September 29, 2017

What we are learning...

Ms. Shelli Strate, Language & Literature Teacher
What is your favorite book? The list is ENDLESS, but among them: To Kill A Mockingbird, Divine Secrets of the YaYa Sisterhood, A Walk in the Woods, Travels with Charley, and Wicked.
If I hadn't been a teacher, I probably would've been... sad.
Who was your favorite or most influential teacher? Sra. Kleczka because she pushed me past where I thought I could go in Spanish, and Mrs. Hill, my ninth grade English teacher who still read us stories, coached me in Forensics, cried in front of us, and taught me the power of a strong introduction in writing.

Book-ending the MS students’ Language and Literature experience is such an incredible treat. I still remember this year’s current 8th grade class shuffling into my classroom as 6th graders, filled with a mix of excitement and trepidation; hopefully they are still filled with excitement (at least most of the time), but trepidation certainly no longer exists. With our focus on voice this year, we kicked off our public speaking by reading to kindergarteners and are now engaged in a conversation about what creates humor when telling a story. We also dove into our first novel of the year, Absolutely True Diary of a Part-Time Indian, which tells the unforgettable story of Arnold Spirit Junior. Told from Junior’s perspective, it is a master class in voice and humor. As a wise 8th grader observed this week, “I laugh sooooooooo hard, and then I realize he is really describing an amazingly difficult situation - one which wasn’t funny AT ALL - but he relates it in a way that actually is hilarious. He has a really cool way of telling us about his life.” This novel has a lot to teach all of us - about spirit and humor in the face of challenges, about the power within all of us to rise above our circumstances, and about the catalyst moments that can change our lives by propelling us in a direction different than what we ever dreamed. As they cheer on Junior -  as they laugh at his sense of humor, mourn his losses, and admire his courage as he figures out who he wants to be - I hope they feel more connected with their own ability to shape their own lives. Such is the amazing power of books - that we can lose ourselves and find ourselves at the same time. I’m so lucky to teach a class that celebrates books in that way.

Learning about communities in need

In All Schools Chapel this week, we learned about the effects of recent hurricanes on communities in the Caribbean, and we learned about the impact of storms on All Saints Cathedral School in the US Virgin Islands. Each classroom or Advisory throughout the school created a message of support to send to the school. And in Middle School Chapel this week, we welcomed Chung-Wha Hong, Executive Director of Grassroots International, who introduced the idea of food sovereignty and talked about the work that Grassroots does on behalf of local and indigenous communities.

September 22, 2017

What we are learning...

Ms. Clare Wagstaff, Assistant Director of Middle School and Design Teacher

What is your favorite song? Bill Withers, "Lovely Day"
Where did you attend Middle School? Belper, England (a very progressive school where we called all our teachers by their first names).
Who was your favorite or most influential teacher? Magda Barnes. She taught me science all the way through middle school and high school. She awoke a passion in me and made me realize that I could do anything I put my mind to. We are still in touch today.
Any interesting trivia about you? I'm an avid scuba diver (for over 12 years) and mountaineer. My first dive here in the Puget Sound, I was within touching distance of a 6-gilled shark! And I have summited Mt. Rainier and Mr. Baker in the last year. 

As a former science teacher, I never thought I would feel as passionate about another subject as I did about science, but here I am! The Design course in Middle School is purposefully created to develop empathy in our students and delve deeply into creative problem solving through multiple iterations and self-evaluation. I currently teach all three grades and it’s hard to pick a favorite unit right now. However, the Eighth-Grade class has been a joy to teach because of the ATL (Approaches To Learning) skills they have been mastering without even realizing it. Over the last three lessons, the class has been asked to carry out a series of practical tasks to develop competency in some standard design equipment such as the drills, sewing machines, and the Silhouette Cameo. While the practical skills are important and a necessary foundation for future units, it is the collaboration and leadership that also occurs during these lessons that make it the most compelling. Peer mentoring organically takes places, as students help and support each other in learning new skills or refining old ones. Collaboration also ensues to achieve time sensitive goals with limited resources, bringing out the best in this group. It’s truly a pleasure to watch this process and student development that takes place, while also doing some fun and creative practical tasks along the way. Design rocks!

