Outcomes, Curriculum, Classes
About the Classes
Curriculum and More
Teachers have written the following descriptions so that you can have a general idea of your child’s course of study during her/his years at Marlboro. Although these descriptions do not refer directly to the Vermont Framework of Standards, we review the curriculum on an ongoing basis and are committed to our students working towards meeting these standards.
Kindergarten
Kindergarten, which meets until 1p.m. every day, provides a creative climate where children can develop physically, socially, emotionally, and intellectually at their own rates. Learning takes place through play as well as structured lessons and field experiences outside of the school. It is a place where children begin to work cooperatively as group members in the classroom and within the MES community. Kindergartners acquire basic skills and learn about their worlds through the arts, science, social studies, math, reading and writing activities. The students participate in multi-age activities at “all school” events as well as with their reading partners in Jodi’s class and students from the junior high doing their kindergarten internships.
The Primary Room
After completing Kindergarten, students spend two or three years in the Primary Room before moving on to Jodi’s Room. Judy, the teacher in the Primary Room, works with a teacher assistant (when needed) to coordinate each student’s activities and learning experiences. The students are divided into small groups in several ways at various times during the typical school day; sometimes the students are grouped according to age or ability and sometimes the students are grouped heterogeneously.
A variety of resources and techniques are used in basic academic work. An overall skills checklist guides each student’s progress. Social Studies and Science instruction focuses on several major themes each year. Students learn basic information about each theme and also learn beginning research skills as they pursue topics of special interest to them.
The Primary Room is set up to provide students with the flexibility to relate to a wide variety of their peers. Students may also have the opportunity to work with an instructional support teacher(s) over the course of the school year which gives them an opportunity to work with other adults. Students are encouraged to advance academically according to their own individual rate of learning.
Third-Fourth Class
Students enter Jodi’s Room following the Primary Room. It consists of third and fourth grade students.
Community building is the foundation for a productive classroom and our work the first month focuses on creating a positive social climate. This climate is maintained through daily class meetings. Students determine group and individual goals for the school year.
The academic skills instruction in Jodi’s Room is determined on an individual needs basis. In addition to cooperative learning, emphasis is placed on developing independent study and research skills and positive home/school connection.
The math program consists of a variety of methods that accommodate different learning styles. The formation of an enthusiastic attitude, a strong number sense and the ability to reason supports all future mathematics. Therefore, engaging activity-based concept work is supported by individual skills-based practice. Problem-solving skills are taught directly through the structure of the Vermont Mathematics Portfolio. The expression of mathematical thinking is developed through group sharing and math writing.
Language skills include reading, writing and verbal discourse. A strong literature-based program is enhanced by non-fiction reading. Comprehension, vocabulary and making connections are the learning at this level. Reading and writing assignments are often linked with the content-area theme. Organization skills are practiced using Thinking Maps. Spelling and pre-writing strategies are emphasized and editing skills continue to be practiced. These years should support a love of reading for pleasure, information and an understanding of oneself.
Social studies and science units are taught through an interdisciplinary learning format. Place-based education and developmental geography determines the theme-based units of study. Local treasures and the state of Vermont are explored through natural science, reading the landscape and relevant history. Connection to the greater community is viewed as an extension of our smaller classroom community. Inquiry-based experimentation will be pursued through topics in both physical and natural sciences.
In addition, we have a Healthy Snacks program designed to practice social development skills and meet goals for overall “wellness” awareness. Kids experience the planning, preparation and clean up involved in enjoying a well balanced snack. Literature and math content supplement this experience, connecting health to other curricular areas.
Parent involvement is encouraged at whatever level works best for each family.
Fifth-Sixth Class
In David’s room great emphasis is placed upon the students’ responsibility for their own life-long education. Individual and consensual thinking, decision making, and responsibility are stressed throughout the curriculum.
Language Arts: Reading for pleasure, information, and to promote self-reflection are components of the literature program. Combining structured examination of literary elements with less formal interpretive discussion students investigate a variety of literary genre such as the short story, poetry, mythology, the novel, science fiction, and mystery. Grammar study, spelling, public speaking, interviewing, handwriting, listening, vocabulary development, conducting research, and a strong emphasis on the Writing Process are skills which round out the language arts program.
