2017-2018 Middle School Course of Study Introduction

Wooster School

Middle School

2017-2018 Course of Study

Table of Contents Introduction Grades and the Honor Roll Honor Roll General Description of Academic Grades General Description of Effort Grades Effort Honor Roll Academic Warning and Probation Wednesday Afternoons Community Service Art Wednesday Afternoon Art Electives English Health Mathematics Honors Math Criteria Music and Performing Arts PM1 / Music Schedule, 2017-18 Applied Music Program Recital/Jury Exam Science Middle School Athletics and Physical Education

Introduction Wooster’s Middle School provides an age-appropriate program of studies and activities which enable pre- and early adolescents to make a successful transition from the nurturing, self-contained Lower School environment to the more independent, inner-disciplined, departmentalized academic study required in Upper School. Our Middle School aims to develop the skills, dispositions, behaviors and competencies required for success in the Upper School. At the Middle School level, instruction of appropriate study and management skills, construction of a solid academic foundation, and enhancement of positive self-image are important facets of the program. Teachers employ a wide range of strategies, including significant making thinking visible, student-centered, hands-on instruction and experiential educational activities. Our Middle School curriculum and learning is intended to be developmentally and individually appropriate and conducive to the student’s intellectual, social, emotional, and physical development.

We also believe that it is important for children of this age group to have frequent opportunities for appropriate social interaction and for involvement in community service. Wooster’s Middle School encourages moral and ethical development and provides an atmosphere in which feelings about self and others are valued. Middle school advisors and teachers work effectively in developing long-term, supportive relationships with students. Responsible behavior and positive attitudes are encouraged at all levels, in order to develop respect, self-discipline, cooperation, independence, and leadership. Wooster’s Middle School encourages a lifelong love of learning.

In developing the study skills and academic background appropriate for success in our Upper School program, Middle school students are exposed to a rigorous and varied course of study.

Normally, students carry courses in five academic areas: English, Math, Science, World Languages, and History. In addition, students are required to take three full years of music and art instruction.

A small number of Upper School courses are available to qualified students in the Middle School.

In a school as small as Wooster, scheduling realities may impact course availability. All course selections are determined through consultation with the student’s advisor, the Director of Curriculum and Technology, and the Registrar.

Middle schoolers are taught specifics about organization and preparation, with particular emphasis on this in 6​th​ Grade as students move into Middle School. The aims are to help students develop the study, time management, and organizational habits necessary for success. In all subject disciplines of the curriculum, middle school teachers spend time on developing student skills in this vein. Ultimately, the students cultivate an understanding of how to learn efficiently and effectively across all disciplines in Middle School.

Grades and the Honor Roll

Grade

Percentage

Description

6

98 - 100

Superior

5+

95 - 97

5

90 - 94

Excellent

4+

87- 89

4

80 - 86

Good

3+

77 - 79

3

70 - 76

Satisfactory

2+

67 - 69

2

60 - 66

Passing

1

≤59

Insufficient for credit

P / F/ INC

Pass / Fail / Incomplete

Honor Roll Grade point averages are calculated by an average of all graded classes, factoring in the credits earned for each course. (Pluses are worth 0.5 for averaging purposes.) Recognition is awarded as follows:

Upper School

Middle School

High Honors ≥ 5.0

High Honors ≥ 5.25 with no grade below 4

Honors: 4.5 - 4.99

Honors: 4.5 - 5.24 with no grade below 3

Commendation: 4.0 - 4.49

In order to ease the transition from Lower School to Middle School, the 6th grade will not be given number grades at the end of the Fall trimester. This means that they are also not included in honor roll calculations during their 6th grade year. Students in the Prospect Program do not participate in the honor roll system.

General Description of Academic Grades 6: Superior. This student’s mastery of course content is essentially flawless and exceptionally consistent. She very rarely misses an opportunity to transfer learned concepts to novel contexts. She not only completes assignments but also extends her learning beyond them. These grades are rare:

historically over a ten year period, roughly two percent of all grades in core academic courses have been 6s. This is the A+ of other schools.

5: Excellent. While an occasional error may occur, this student’s control of fundamental course content is thorough and consistent. He can transfer his understanding to novel contexts regularly, though a small number of misidentifications do occur. Historically for the last ten years, roughly thirty percent of all final grades have been 5s. This is the A of other schools.

4: Good. This student’s grasp of course content is strong, but does have some gaps. While she can often transfer her understanding to novel contexts, sometimes she cannot “see” the application without a prompt. This student’s grades may demonstrate some inconsistency. Historically for the last ten years, just under forty percent of grades have been 4s. This is the B of other schools.