Things to do in the community...

• The Broadway Center for the Performing Arts has announced conservatory fall classes for students ages 4-18! Visit the Broadway Center's site to find more information and to register. 
• Looking for a volunteer opportunity? Volunteer Match, United Way of Pierce County, and Metro Parks Tacoma's sites to find the right opportunity for you and your family.  

Identity

I'm Nobody! Who are you?

Are you - Nobody - too?

Then there's a pair of us! 

Don't tell! they'd advertise - you know!

How dreary - to be - Somebody!

How public - like a Frog - 

To tell one's name - the livelong June - 

To an admiring Bog

Emily Dickinson

One of the major strands in the school's Strategic Plan focuses on diversity. More specifically, we intend to "diversify and enhance access to all programs and will build a community that appropriately represents our region and the world." The language of the strategic plan explicitly points to more external aspects of diversity and inclusion programming, such as ensuring that the demographics of the school reflects the demographics of the region and enhancing access to programming, but in order to attract and retain a diverse population, the first step is on the inside. If our students and teachers do not first start by exploring and understanding their own identities and the cultures that shaped them, they will not be able to effectively engage others' perspectives and fully realize the vision articulated by the strategic plan.

Over the course of this year, the Middle School will explore the topics of identity, culture, and inclusivity from various perspectives - this is our Division's contribution to the important work of this strand of the Strategic Plan. To get the conversation started, we introduced three key terms: identity, identifiers, and intersectionality. 

"Identity" emerged as a word in English around 1600 CE, and it comes from Medieval Latin roots, meaning "sameness." Today, the word is used to refer to the fact of being who or what a person or thing is or to indicate close similarity or affinity. Interestingly, in Europe the idea found its way into its own word among the late-Medieval/early-Renaissance vocabulary alongside the notion of classification. Apparently, Europeans were not only interested in categorizing the observable world - they were also interested in categorizing the self and the series of relationships that make up society.

In recent years, "identifier" has emerged as a referent that indicates a shared identity. In August, faculty and staff participated in a workshop by Rosetta Lee that focused on developing cultural competence, and she introduced three types of identifiers. Internal identifiers point to the core self of the person - one's ability, age, ethnicity, gender, race, religion, sexual orientation, and socio-economic status. These are identities that people are largely born into and come to understand in relationship with other people and different environments. External identifiers point to those elements of one's identity that can, depending on one's access and privilege (how one's internal identities help or hinder one's navigation of relationships), be attained or adapted, including one's appearance, educational attainment, geographic location, and language. Institutional identifiers point to one's status or affiliation in a group or organization, such as one's grade level in school, one's role at work, one's seniority, and one's membership in teams, clubs, or political parties. Being able to use common identifiers facilitates personal and dialogical reflection and understanding of how people are affected by and effect the shared culture. 

Finally, we introduced the term "intersectionality." No single identifier fully reflects a person's capacities, quirks, and limitations - in short, a person's personality. The term intersectionality refers to the ways that different identities intersect in ways that either enhance privilege or compound disadvantages and oppression. To explore this term a little more, watch this short video from Teaching Tolerance. 

Once we introduced these terms, we asked students to reflect on which parts of their identities they actually thought about, guided by questions from the Social Justice Tool Box. 

1. The part of my identity that I am most aware of on a daily basis is _____.
2. The part of my identity that I am the least aware of on a daily basis is _____.
3. The part of my identity that was most emphasized or important in my family growing up was _____.
4. The part of my identity that I wish I knew more about is _____.
5. The part of my identity that garners me the most privilege is _____.
6. The part of my identity that I believe is the most misunderstood by others is _____.
7. The part of my identity that I feel is difficult to discuss with others who identify differently _____.
8. The part of my identity that makes me feel discriminated against is _____.