Mathematics: The main goal of the math program is to develop in students a willingness to explore numbers and an excitement for math as an every day experience. Developing strategies for solving problems is a primary emphasis. Students are expected to gain a complete mastery of the basic facts and all whole number operations and to have an understanding of fractions, decimals, and percents.
Science: Stressing active experimentation, observation, and interpretation, the program seeks to establish the fundamental principles of science without losing sight of the belief that science should be “fun”. Areas include technology, human health, and physical and biological sciences.
Social Studies: While establishing the essential concepts and skills the social studies curriculum constantly dovetails with other curricular areas throughout the year; while studying the geographical rain forests of the world, for example, they also read the literature of their people and study their ecology. Such an interdisciplinary approach strives to elevate the social studies beyond a mere collection of facts, dates, and definitions to make it a broader, more meaningful experience. Individual and group research projects play a vital role in this curricular area.
Junior High
The 7th & 8th grades are commonly known as the Junior High, but the classroom more closely resembles a one-room schoolhouse than the locker-lined hallways of a typical junior high school. It is a small program with big ideas.
Philosophy
The adolescent years are characterized by profound physical, intellectual and personal growth, though these changes occur at widely different rates. Because the search for personal identity is so consuming, it is a critical time for students to experience meaningful relationships, widening responsibilities, and opportunities to establish themselves in positive, productive ways. Our program continues to evolve as we endeavor to meet the developmental needs of young adolescents, but it remains committed to providing:
• A curriculum that is relevant, challenging, hands-on, and exploratory, and that integrates the subject areas just like the problems and issues of the real world;
• A curriculum that addresses the questions and concerns of the students, enabling them to construct their own meanings;
• Opportunities for students to assume increasing responsibility for their learning and to make contributions to their community;
• Assessment and evaluation that enables students to monitor their continuous improvement while maintaining rigorous academic standards;
• Varied teaching and learning approaches that encourage a problem-solving focus, help develop critical thinking skills, and cultivate the skills of communication, collaboration, and cooperation;
• Opportunities to develop a better understanding of themselves and our culture as they formulate their own moral principles and learn to make wise life choices.
Writing and Literature
A strong emphasis is placed on the development of writing that communicates with skill and grace. In our writing workshops, students learn grammar, usage and mechanics, the self-critical skills of revising and editing, and writing techniques for a variety of purposes and audiences. A special part of graduation from MES is the Consortium—a formal gathering at the Meeting House when students read from their best writing.
The reading and study of literature involves a good deal of writing, drawing, and group discussions, including a Friday afternoon with tea and cookies.
Mathematics & Science
The study of mathematics is a collaborative, active exploration of concepts at a variety of levels. Most of our students are engaged in the study of algebra, while solidifying general math concepts, geometry, and probability. There is an emphasis on problem solving, often looking more like a class in physics.
Whether it is life science or the physical sciences, a hands-on approach is favored, working with the scientific method in active experiments. We try to connect investigations of scientific topics with real projects that address environmental issues, most recently global warming. We present a developmentally appropriate study of human reproduction, as well as an exploration of media, addiction and the use of alcohol and other drugs.
Social Studies
The curriculum addresses the cultural clashes among Native Americans, Africans and Europeans, US government, the American & other Revolutions, the Civil War, and related geography. These topics have connected well with our field trips and enabled us to pursue work on real issues, just as we have in science. Students learn through primary & secondary research and read a variety of documents—including a look at relevant literature, art and music.
Drama
A highlight of every year is the March cabaret of dramatic & comedic scenes, improvisations, and musical performances at Marlboro College’s Whittemore Theater. The scenes and one-act plays allow every student to have a major part. The professionally written scripts - most for and about teenagers - are selected by the students from the many we read. They co-direct their scenes, design the costumes, props, and set, and some get to work with the college’s computerized lighting system! We study script writing in writing class, and some student work has been produced.
Design Technology
The woodworking shop not only enables us to study design and construction, but also can be used by the class to produce fundraising opportunities and perform community service. In 2006 we created four rustic benches that were raffled off, raising $3000 for a trip to Costa Rica.
