In this post...
- First Semester Final Assessments
- Upcoming PHE Programming
- Athletics
- What We Are Learning...highlights from Language & Literature and Science
- Things To Do in our Community
First Semester Final Assessments
The week of January 17-20 concludes First Semester in the Middle School. Accustomed to more traditional or conventional approaches to Finals, many people refer to these assessments as "exams," which is a but misleading. Traditional "final examinations" are cumulative and often daunting tests and that heavily sway students' grades. As a result, students sometimes approach "exams" with dread, adding a psychological barrier to feeling successful. For our Middle School students, finals include a variety of forms of assessments, from traditional tests that reflect of mastered content and skills, to demonstrating mastery in some other way, like an extended essay, a presentation, or a project. Our finals do not disproportionately influence students' grades any more than a unit test or summative assessment. Students do not take a final for every course; instead, certain courses require a block of time for a final assessment, and other courses finish via other means before finals week.
These distinctions are important for clarifying the purpose of finals, which is consistent with our broader academic goals. "Success" is not reflected in an isolated grade. Instead, "success" reflects a student's ability to demonstrate mastery of key skills, to apply knowledge and content, and to understand herself or himself as a learner. Of course, the ability to do any of this requires preparation, but that preparation began on the first day of classes in September, and teachers are helping students to prepare specifically for these assessments in class. The skills associated with long-term planning are so crucial to academic success throughout and beyond Middle School.
In addition to finals, our schedule for the week has a few special features. Tuesday, January 17, will be designated as a Review Day, and students will have a modified C-Day schedule to ensure that they have a class meeting for each assessment they are taking. To provide some balance to the finals experience, time is allotted to Flex (study hall) so that students can connect with teachers or spend time preparing, and much of each day during finals is designated for kinesthetic, creative, and physical learning, including Arts, PHE, and significant time in Design. On Friday, January 20, we will also gather as a Division to watch the presidential Inauguration and have a little fun with inauguration trivia and history. The designated finals for each day are listed below; a more comprehensive schedule for the week will be available next week and sent directly to students.
To prepare for finals, please consider the following tips:
- Don't schedule off-campus appointments on January 18, 19, 20.
- Ensure that your student is sleeping and eating well in the days leading up to finals.
- Keep the temperature low - don't put any more pressure on a student's performance during finals than you would on any other assessment.
- Remind your student that finals are about good preparation and demonstrating mastery and growth.
Schedule for Final Assessments:
- Wednesday, January 18:
- 6th Grade Language & Literature
- 7th Grade Language & Literature
- 8th Grade Science
- 8th Grade Chinese
- Thursday, January 19:
- 6th Grade Individuals & Societies
- 7th Grade Science
- 8th Grade Langauge & Literature
- 6th Grade Chinese
- Friday, January 20:
- 7th Grade Individuals & Societies
- 8th Grade Chinese
Upcoming PHE Programming
In our next unit of Physical and Health Education (PHE) within the social and emotional learning competency areas, we will be implementing the SOS Signs of Suicide Prevention Program with all of our students in the Middle School. Mrs. Dicks, Day School Counselor, will lead this proactive program designed to increase depression awareness, and arm students with the knowledge to seek help if they are concerned about themselves or a friend. SOS is listed on Substance Abuse and Mental Health Services Administration’s (SAMHSA) National Registry of Evidence-Based Programs and Practices and in a randomized control study, the SOS High School Program showed a reduction in self-reported suicide attempts by 40% (BMC Public Health, July 2007).
The goals of this program are straightforward and are as follows:
- To help our students understand that depression is a treatable illness and what these symptoms may look and feel like
- To explain that suicide is a preventable tragedy that often occurs as a result of untreated depression
- To provide students the knowledge to identify warning signs of depression or potential suicidality in themselves or a friend
- To impress upon our students that they can help themselves or a friend by taking the simple step of talking to a responsible adult about their concerns
- To remind students whom they can turn to for help, if they need it
We have been eager in the last few years to find a credible and age appropriate curriculum to implement with our students based on the needs of our community. Each year, we learn of students that have expressed language that is concerning to their friends and in turn are able to provide the necessary support. Research indicates that youth are more likely to turn to peers than adults when facing a suicidal crisis. Sometimes the comments are a one off or don’t indicate real danger, but quite often they are an indication of a need for additional support. Regardless, it is very distressing for a friend to receive a text message, see a post on social media or hear directly from a friend about feelings of depression or hopelessness or even indications of plans to self-harm. This program uses the acronym ACT- Acknowledge how your friend is feeling, tell them that you Care about them and make a plan with them to Tell a trusted adult. In the PHE classroom, we will watch and discuss a video, and follow it up with engaging activities to move the knowledge and skills into long-term memory. We see this curriculum as a way to support our students in being good friends, equipping them with the confidence to respond appropriately to alarming comments, as well as to give students the tools to seek help when they themselves feel depressed. In a similar vein, we are more than happy to provide any interested parents with this training to arm them with the knowledge and tools to support their child. Research shows that parents often do not know how to identify suicidal behavior or are unaware of their child’s depressive symptoms.