Consider reflecting on these questions for yourself! There's no "right answer" - only a starting point for deeper self-understanding and engagement with others.

Technology and Social Media

Our integration and creative application of technology is one of the most visible aspects of our program. It reflects not only our commitment to innovation and state-of-the-art learning but also the independence that our students cultivate - and the trust they earn - during their Middle School years. Our laptop program, access to online resources, and the budding ingenuity of students enhance our already dynamic classrooms, making a walk around the Middle School very stimulating. In the last couple of years, we have made concerted efforts to streamline our policies and training around technology, but attention to the use - and occasional abuse - of technology makes this a topic worth returning to on a regular basis. In this post, I want to draw your attention to two elements of these efforts.

PSA

During the 2015-2016 year, Student Council distilled our tech policies to the initials PSA, reflecting Permission, Supervision, Academic. This applies to all technology, including school-issued (laptops) or personally acquired devices (other laptops, cellphones, tablets, etc.). While on campus, Middle School Students must:

• gain permission from a faculty or staff member to use technology;
• be supervised by a faculty or staff member during the use of technology; 
• be using technology for academic or school-related purposes. 

When it comes to cellphones, we instruct students to keep their phones in lockers or in backpacks. Students should not keep their phones on their person. Some teachers may ask students to use their phones for class activities, but students must wait to be instructed to take out and use those devices. 

Cellphones present a particular challenge for our students. While many are distracted by the easy communication that cellphones provide, most students are able to resist the temptation to text their friends or engage in social media platforms. When a parent or other family member calls or texts during the school day, however, it flings the student into a moral conundrum - if the student responds to the text or call, s/he risks breaking the rules and, more importantly, disengaging from learning or being present to classmates and teachers; but if the student ignores the text or call, s/he risks ignoring a family member. This is not a fair situation to put students in. During the school day, I urge our families to resist texting or calling their students. Logistical information (changes in plans, pickup details, etc.) can always be sent to Mr. Hicks in the 10th Street Office, who will deliver the message. 

Social Media

Sites like Facebook, Instagram, and Snapchat provide really wonderful opportunities for people to connect virtually and globally. However, these platforms are designed for the teenage brain and older. Most social media sites require users to be 13 years of age or older.

Much of what is attractive about social media is the immediacy of communication and dissemination of ideas and images...and that's exactly what is risky for young users whose brains have not quite fully developed decision-making skills, filters for understanding and contextualizing humor, sarcasm, and irony, and self-control over impulsivity and rash decisions. Comments, images, and conversations on these platforms can be easily misunderstood - and it is far to easy to post something intended as humorous or mean-spirited. Once it's posted and viewed, it cannot be unviewed by the person being targeted, the person whose image is being used (with or without permission), or by friends and strangers. In short - the potential harm is never worth it.

When Annie Wright Students behave poorly or make poor decisions on social media, it does have a direct effect on our community, and students may face in-school consequences because of their online choices. That said, if your student is uncomfortable with a conversation or other activity on social media, s/he should say something - to you, to a teacher, to Mrs. Dicks, to Mr. Hulseman...to someone. If you are aware of another child being put at risk or in any other way vulnerable, I encourage you to reach out to that other child's parents immediately to inform them. Basically, if you see something, say something. Most importantly I ask you to open a conversation with your student about social media, and I strongly recommend restricting use of these platforms during the Middle School years, or at the very least until your student is 13.

Tech Orientation Slides

Last year, we began the MS Tech Orientation sessions, required for all MS students before they have access to laptops and our tech resources. If you'd like a refresher on that Orientation, visit the MS Tech Orientation Slides that guide these sessions. In particular, consider the questions posed to families to shape a family agreement about using technology at home.

• When should laptop be in use?
• Where can they use the laptop?
• Who can your child communicate with digitally?
• When can they use the laptop for non-schoolwork related activities (ex. Chatting with friends, watching online videos, gaming)
• How many hours a day can they use the laptops?
• What are acceptable activities?
• What are consequences for violating rules?

