Key Concerns:
1. Music Program Scheduling:
The current zero-period scheduling of IMS music ensembles (band, orchestra, and chorus) before school creates undue challenges for both students and families. While these classes are graded and carry academic weight equivalent to core subjects such as ELA and math, the before-school status diminishes their perceived importance in the broader academic context. This has already led to attrition in our middle school music programs with students, particularly from families with limited access to transportation, discontinuing participation in essential music ensembles like orchestra and band.
In many districts across Long Island, middle school music programs are integrated into the school day, allowing students to participate fully in these academic courses without sacrificing other educational needs. We respectfully ask the Board to consider restructuring the bell schedule to incorporate music ensembles into the regular school day or, ideally, transition to a 9-period day.

2. Impact on Middle School Students in Special Education:
The current schedule structure has created an unfortunate situation for students with special education needs, who are often unable to take electives due to the limited space in their schedules. These students are being denied the opportunity to participate in a well-rounded curriculum that includes art, family and consumer sciences, digital geography, and other electives that are critical for their academic and personal growth. This issue, while unintended, is a clear example of the inequity in our current scheduling system. A 9-period day would allow all students to engage in a broader range of electives, ensuring that students with special education needs are included in the same opportunities as their peers.

3. Balancing Music and Academics:
For students in both music ensembles and core academic classes, conflicts with extra help, particularly in subjects like Regents-level algebra and science, are a significant problem. Many middle school musicians who need additional academic support are forced to choose between attending extra help and participating in their regularly scheduled, graded ensemble classes. This leads to a reduction in the level of participation and retention in the music program. A 9-period day would eliminate this scheduling conflict, providing students with the opportunity to participate in both academic support and music ensembles without having to sacrifice either.

4. Expanding Elective Offerings:
Currently, IMS students, particularly those in grades 7 and 8, have limited access to electives. In other districts, middle school students have the flexibility to take a variety of electives, such as science research, coding, virtual enterprise, and theater exploration, alongside their core subjects and music programs. This balance allows students to explore new interests and passions while continuing to thrive academically. By expanding the bell schedule to 9 periods, Islip Middle School would provide students with the ability to take full advantage of increased elective opportunities.