3: Satisfactory. This student has met basic expectations for understanding core course content. He sometimes can transfer his understanding to novel contexts, but does not do so reliably. His understanding and therefore grades is often inconsistent. Roughly twenty percent of all grades over the last ten years have been 3s. This is the C of other schools.

2: Passing. This student’s understanding of course material has significant gaps. She has great difficulty transferring what she has learned to novel contexts on her own, and may even struggle when given an initial prompt. There is, however, enough understanding of core content to warrant that the student receive credit. This is the D of other schools.

1: No credit. Due to any number of reasons, this student’s understanding of course material is insufficient to earn any credit. 2s and 1s, taken together, have constituted roughly five percent of Wooster grades over the last ten years. This is the F of other schools.

General Description of Effort Grades (E)xcellent: Students who earn this distinction leave no question as to their giving complete effort to their work in and out of the classroom. They actively ask pointed questions in class, seeking to clarify not only their understanding of content but also course learning intentions and success criteria. They actively seek feedback from their teachers and peers - in and outside of class time - and respond accordingly. Their homework is in on time and, if not, they have e-mailed you with an explanation.

(G)ood: Students who earn Good effort grades are indeed working hard, but there is evidence to suggest that they have some more to give. They sometimes miss or avoid opportunities for communication around misunderstanding or homework. They are mostly attentive in class,

generally seek feedback both in class and sometimes through e-mail, and ensure their homework is complete on a regular basis and with attention to detail.

(S)atisfactory: Students receiving Satisfactory effort grades put in enough effort to ensure their work is fundamentally complete and generally on time. They are often attentive in class, but can at times slip “offline.” They sometimes will seek feedback about their performance - often in spurts - but are inconsistent in doing so. These students rarely seek help outside of class time, though on occasion they will schedule an appointment, particularly after warning notices.

(F)air: Students earning Fair effort grades do not convince us they are putting in more than the minimum effort needed to get their work off of their minds. Their work is often incomplete, late, and/or messy. They are often passive in their learning experience, choosing most frequently to wait for feedback, as opposed to seeking it out. These students do, however, inconsistently and infrequently engage in their learning process, completing aspects of assignments well and being attentive in class.

(P)oor: Poor is the lowest effort grade given at Wooster. It communicates that a student is essentially not engaged in the learning process and may actively be avoiding it. These students’ homework is almost always late, incomplete, or never received. They have a disposition which indicates that they seemingly do not care about their work. They rarely respond to feedback. In class they can be disruptive, sometimes intentionally.

Effort grades of (G), (S), and (F) can have pluses and minuses attached to them, indicating performance at the top or bottom of the range.

Effort Honor Roll Students who earn all effort grades of Good or above are awarded distinction on Wooster’s Effort Honor Roll.

Academic Warning and Probation A student failing two courses for the first time at the end of any trimester or the end of the year, is automatically placed on ​Academic Warning. ​Continuing difficulty meeting academic expectations will result in ​Academic Probation​, which jeopardizes the student’s status at Wooster. Removal from Academic Warning ​or ​Academic Probation ​is at the discretion of the Registrar, the Director of Curriculum & Technology, and the Head of Middle School.

Wednesday Afternoons A variety of seasonal activities take place in the Middle School on Wednesday afternoons. Those students who play on an athletic team may have practice or play in a contest with that team on Wednesday afternoons in addition to other meeting times. Students who are not on a team have

options including joining a club or activity, for example Theatre or an ungraded, exploratory Art course.

Community Service All Middle Schoolers must complete 15 hours of Community Service during 6th, 7th or 8th grade.

This may be accomplished by participating in service activities in the student’s community. Students should report hours to the Middle School Deans.

Art Art in the Middle School is designed to build skills in various media, expand creative thinking, encourage active problem-solving, and increase confidence in expressing original ideas. Students gain deeper knowledge of the elements and principles of art, learn to assimilate art historical information into their work, delve into personal expression, engage in collaboration, and gain experience in the conception, planning and execution of multi-layered projects. Projects are designed to allow for maximum creative variability while reinforcing skills in particular media. The overriding goal is to maintain a high level of motivation and enthusiasm for all aspects of the creative process.

All art courses are graded according to the following criteria: ● Meeting the requirements of individual assignments ● Participation ● Thoroughness ● Investment of consistent effort ● Willingness to explore new possibilities ● Attentiveness ● Demonstration of independent work habits

Number and letter grades will be elucidated in the comments accompanying progress reports. Aside from classroom observation, assessment strategies may include discussion with individual students of works in progress, written responses, and written self-evaluations.