Mrs. Dicks will be implementing this curriculum beginning the week of January 23rd during the PHE class periods. If you have questions or concerns about this program, or do not wish for your child to participate in this program, please contact Ann Dicks. If we do not hear from you, we will assume your child has permission to participate in this program. We recognize that the word suicide and depression might make some uncomfortable. Some may feel their child is too young for this topic, and some may even be under the impression that talking about suicide may give someone the idea to do it. In fact, the opposite is true. Bringing up the subject of suicide and discussing it openly is one of the most helpful things you can do, particularly in a way that is proactive and preventative. Additionally, we find that students are often far more aware of these mature topics than we believe. Once we start the curriculum, we will provide information to allow for follow up conversations at home.
What we are learning...
This week, we highlight our Language & Literature and Science programs!6th graders are about to embark on their first round of finals. We will be publishing the exam schedule at the end of the week, and teachers will provide clear study guides and conduct review sessions in class, but for 6th graders who have not experienced a ‘final exam’ before, the time leading up to exams can feel stressful. Please encourage them to prepare a little each night, and help them put the experience in perspective. Remind them that getting adequate rest is important for their brains and bodies and assure them that if they have been working hard all semester, they have the skills and content knowledge they need. For Language and Literature specifically, 6th graders will have received their study guide on Thursday, January 5th. It details both content and study technique recommendations. You might also ask them to show you how we have been learning about plot structure - it will make you giggle for sure, but it is incredible to see how connecting knowledge with movement can help with retention and recall.
For 7th Grade, the semester will wrap up with a final exam that reviews grammar, literary elements and the one-paragraph essay structure. The second semester will start with Soldier’s Heart, a short novel that connects to the Civil War unit in Individuals and Societies. Then we will move to a more difficult level of active reading with Lord of the Flies. For writing, the papers will increase in length but will continue to focus on structure and analysis. Our efforts with grammar and public speaking will also continue. Welcome 2017!
Our 8th graders, having almost finished with our reading of Animal Farm, will dive into another writers’ workshop in lieu of a formal Language and Literature final exam. The philosophy behind a workshop like this is to allow students to focus intensely on very specific aspects of their writing, one step at a time. This time around, we are focusing on how to craft compelling introductions and satisfying conclusions, as that is one element of writing with which students say they struggle most. We will also examine how they can make their writing more vivid and less wordy through a focus on active voice. I hope students are thrilled with the difference they see from first to final draft during this process.
7th graders are nearing the end of our Cells and Microbiology Unit with a MYP Assessment asking them to reflect on the impacts of science. Each student has chosen a disease caused by a microbe and they will put together a poster detailing major scientific advancements in treatment and the challenges that scientists face when seeking to eradicate these diseases. The diseases students are researching all impacted populations in colonial America so that we can connect this project to their studies in Individuals and Societies. Ask your student what disease they are researching and what symptoms it causes in humans.
8th graders recently wrapped an in-depth unit on Genetics and Variation in which the topic of genetic engineering highlighted our discussions. Students researched different applications of genetic engineering and learned that recent technological innovations in the field mean the real possibility that more of these applications may be available within our lifetimes. We’ve just started our Chemistry Unit covering Chemical Reactions. We’ll spend the next week leading up to the end of the semester reviewing some content from last year and then dive into new objectives that will culminate with students designing another lab investigation next semester.
Things To Do in our Community...
- Looking for ways to explore Tacoma and Seattle? Stay up to date with the events calendar on The Tacoma Weekly and Visit Seattle.
