects Efficient and Responsive Operations and Technology as school configuration changes are considered alongside bus transportation systems, facility utilization, and safe, effective learning environments.

In addition, the process supports Comprehensive Student Support by maintaining a focus on student well-being and ensuring that any structural changes preserve access to academic, social, emotional, and physical supports. 

The analysis also aligns with Talent and Workforce Development as staffing models and professional support structures are considered to maintain a stable, valued, and effective workforce through transitions. 

Further, Effective Communication and Partnerships remain central as ongoing engagement with staff, families, and the broader community is essential to ensure transparency, trust, and shared understanding throughout the evaluation process.

Cherryville Elementary School serves students in pre-kindergarten through third grade with a current enrollment of 348.  The facility has a building capacity of 500, operating currently at 69% utilization. Enrollment is distributed across grade levels: Pre-kindergarten serves 18 students, kindergarten serves 65 students, first grade 86 students, second grade 99 students, and third grade 98 students. 

W.B. Beam Intermediate School serves grades 4-5 with a total enrollment of 180 students. The building has a capacity of 221, resulting in a 81% utilization rate, which is higher than the other schools in the feeder pattern.  Enrollment includes 83 students in fourth grade and 97 students in fifth grade. 

John Chavis Middle School serves grades 6-8 and has an enrollment of 395 students. The facility has a significantly larger capacity of 619, currently operating at 63% utilization. Student distribution includes 128 students in sixth grade, 131 in seventh grade, and 136 in eighth grade.

Across all schools in the Cherryville feeder pattern, there is a consistent trend of underutilized building capacity, particularly at the elementary, middle, and high school levels. While W.B. Beam Intermediate operates closer to capacity, the remaining schools have significant available space.  These conditions, combined with enrollment patterns and operational considerations such as bus transportation efficiency, provide the basis for exploring potential consolidation scenarios to improve resource allocation, reduce operational redundancies, and strengthen the overall educational environment.

* Principal’s Monthly Report for Month 7, March 2026; ** Cropper GIS Demographic Study 

The enrollment and capacity data indicate that all reviewed schools are operating below capacity and are projected to remain so over the next five years with modest declines in enrollment overall.

At the elementary level, Cherryville Elementary is currently at about 70% capacity and is expected to remain relatively stable with only a slight projected decline of 0.29% over five years.  W.B. Beam Intermediate is more highly utilized at 81.45% capacity, but is projected to experience a slightly larger decline of 2.78%, which indicates a gradual reduction in student population.

At the middle school level, John Chavis Middle is operating at approximately 63% capacity and shows the most notable projected decrease with enrollment expected to drop by 4.30% over five years.

Overall, the data suggest excess capacity across all schools reviewed with declining or flat enrollment trends. This indicates that existing facilities are sufficient to accommodate future student populations, and no immediate expansion or additional school construction appears necessary based on current projections.

• Cherryville Elementary School
  • Grades: K-3 (with pre-kindergarten)
  • Capacity: 500 students
  • Size: ~ 66,473 square feet on 17 acres
  • Year(s) Built: 1956, 1963, 1975, 1996
  • Capital Needs: $2-4 million
• W.B. Beam Intermediate School
  • Grades: 4-5
  • Capacity: 221 students
  • Size: ~ 31,956 square feet on 12.9 acres
  • Year(s) Built: 1948, 1951, 1961, renovated/expanded in 2004
  • Capital Needs: $1-3 million
• John Chavis Middle School
  • Grades: 6-8
  • Capacity: 619 students
  • Size: ~ 68,366 square feet on 10.7 acres
  • Year(s) Built: 1951, 1954, 1964, 1994, 1998
  • Capital Needs: $4-6 million

Key Takeaways

• All three schools are aging facilities with multiple additions over decades.
• Capital improvement needs range from $1-6 million.
• The schools reflect historical transitions in education structure, including integration and grade reconfiguration.
• Infrastructure is a mix of older buildings and partial renovations, indicating ongoing maintenance and modernization challenges.

Click here for academic and school performance data from the N.C. Department of Public Instruction for Cherryville Elementary School, W.B. Beam Intermediate School, and John Chavis Middle School.