Wednesday Afternoon Art Electives All Middle School students who are not participating in a team sport may choose to take one of the following three ungraded art electives offered fall, winter, and spring on Wednesday afternoons: Mixed Media, Pottery, or Photography.

English Wooster recognizes the importance of language to every academic endeavor. Young readers and writers improve their understanding of literature, develop interest in the written word, and sharpen their expressive talents in the courses listed below. These classes meet four times a week all year.

Health The Wooster Health curriculum is a planned program of learning experiences which motivate and prepare students to promote and ensure the quality of individual, family, and community health.

The Health program enables students to grow in self-awareness and to develop skills for effective decision-making. The program is responsive to student-generated concerns and increases knowledge of health issues, while encouraging the development of positive health practices. Recognizing that parents and guardians are the primary educators of their children in this regard, these programs are designed to complement and support what is being done at home.

Mathematics The purpose of the Middle School mathematics program is to provide students with a thorough understanding of the mathematical skills and concepts that are necessary for the study of algebra and geometry. Facility in the use of whole and rational numbers is encouraged, and calculator usage is taught as appropriate. Placement is determined by the Registrar and Director of Curriculum and Technology after a review of the student’s record and, possibly, a placement test.

Students new to Wooster who are joining the 8th grade are typically placed in either Introduction to Algebra or Honors Algebra I primarily based on past teacher recommendations and grades, and secondarily on standardized test scores. Some movement of these students between the courses at the beginning of the year is expected, based on observed performance. In all cases, the long-term best interests of the student are of paramount importance.

Honors Math Criteria The Math Department offers honors level courses in the Middle School. Honors courses require a teacher recommendation based on current performance and testing, and approval of the department coordinator. Additionally, students currently enrolled in an honors level class must maintain a grade of 4/G in that class to advance to the next honors level course. Students who do not meet this standard may need to repeat the current class the following year or be enrolled in a non-honors section, if deemed most appropriate. Students earning a minimum of 5/G in a non-honors class may be eligible for an honors level course the following year with some additional summer work likely necessary.

Music and Performing Arts The music and performing arts programs at Wooster School offer unique possibilities for exploration and establish an atmosphere in which students feel empowered to take risks. Students can choose from a variety of courses with emphasis on style, music fundamentals, theory, performance techniques, history and listening concepts, as well as acting and technical theatre.

Students in performing groups learn to set high standards and to be cooperative and supportive of each other. Participation in musical groups teaches responsibility and gives a sense of achievement.

Multiple studies link music study to academic achievement and attribute music to being the key to opening up pathways to creative thinking.

All students are required to take performing arts electives throughout Middle School. All students in 6th grade are required to participate in Chorus, Band or Chamber Ensemble. Band is split into two levels: Beginner Band and Intermediate Band. Chamber Ensemble is open to students in 6th-8th Grade who have had 2 or more years of private study on piano, wind, or string instruments.

Students in 7th grade may choose from any music ensemble or theatre class (acting or tech).

Students in 8​th​ grade may choose from any of the ensembles, theatre electives, or 8th grade musical

electives.

Since rehearsal time is limited, ensemble attendance is critical. Grading will be based on attendance, punctuality, attentiveness, and participation. Effort grades are earned based on behavior, attitude, and willingness to seek extra help. Please note that students in Ensembles are required to follow the special concert dress code printed in the Community Handbook.

PM1 / Music Schedule, 2017-18 Please see the schedule below when selecting Performing Arts classes. Performance Ensembles (Chorus, Bands, Chamber, and Rock) require a full-year commitment, while Theatre and Music Electives can be taken on a trimester basis.

M

T Int. Band Beg. Band Beg. Chorus Int. Chorus Chamber Ens.

Acting A Acting B 12:40 – 1:20p th​ Elective (8​ gr) Rock Band

Tech Theatre

2:15-3:20

W

Chapel

Th Beg. Band Int. Chorus Chorus Chamber Ens. Acting A Elective (8​th​ gr)

F PM1 Community Time Int. Band Beg. Chorus Rock Band Acting B Tech Theatre

Applied Music Program Wooster’s talented corps of professionally performing teachers offers Middle School Students private instruction on many instruments. This program consists of 20 lessons for the school year, scheduled weekly during a study hall, in lieu of an academic enrichment and support (AES) period and break, or possibly after school. Students are expected to practice a minimum of 30 minutes per day on their instrument(s). The presentation of a recital* toward the end of the school year will showcase students’ accomplishments as will other opportunities to perform throughout the school year.

