East Hampton unveils middle‑school ‘Compass Core’ and schedule changes to boost engagement

Superintendent Michelle told the East Hampton School Committee that the district will pursue a multiyear middle‑school transformation aimed at reversing attendance and growth dips in grades 6–8 and better aligning offerings with nearby districts.

The plan shortens existing 60‑minute classes to about 46 minutes and adds a fifth core called Compass Core. Compass Core would deliver grade‑specific content: digital literacy in sixth grade (research skills, online safety, spotting misinformation), financial literacy in seventh grade (money management, basic economics), and civics/action projects in eighth grade (voter concepts, community data projects). The proposal also creates a WIND (“what I need”) block for tier‑2 interventions under MTSS and increases time for STEAM and exploratory specials.

“We heard students and families and the data — middle school is where engagement dips,” Michelle said, arguing that a rotating schedule and additional exploratory time will make learning more relevant and increase retention. The presentation cited survey responses (about 123 family responses), attendance patterns showing lower middle‑school percentages, and student‑growth percentile data used to identify priority grades for intervention.

District leaders said the budget approved by the committee includes strategic investments to support the work, including a middle‑school STEAM teacher and a world‑language teacher, and that the district applied for a MYCAP planning grant to develop curriculum and sequencing for the Compass Core. The superintendent framed the work as a three‑to‑five‑year effort tied to the district’s strategic planning pillars and research on successful middle‑school models.

Committee members asked about schedule rotation, staffing, and how electives would be rotated; the superintendent said specific scheduling (six‑week rotations versus other models) will be worked out with specialist teachers. The superintendent noted that neighboring districts already offer earlier access to digital literacy and other exploratory courses, and presented those comparisons as context for the proposed investments.

The committee did not take a final binding vote on program changes during the meeting; the presentation was framed as the formal public unveiling of the plan and part of continuing strategic‑planning work. Next steps include curriculum development (with grant support), further scheduling work with specialist teachers, and ongoing committee updates as the plan is refined.