Comparison Summary, 2025-2026 to 2026-2027

• Enrollment decline (-23 students) 
• Instructional impact: Loss of two classroom teachers and reduction in program enhancement and support roles
• Student support services reduced: Counselor, social worker, and media specialist/librarian all decreased
• Classified staffing tightened significantly, especially EC (Exceptional Children) assistants
• Administrative structure shifts with the addition of a part-time assistant principal
• Slight increase in class sizes from 17.8 to 18.4
• Full-sized classrooms that are not being used for homeroom or elective classes include the counselor’s office, instructional coach’s office, AIG (Academically/Intellectually Gifted), and speech.

Comparison Summary, 2025-2026 to 2026-2027

• Enrollment decline (-11 students) 
• Instructional impact: Loss of one classroom teacher and reduction in program enhancement and support roles
• Student support services reduced: Counselor, social worker, ML (Multilingual Learner) teacher, and school media specialist/librarian all decreased
• Classified staffing tightened significantly, especially EC (Exceptional Children) assistants
• Administrative structure shifts with the addition of a part-time assistant principal
• Slight increase in class sizes from 24.3 to 26.1

Comparison Summary, 2025-2026 to 2026-2027

• Projected enrollment decreases from 412 students to 379 students, a reduction of 33 students. This decline impacts staffing allocations across several areas; school administration remains stable.
• Reduction in Classroom Teachers: Classroom teacher positions decrease from 21.0 to 18.0, reflecting enrollment changes and resulting in a higher student-to-teacher ratio.
• Higher Teacher-Student Ratio: The teacher-student ratio increases from 19.6 to 21.8, indicating larger than average class sizes and potentially increased instructional demands on teachers.
• Core specialized services are largely maintained.
• Several support areas remain stable despite declining enrollment:
  • CTE (Career and Technical Education) Teachers: 2.0
  • EC (Exceptional Children) Teachers: 3.0
  • EC (Exceptional Children) Additional Positions: 4.0
  • School Nurse: 0.4
  • Regular Teacher Assistant: 1.0
• Reduction in Student Support Services:
  • ML (Multilingual Learners) Teachers decrease from 0.4 to 0.3
  • Social Worker allocation decreases significantly from 0.5 to 0.2
  • Media Specialist/Librarian reduced from 1.0 to 0.5
  • School Counselor allocation reduced from 1.0 to 0.5
• Support Staff Adjustments: Clerical support decreases from 29 months to 26 months while custodial staffing remains unchanged at 28 months.

Option A

Option A proposes reconfiguring the grade levels in the Cherryville area by moving fourth grade to Cherryville Elementary School and fifth grade to John Chavis Middle School.

Cherryville Elementary School (Grades K-4): This school would house a projected total of 418 students. This utilizes 83.60% of the facility’s 500-student capacity.

John Chavis Middle School (Grades 5-8): This school would house a projected total of 462 students. This utilizes 74.64% of the facility’s 619-student capacity.

Option B

Option B proposes the same core grade reconfiguration as Option A, but with an added temporary option for fifth-grade students.

Cherryville Elementary School (Grades K-4): Projected total of 418 students, utilizing 83.60% of the 500-student capacity.

John Chavis Middle School (Grades 5-8): Projected total of 462 students, utilizing 74.64% of the 619-student capacity.

Waiver Provision: The key difference is the provision to allow any fifth grader (a current fourth grader at W.B. Beam Intermediate) to attend Tryon Elementary School for the 2026-2027 school year with the expectation the fifth-grade student would then attend John Chavis Middle School in the sixth grade for 2027-2028.  Space is available at Tryon Elementary School to accommodate the waiver provision.

Option C

Option C proposes consolidating fourth and fifth grades into Cherryville Elementary School (grades K-5) and relocating pre-kindergarten students to Tryon Elementary School. John Chavis Middle School would serve grades 6-8 with a projected enrollment of 379 students, operating at 61.23% capacity.

The total annual utility cost across the three campuses is $263,969.76.