Common Sense Media

Finally, I want to promote Common Sense Media. In addition to the basics of navigating the variety of media that students have access to, CSM crafts tailored guides to understand social media and shape the ongoing conversation about technology with your family. If you come across any particularly helpful resources on CSM or any other side, please feel free to share it with us!

MS Orientation

At Annie Wright, Middle School begins with three very unusual days. Opening Day, the formal launch of the school day, is a busy one - a chaotic start, lots of new faces, squeezing into Chapel with the entire school community, finding your Advisory, moving into lockers, meeting teachers, finding classrooms...and on day two, we load the buses and head to Millersylvania for 24 hours of activities, reflection, and time to connect with classmates and friends. To the cynic, this schedule may appear to be a bit fluffy, but these days serve an important cognitive function. Our Orientation programming allows students to begin to build (or rebuild) relationships and feel connected - a key component in developing self-esteem and optimal learning. Kids need to feel safe, grounded, purposeful, and, in a very strong way, known to build a strong foundation for learning and facing intellectual and personal challenges.

So our Orientation trip takes students away to get to know each other first as people, and second as fellow students or as teachers. Reducing the distractions of the family routine, of laptops and cellphones and TV, Orientation invites students to focus on each other and on themselves. At the end of each year, the faculty reflect on the culture and climate of the Middle School, and we look for new inspiration to communicate our values and engage students in the shaping of a positive school culture. This year, we looked to JK Rowling's Harry Potter series for inspiration - not because of the alternate world the author weaves but because of the values communicated through the film. So to reflect on the ways our Orientation sets the tone for the year, let me draw on that series as well.

"Words are, in my not-so-humble opinion, our most inexhaustible source of magic."
At the most basic, Orientation opens direct lines of communication between all members of the Middle School, and our Faculty and Student Council members model what it means to consistently communicate with respect. In addition to giving time for Advisory groups to bond and for students to get to know their teachers, 8th and 7th Grade students wrote short letters welcoming 6th Graders to Middle School and offering advice. In building our community, we do not look to any outside influences or "magic" - we are makers of our community, of its climate, and of the relationships that thrive in it.

"It is our choices, Harry, that show what we truly are, far more than our abilities."
Being part of a community means constant and consistent attention to the choices that each member makes. The variety of activities gave students many choices - whether and how to participate, whether to have fun or to be competitive, whether to help with mundane tasks or to withdraw and let others take the lead...but that variety also gave students the chance to witness, learn from, and emulate each other. The result was avid participation, a lot of joy in collective creativity or games, and setting the bar for expectations - for how we treat, respond to, and support each other - very high.

"If you want to know what a man's like, take a good look at how he treats his inferiors, not his equals."
While much of the Middle School experience occurs within Advisory or Grade Level groups, in different grades have several opportunities to intersect throughout the year. This year, we will be mixing in Family Groups several times - each Family includes one Advisory from each Grade. Already, we have seen our older students welcome younger and newer students with great care. Our warm, inclusive culture is sustained by this alone - by our students modeling warmth, compassion, inclusivity, and enthusiasm for our younger students.  Now the work of the rest of the school year is to discover the ways students can build on this start to shape the experiences of students in the Middle School, throughout AWS, and throughout our region.






For more photos, check the Middle School Orientation album on Vidigami!

August Letter: Welcome back!

Dear Families,

After months of sunshine, heatwaves, smoke, and sunshine again, it’s time to turn our heads to the new academic year. Around campus, construction projects are coming to a close, and we are preparing for students to return. I am writing to put a few important reminders on your radar for the start of school, including:

• Building a strong community
• Back to school guide
• Summer work
• Academic Schedule
• Lower & Middle School Information Day
• Start of school
• Coming to campus
• Uniforms
• Athletics
• Updated information
• Trips to China & Iceland!

As always, please feel free to reach out to me or my colleagues with any questions. We are looking forward to students returning to campus and to a fantastic year!