Field Trips
MES has its own buses—and a JH teacher with a license to drive! This allows us to extend the walls of the classroom. In addition to local field trips to augment our curriculum, the Junior High takes a major trip each spring: Washington, DC every other year; other destinations have included London, Montreal, Dominican Republic, and Costa Rica. These trips include research and community service: to the DR we brought hands-on science lessons to a local school and helped a building project at an orphanage; to CR we brought a play about fair trade coffee and helped a community irrigation project.
Class Government
Starting with the town meeting model of direct democracy, each new class redesigns their class government. Because we also study forms of government, there have been interesting efforts to dovetail this form with a “rotating oligarchy” and a constitutional monarchy! Along with planning fundraising events, this practice of democracy also provides the forum for class participation in other matters that affect classroom life, and it has become an essential part of the Marlboro Junior High.
Portfolios & Student-led Conferences
In order to show what they have learned and demonstrate skills they have acquired, students keep portfolios of their work organized by these realms of learning: knowledge, problem solving, communication, personal development and civic/social responsibility. To graduate, 8th-graders must present their portfolio to a panel and justify adequate learning in these five realms. Throughout this process, finished work is critiqued and revised, with an emphasis on self-evaluation. Twice a year, all students present their portfolios to their parents at student-led conferences.
Binder Organization & Weekly Conferences
A system for binder organization is taught and checked at weekly conferences. These meetings enable teacher and student to discuss individual issues, academic and otherwise, and insure that students stay organized and current on assignments due.
Kindergarten Internships
Each student participates in a 3-day internship in the Kindergarten. This is an investigation into child development that involves observations and reflections, direct work with the students, and leading a final activity.
Family Involvement
Input and involvement of families is encouraged through conferences, round table discussions, chaperoning trips, and opportunities to work with students on fund raising, yearbooks, and graduation.
The Marlboro Junior High attempts to create a community of learning, empowering both students and teachers to become active inquirers, imaginative and responsible thinkers, tolerant and cooperative colleagues, and compassionate and optimistic contributors to their community.
Instructional Support
Students who need additional academic support but do not qualify for Special Education receive this support through our Educational Support System. The Educational Support Team, which includes the principal, the instructional support teacher, and several classroom teachers meets with the student’s classroom teacher and identifies strategies and accommodations to help the student learn. An individual plan is written, implemented, and reviewed on a regular basis.
Special Education
MES offers special education services to all students in need of educational intervention. These services vary from teacher consultation / classroom intervention to extensive special education instruction.
Literally every classroom teacher at MES is a member of an I.E.P. (individual education program) team and works closely with the special education team. The core members of special education are: the school nurse, the learning specialist / teacher consultant, and the speech and language pathologist. Although each member has specific duties, they work together to develop I.E.P.’s for every student identified as in need of special education at Marlboro according to the State of Vermont regulations.
Marlboro’s special education program is committed to ensuring that every child has a free and appropriate education in the least restrictive environment. The team members also see themselves as advocates for any student who is experiencing difficulty in learning and are always willing to offer their expertise to the classroom teacher and/or parents.
The special education team encourages parents to contact them at the school at any time if you have any questions or would like a more detailed description of the program.
All Abilities Program
The All Abilties Program serves students with autism. Methods of applied behavior analysis are used to teach the students academics, lifeskills, and communication. The program is located in a self-contained classroom with head teacher, Stephanie Betit, and one-on-one paraprofessionals. Services included within this program are Occupational therapy, Physical Therapy, Adaptive Physical Education, and Behavior Training. As they are ready, students are integrated into aspects of the regular education program.
Library and Technology
The library maintains an excellent collection of materials for both student research and leisure reading. We also make extensive use of online material. The librarian maintains the web site for the school, which includes an extensive collection of links to online research material.
The library does not assess late fees, but students are regularly reminded to return their books in a timely manner. The library is open to all families. As the library collection is a valuable and beloved resource of our school, we encourage students to embrace the responsibility of caring for the library collection.
An important educational component of the library skills program is teaching students how to effectively use computer technology and digital research tools. Our goals are to ensure that our students have an understanding of how to use computer and internet technology, have a healthy curiosity for learning new technologies, and that students have a comfort level with computers that facilitates the quick adoption of new technologies.
Use of the School Computers
Use of the school computers is restricted to school-related projects only. Students sign an agreement at the beginning of each school year that governs the use of the computers. One component of the library skills curriculum is the appropriate and ethical use of digital resources.