• W.B. Beam Intermediate School: $82,592.48
• Cherryville Elementary School: $89,477.32
• John Chavis Middle School: $91,899.96

Operating 10 buses in the Cherryville cohort is estimated to cost $437,408.60 annually based on 100,020.27 miles driven at a rate of $4.3732 per mile. 

Capital needs across the three campuses are estimated to range from $7 million to $13 million total, reflecting the age and condition of the facilities. 

The proposed consolidation of W.B. Beam Intermediate School is projected to generate significant operational and staffing savings while maintaining the same overall student enrollment. Key savings come primarily from reducing one school site through the consolidation of W.B. Beam Intermediate School.

Projected staffing savings include the elimination of one principal position due to operating two schools instead of three.

Additional operating savings are projected at approximately $288,342 annually, including:

• Significant utility savings projected at approximately $82,592.48 due to the closure/consolidation of one facility.
• Elimination of academic support positions totaling approximately $195,750 through the retirement of the W.B. Beam Intermediate instructional coach position, EC (Exceptional Children) teacher position, and clerical months, which will not be replaced. SRO (School Resource Officer) resources will be reallocated. 
• Smaller savings of $10,000 in supplies, computer equipment, and contracted services.

Overall, the consolidation is expected to improve operational efficiency and reduce recurring costs while preserving core instructional staffing and student programming.

The campuses have been assessed for costs associated with this one-time cost transition. Much of the work can be completed in-house, including painting, flooring repairs, and minor updates to the space.  Larger projects such as repairs to gym roof sections, replacement of outdated drinking fountains, and the purchase of furniture to support the updated space and replace damaged or outdated items are estimated at $70,000 for Cherryville Elementary School.

In addition, at John Chavis Middle School, there are minor work needs required to support the transition beyond the standard repairs already planned.

Safety and Security
Gaston County Schools maintains a definitive commitment to the safety and security of its students and personnel. Presently, a dedicated School Resource Officer (SRO) is stationed at every campus. 

As an integral part of the comprehensive bond initiative, Cherryville Elementary is undergoing the installation of a security vestibule and modernized intercom systems with a projected completion date of August 2026.  Additionally, while elementary school facilities are equipped with handheld metal detection devices, middle school and high school campuses use Opengate metal detection technology to maintain secure environments.

School Nutrition 
No services will be impacted at either of these sites. The school nutrition program will continue to provide breakfast and lunch at both Cherryville Elementary and John Chavis Middle School without disruption to students.  Kitchen staffing and equipment at both schools are currently adequate to accommodate the projected increase in student population resulting from the grade reconfigurations. Any minor logistics related to lunch scheduling will be managed by school administration, ensuring that meal periods remain separate by grade level.

Facilities and Maintenance 
Ongoing maintenance initiatives continue to address the requirements of the district’s aging infrastructure. Specifically, bond-funded projects scheduled for the summers of 2026 and 2027 at Cherryville Elementary School and John Chavis Middle School will prioritize critical life safety enhancements. 

School Bus Transportation 
The consolidation of grades 4-5 into Cherryville Elementary School (grades K-5) would create significant and positive transportation efficiencies, aligning with our strategic plan goal of “Efficient and Responsive Operations and Technology.”

This key reconfiguration supports long-term financial sustainability by allowing for the necessary consolidation of routes, which is expected to reduce the overall need for bus drivers and fuel usage over time due to the elimination of service to the intermediate school campus.

For students and families, this model offers a distinct positive impact by keeping siblings consolidated into fewer school campuses, simplifying family routines and coordination across multiple locations.

For moving fifth grade students to John Chavis Middle School, comprehensive student support planning will explore options to provide age-appropriate supervision and a smooth experience, including assigning fifth graders to specific seats or a dedicated bus and utilizing a bus monitor to support student well-being during transportation. 

Additional planning time and resources would be needed to redesign and stabilize bus routes.

Overall, while long-term efficiencies may be possible, short-term costs and logistical demands may increase during implementation.

There are both positive and challenging impacts on students and families to consider:

Positive Impacts

• Families may benefit from having students consolidated into fewer school campuses.
• In some cases, siblings may attend the same school (particularly at the elementary level), reducing the need for families to coordinate across multiple locations.