With gratitude,

Bill Hulseman

Director of Middle School

Building a strong community

Recent events in Charlottesville and what feels like an increasing polarization are a stark reminder about the importance not only of establishing a safe and inclusive space for children to learn and grow but also of equipping our students with tools for dialogue and the cultivation of empathy. News of the impact of physical and verbal violence is devastating, and our work as a school community includes challenging perceptions, stereotypes, and prejudices that disrupt our students’ ability to build strong relationships, the foundation of a strong community. This summer, faculty and staff were invited to read Claude Steele’s Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do, which explores the impact of “stereotype threat,” the experience of being at risk of confirming a negative stereotype about one’s social or identity group. Studies have identified that stereotype threat is part of the social, academic, and professional experience of members of minority, stigmatized, and marginalized groups and demonstrated it as a significant factor in achievement gaps. As Steele writes in the book,

“by imposing on us certain conditions of life, our social identities can strongly affect things as important as our performances in the classroom and on standardized tests, our memory capacity, our athletic performance, the pressure we feel to prove ourselves, even the comfort level we have with people of different groups—all things we typically think of as being determined by individual talents, motivations, and preferences.”

When I first read the book a few years ago, it opened my eyes to the ways that the social and physical environment of a school can either perpetuate or dismantle disabling stereotypes, and my hope is that our collective reflection and dialogue will not only inspire a fresh perspective on our students’ experiences but also bolster our community’s commitment to maintaining a safe and inclusive atmosphere for all students to thrive. The starting point for this is carefully building and nurturing our relationships with each other, and I invite all of our students and families to join us in paying close attention to the words we use with each other, to opportunities to reach out to people who feel left out, and to starting with compassion and kindness.

Back to school guide

The Back-to-School Guide (www.aw.org/back-to-school) includes everything you need, from reminders about accessing forms and contact information to summer work and a packing list for our Orientation Trip. Over the summer, Middle School students had some reading and writing to do (details are in the Back-to-School Guide and on the June 8 post of the Middle School Blog), and they were expected to get some math work done via TenMarks. Please note that summer work for Ten Marks will be unavailable after August 20.

Academic schedule

This year, we will continue with our 6-Day schedule. Letter Days are posted on the master calendar on myAW (be sure to activate 6-Day Schedule under School Calendars to see them). This year, we are implementing two changes that impact our academic schedule. First, we are expanding to three sections of Sixth Grade, with an eye to expanding to three sections across all MS grade levels. Second, as I wrote at the end of the last school year, all students in a grade level will be scheduled for math at the same time. This gives us the flexibility to group students around progress, appropriate pacing, and mastery. Students will be placed in sections relying on multiple data, including the Math Inventory and previous performance.

Lower & Middle School Information Day

On Tuesday, August 29, we host an Information Day for families in the Lower and Middle Schools. In the past, this has included a joint session in the Theater and time to visit tables in the Gym. This year, we are splitting the sessions in theater and offering 15 minute tutorials about navigating myAW.

9:00am Orientation for MS Students New to Annie Wright in the MS Lounge

9:00am Doors open! Information Tables in the Kemper Gym

9:15am myAW Tutorial in the Dance Studio (MS Families encouraged to attend)

9:30am LS Info Session in the Kemper Theater

10:00am myAW Tutorial in the Dance Studio (all Families encouraged to attend

10:15am MS Info Session in the Kemper Theater

10:45am myAW Tutorial in the Dance Studio (LS Families encouraged to attend)

11:30am End of Event

• myAW Tutorial Learn the basics of navigating the school’s student information and learning management portal, including finding report cards, schedules, homework, gradebooks, and a variety of resources!
• LS Info Session Geared toward families who are new to the Lower School, get a preview of the year to come, with special attention to the logistics of the school day!
• MS Info Session Geared toward families who are new to the Middle School, get a preview of the year to come, with special attention to the culture and climate, logistics, and program of the Middle School!
• Information Tables All families are encouraged to visit information tables in the Kemper Gym about Bus Transportation, Bookstore, Educational Technology, Extended Day, Health Forms, Learning Support, Private Music and Language Lessons, Registration, and more!