Music lessons require consistent attendance and a year-long commitment to study for the full 20 lessons. Regular attendance at all lessons is mandatory. If, in the event of student illness or absence from school, a 24-hour cancellation policy is in effect; otherwise, the absence is counted as a lesson. Any unexcused absences will negatively affect a student’s grade. If the student reaches 20 lessons before the end of the year, then they may arrange to purchase more lessons with the teacher. However, they are not required to do more than the 20 lessons in the contract. Students may schedule make-up lessons at the discretion of the music faculty. The music faculty grades

students on individual progress and expect students to come to lessons prepared with the necessary equipment, including books, instrument, and other instructional items. Effort grades are determined by the progress students make during the marking period. Listening to and incorporating the teacher’s instructions, along with good practice habits and preparation, will result in excellent progress and high effort grades.

Instruction in the following instruments will be offered in the 2017-2018 Applied Music Program: bagpipes, banjo, cello, clarinet, composition/song writing, flute, French horn, guitar/bass guitar, organ, percussion, drums, piano, jazz piano, recorder, saxophone, music technology, trumpet, ukulele, upright bass, viola, violin, and voice. Those seeking instruction on other instruments should contact the Department Chair.

Recital/Jury Exam Part of the requirement for students taking private (applied) lessons is to perform at a public recital.

We believe performing in a recital can be a good experience which gives the student an opportunity to showcase the progress they have made during the year. The music department also believes it is an honor and privilege to perform in the recital and to perform to the best of the student’s ability.

Science The Middle School science program seeks to strengthen students’ ability to comprehend and interpret scientific writings through readings in the text and supplementary materials. Our hands-on approach to learning science helps develop an appreciation of and facility with the scientific method through frequent experimentation and direct observation. Our outdoor campus offers a variety of habitats for direct study of all Middle School science topics and every effort is made to utilize this excellent teaching resource. Finally, students gain practice in effective communication through oral and written reports and by the construction of graphs, charts, and tables.

Middle School Athletics and Physical Education Each season, students in grades 6-8 make the choice to either participate on one of our athletic teams or to participate in our physical education programs. The programs occur simultaneously.

Athletic teams practice Monday through Thursday, while our Life Conditioning, Fitness Made Fun and Strength and Conditioning programming meets Monday, Tuesday, and Thursday. Students choosing to play on a team will have several games each season, following the school day.

You will find our Middle School offerings below. Because we are a small school, we may need to restrict the number of teams in a given season, due to a lack of resources or spacial constraints.

Should this be the case, students may be asked to try out for a particular sport. We will do everything we can to refrain from having to cut students from our programming competitive athletic programming at the Middle School level.

If there is one team per offering this will be labeled the Maroon team. If sign-ups allow us to have more than one team per offering, all students will have the opportunity to tryout to be on the White team (less competitive) or Maroon team (more competitive). Students on both teams are

guaranteed playing time during each game.

The Maroon team will have a more competitive atmosphere that will prevail during practices and games. Games will occur at a rate of one to two per week starting in the second week of the season. The White team will engage in a minimally competitive environment that will focus on learning the fundamentals of the sport. They will spend much of their time engaged in intramural play and have an average of one game per week. Playing time will be split evenly throughout the members of the White team at games.

Activity Offerings

Fall Girls’ Soccer Boys’ Soccer Coed Cross Country Girls’ Volleyball Life Conditioning*

Winter Girls’ Basketball Boys’ Basketball Coed Skiing (8)*** Hockey (7 & 8)**** Fitness Made Fun* Strength & Conditioning

Spring Boys’ Baseball (8)** Coed Cross Country Girls’ Lacrosse Boys’ Lacrosse Coed Tennis Life Conditioning*

*Life Conditioning and Fitness Made Fun are Middle School offerings, which have replaced Life Fitness in the Fall and Winter.

Participation on Upper School Athletic Teams: Wooster School’s requirement is for our Middle School athletes to play with their peers. When and where it is appropriate we will make exceptions on a case-by-case basis.

**Participation on the Varsity Baseball team may require a 6-day per week commitment (Mon. through Sat.). Practices end daily at 5:30 with an average of two games per week.

***Participating on the Varsity Ski Team may require early dismissal, as a result, the Middle School participant may miss academic time. There is an additional fee for this program.

****Participating on the Junior Varsity Hockey Team may require availability on mornings or evenings due to ice availability. 8-grade players are allowed to officially play on the JV Hockey team. 7-grade players may practice with the team, however, they will not be allowed to play in games, as Wooster School does not believe it is developmentally appropriate at this time. There is an additional fee for this program.

Sign ups for team sports will be finalized prior to each Fairchester Athletic Association meeting. All Middle School students sign up for afternoon activities through our course of study process.

Students should not ask to switch into a different sport or activity after the following dates.

Fall Sports - April 1st of prior academic year Winter Sports - September 1

Spring Sports - December 1Â

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