Challenges

• Families with students split between elementary school and middle school will still have children on different schedules.
• Earlier or later pick-up/drop-off times may affect family routines and childcare needs.
• Longer bus ride times may impact students’ daily schedules.

Scheduling and Logistics 
School start and end times:
Cherryville Elementary hours will remain the same, 7:30 a.m. to 2:30 p.m. 
John Chavis Middle School hours will remain the same, 8:30 a.m. to 3:30 p.m.
  
Capacity of the shared spaces (gym, cafeteria, etc.) is adequate for the increased population.

Other Transition Planning

• Fourth-grade students can continue the teaming structure or could have self-contained classes. Across the district, this is a school-based decision. 
• Rising fifth-grade students are already familiar with transitioning between classes as teaming structures are in place at W.B. Beam Intermediate School. 
• A fifth and sixth grades transition camp can be held to introduce students to John Chavis Middle School staff and expectations.
• All middle schools in the district maintain clear separation between grade levels during the instructional day through the following procedures: 1) Elective classes are scheduled by grade level, with no mixing between grades; 2) Lunch periods are scheduled by grade level, with no mixing between grades; 3) Class transitions are structured and supervised by teachers and grade levels remain separate; and 4) John Chavis Middle has proposed housing fifth-grade classrooms on a dedicated fifth-grade hallway.

Staffing Implications

• Any reductions in school staff for 2026-2027 would be the direct result of the district’s Reduction in Force (RIF), not a result of the proposed consolidation. The RIF is necessary to align staffing levels with state funding formulas and will impact all schools and departments across the district.
• Staff Reassignments or Reductions: Allotted fourth grade teachers would be assigned to Cherryville Elementary and allotted fifth grade teachers would be assigned to Chavis Middle School (or to Cherryville Elementary if that option is chosen). 
• Hiring Needs: The retirement of W.B. Beam Intermediate’s principal, counselor, instructional coach, media specialist, and one teacher may help minimize staffing disruptions associated with a potential consolidation.
• Impact on Class Sizes: Class sizes for both fourth and fifth grade classes would not change as they are determined by a state formula.
• Program Offerings: Program offerings would not change for fourth-grade students. Current third-grade students would continue attending school at Cherryville Elementary one additional year.  Program offerings would not change for fifth-grade students. Fifth-grade students can continue to receive instruction in art, music, and physical education at John Chavis Middle from Cherryville Elementary’s specialist team. The fifth-grade students would have access to John Chavis Middle School’s resources, gym, and elective spaces. They can also follow a traditional elementary schedule that includes recess.  At John Chavis Middle, fifth-grade students would continue to participate in extracurricular activities such as robotics, Math Masters, and Battle of the Books, which is consistent with other fifth-graders across the district.
• Student Support: Increasing the number of students at Cherryville Elementary and John Chavis Middle could increase the allotment of administrative and support staff at both schools. (For example, the proposed increase could add an assistant principal to Cherryville Elementary.)
• Other Academic Considerations: Fewer school transitions provide greater instructional continuity, allowing students to build on prior learning without the disruption of adjusting to new environments and expectations. Additionally, reducing the number of school transitions creates a more stable and coherent school experience for students, leading to improved academic outcomes. 

The following milestones outline the critical phases of the school consolidation planning and implementation process.  These benchmarks ensure a structured, transparent approach from initial review through full implementation for the 2026-2027 school year.

Planning and Review Phase (March-April 2026)

• March 23, 2026: Initial leadership discussion to review consolidation options, including benefits, risks, and operational considerations
• March 30, 2026: Presentation to the Board of Education’s operations committee and engagement with regional principals to gather input and identify key challenges
• Week of April 12, 2026: Discussion plans for stakeholder engagement opportunity 
• April 26, 2026: Senior leadership review of feedback and development of final recommendations

Recommendation and Approval Phase (May-June 2026)

• May 4, 2026: Presentation of feasibility information to the Board of Education’s operations committee and curriculum and instruction committee
• May 11, 2026: Cabinet-level review of planning and project deliverables
• May 18, 2026: Final senior leadership alignment on proposed consolidation plans
• May 2026 (TBD): Open house for campus visits and information session
• June 2026 (TBD): Public hearing to ensure transparency and provide opportunity for additional stakeholder input
• June 1, 2026: Final presentation to the Board of Education’s operations committee
• June 15, 2026: Board of Education action on final recommendation and authorization to proceed

Subject to official authorization, the physical and operational consolidation of the Cherryville region schools, Gaston Virtual Academy, and the Early College programs will be executed concurrently.

Implementation Phase (Summer 2026)
Initiation of transition work, including:

• Facility modifications and space preparation
• Staffing adjustments and assignments
• Transportation route planning
• Operational and logistical alignment

Launch Phase (August 2026)
Opening of consolidated schools for the 2026-2027 school year; ongoing monitoring of transition effectiveness and provision of student, staff, and family support.

Ongoing Parallel Workstreams (April-Summer 2026)

• Facilities and building readiness
• Transportation planning and route optimization
• Staffing alignment (instructional and operational)
• Budget coordination and state reporting compliance
• Student support services and records transition

Transition Strategy 
The transition strategy consists of three main components: a communication plan, a student reassignment process, and a staff transition plan.

• Communication Plan

The strategy is part of a structured, transparent approach outlined in the Strategic Roadmap, which includes: 1) Discussion plans for stakeholder engagement; 2) an open house for campus visits and an information session (May 2026 TBD); and 3) a public hearing to ensure transparency and provide an opportunity for additional stakeholder input (June 2026 TBD).

• Student Reassignment Process (Support Services)

The student reassignment process focuses on records transfer with: 1) Student Assignment working with Facilities to transfer all cumulative folders to the new schools during the summer months; and 2) the Student Information System Specialists routing all digital student records in Infinite Campus prior to the July 1 turnover of information in the system.

• Staff Transition Plan

This plan involves:

• Assignments: Allotted fourth grade teachers would be assigned to Cherryville Elementary and fifth grade teachers would be assigned to John Chavis Middle School or Cherryville Elementary (depending on the option chosen).
• Reductions: Any staff reductions for the 2026-2027 school year would be a result of the district’s overall Reduction in Force (RIF) to align with state funding formulas, not a direct result of the proposed consolidation.
• Mitigation: The retirement of W.B. Beam Intermediate’s principal, counselor, instructional coach, media specialist, and one teacher may help minimize staffing disruptions associated with a potential consolidation.
• Timing: Staffing alignment (instructional and operational) is an ongoing parallel workstream from April through Summer 2026.

To ensure the effectiveness of the consolidation effort, the district will monitor performance across three key areas: financial, academic, and operational.

Financial Metrics

• Reduction in overall operating costs (staffing, utilities, maintenance)
• Realized savings from elimination of duplicate positions and services
• Cost avoidance related to deferred capital improvements at underutilized facilities
• Transportation cost efficiency (cost per student, route optimization)

Academic Metrics

• Student achievement outcomes (end-of-grade and end-of-course tests proficiency and growth)
• Student attendance rates and chronic absenteeism
• Behavioral data (discipline referrals, suspensions)
• Participation and access to academic programs and extracurricular activities

Operational Metrics

• Facility utilization rates (targeting more efficient use of building capacity)
• Average class size compliance with state guidelines
• Transportation performance (ride times, on-time arrivals)
• Staffing ratios and alignment with state allotments
• Stakeholder satisfaction (students, staff, families)

The district will implement a structured review process to monitor progress and address challenges during and after implementation:

Monthly Internal Reviews (Year 1)

• School and district leadership will review key operational and academic data
• Identification of immediate adjustments related to scheduling, staffing, or transportation

Quarterly Performance Reports

• Formal review of financial savings, academic progress, and operational efficiency
• Reports shared with the Board of Education
• Comprehensive assessment of student outcomes, cost savings, and overall implementation success
• Comparison against baseline (pre-consolidation) data

Continuous Improvement Process

• Adjustments to staffing, programming, or logistics based on data and feedback
• Alignment with district strategic goals and state accountability measures

The proposed school consolidation must comply with all applicable federal, state, and local laws and regulations as well as align with established district policies. 

In accordance with North Carolina General Statute 115C-72, the Board of Education retains the authority to organize and reorganize schools, including decisions related to consolidation and closure, provided such actions are conducted in the best interest of students and the district. Additionally, General Statute 115C-518(a) outlines requirements related to school attendance and student assignment, ensuring that any changes to school configurations maintain appropriate access to educational services.

At the local level, the consolidation process must adhere to Gaston County Board of Education Policy Code 7820 (Reduction in Force: Teachers and School Administrators), particularly if staffing adjustments become necessary as a result of consolidation. This includes ensuring fair, consistent, and legally compliant processes for any personnel changes.

Equity and civil rights protections remain a critical consideration throughout the process. The district must ensure that consolidation decisions do not disproportionately impact any student group and that all actions remain compliant with federal laws governing nondiscrimination and equal access to educational opportunities.

Overall, adherence to these legal statutes and policy guidelines will help ensure that the consolidation process is transparent, compliant, and equitable for all stakeholders.

The consolidation of Gaston Virtual Academy (GVA) into brick-and-mortar campuses is designed to enhance instructional quality, strengthen staff collaboration, and ensure consistent delivery of curriculum across grade levels.  Student learning will continue in a virtual/online format.  By integrating virtual students and staff into established school environments, the district aims to provide a more comprehensive educational experience while maintaining the flexibility and strengths of the virtual model.

GVA elementary students and staff will be “assigned” to McAdenville Elementary School, allowing students to benefit from a more traditional elementary experience, including increased social interaction and access to in-person support. This transition also enables teachers to actively participate in Professional Learning Communities (PLCs), fostering collaboration, alignment of instructional practices, and consistency in curriculum implementation.

GVA middle and high school students will be “housed” at Stuart W. Cramer High School (third floor), creating opportunities for structured support, access to campus resources, and alignment with district-wide academic expectations. This model promotes continuity in instruction while increasing opportunities for engagement and academic success.

Overall, this consolidation supports operational efficiency, academic consistency, and improved student outcomes while ensuring a smooth and supportive transition for students, staff, and families.

Estimated cost savings of $50,000.
 

The consolidation of Gaston Early College High School and Gaston Early College of Medical Sciences (both located on the Gaston College campus in Dallas) is intended to strengthen the district’s capacity to deliver quality, specialized academic programming while maximizing the effective use of resources. 

The two schools will continue to operate separately; however, by combining aspects of the two innovative early college models, the district can enhance instructional opportunities, expand access to rigorous coursework, and provide a more cohesive and sustainable pathway for students pursuing college and career readiness.

This unified approach allows for the strategic alignment of staff expertise, academic programming, and student supports, thus ensuring consistency in curriculum delivery and academic expectations.

By leveraging shared resources and facilities, the district can increase operational efficiency while maintaining a strong focus on student achievement, postsecondary readiness, and equitable access to high-quality educational experiences. This consolidation positions the program for long-term sustainability and growth while continuing to meet the evolving needs of students and the community.

Estimated cost savings of $120,000.

Fewer Transitions 

• Maintain stronger academic momentum
• Preserve intervention plans and student supports
• Strengthen relationships between students and educators

Stronger Focus on Early Literacy and Numeracy

• Early literacy support to and through third grade
• Targeted reading and math interventions
• Consistent instructional practices across early grades

K-4, K-5 Elementary School

• Foundational literacy and numeracy
• Social-emotional development
• Family engagement and early intervention
• More services

5-8, 6-8 Middle School

• Improved vertical alignment and expanded opportunities
• Stronger alignment of curriculum and expectations
• Earlier access to subject-specific instruction 
• Increased opportunities for STEM and advanced coursework
• Intentional preparation for high school pathways and advanced coursework
• Project-based learning opportunities
• Academic clubs and enrichment programs
• Advanced coursework preparation 
• Increased academic rigor 
• John Chavis becomes a Title I school, gaining Instructional Coaches
• More services

Additional Findings

• Wider age span among students (approximately ages 10-13 for grades 5-8) requires intentional planning
• Strong grade-level team structures and student support systems are essential
• Purposeful transition supports are needed as students move from elementary to upper grades
• If consolidation is pursued, school design, scheduling, and leadership structures must be thoughtfully aligned