Start of school

Please note the following important dates for the start of the school year:

• Wednesday, August 30: Opening Day
• Daily Uniform 
• 8:00am MS Students report to the Library
• 8:00am Coffee with the Head of Schools in the Great Hall
• 8:45am Opening Day Chapel
• Students receive their planners and schedules and meet their Advisors on Opening Day. Advisory and section lists are not available before Opening Day.
• Thursday, August 31
• 8:00am MS Students report to Advisory in Civvies Dress
• 8:15am Departure for Orientation Trip (information and packing list are available on the Back-to-School Guide)
• Friday, September 1
• Return from Orientation Trip by the end of the school day
• Tuesday, September 5
• Daily Uniform
• Classes Begin
• Thursday, September 7
• Dress Uniform - Photo Day (khakis/skirts, white button-down shirts, ties, blue sweater vests, black dress shoes, black socks or tights)  
• Thursday, September 14
• 6:30pm MS Back to School Night

Coming to campus

When you come to campus, you’ll notice the beautiful updating and expansion of our 10th Street Circle and entrances! Please remember the following:

• When dropping off or picking up at the 10th Street Circle, please follow the directions of faculty and staff directing traffic; pull as far forward as possible in the Circle before letting students out of the vehicle; and avoid letting engines run idly. Students should never exit cars from the passing lane of the Circle or from the main driving lane of 10th Street; please pull to the curb of 10th Street or of the Circle before letting students out.
• All guests, including parents and other family members, must: sign in at the Front Desk or the 10th Street Office; wear a visitor’s badge or sticker while inside the building; and sign out when exiting the building. This is for security and emergency accounting purposes. Throughout the school day, Middle School entrance from the 10th Street Circle are open only from 7:30am-8:00am. Parents and other family members should not enter the school through the Middle School entrance.

Uniforms

All students are expected to be in uniform at all times while on campus (except for designated Civvies days or special events). Please ensure that your student’s school clothes adhere to our guidelines, especially:

• Hair color: Dyed hair must be a naturally occurring color.
• Shoes & socks: Shoes should be all or predominantly white or black, should have less than a 2” heel, and should not extend above the ankle. Socks must be solid black or solid white - no graphics, images, or patterns.
• Pants, shorts & skirts: Khaki pants or shorts should be hemmed and loose-fitting - no cargo style, capri length, jean-cut, or leggings. Skirts should hang no more than 2” above the knee.
• Dress uniform: Please remember that students must wear dress shoes (not sneakers), black socks or tights, and a belt (if wearing khakis) on Dress Uniform Days.
• PE Uniforms: All students are expected to wear PE Uniforms, available for purchase in the Bookstore for PHE class and Athletics (including teams, yoga, and strength & conditioning).

Athletics

During Opening Day and Orientation, students will learn about offerings for Athletics and have a chance to indicate their preferences for the full school year. Students may change their choice for Athletics until the first practice of each new season. Offerings for 2017-2018 are:

• Fall: Boys Soccer, Girls Volleyball, Co-ed Cross Country, Co-ed Yoga
• Winter I: Girls Soccer, Boys Basketball, Co-ed Strength & Conditioning, Yoga
• Winter II: Girls Basketball, Co-ed Preseason Ultimate, Co-ed Strength & Conditioning, Yoga
• Spring: Co-ed Track & Field, Co-ed Ultimate, Co-ed Tennis, Co-ed Golf, Yoga

Students who participate in a team or physical or athletic training (minimum 8 hours per week) outside Annie Wright may request an Athletics Waiver for the duration of the outside team’s season or for the duration of the training season. Students who receive a waiver report to study hall during the Athletics block. To request an Athletics Waiver, the parent/guardian must provide:

1. A written request from a parent/guardian detailing the team or training in which the the student is participating, the hours of participation, and the duration of the season (an email to Mr. Hulseman with this information will suffice);
2. and a letter from the team coach or training supervisor confirming the hours of participation and the duration of the season (an email from the coach to Mr. Hulseman with this information will suffice).

When an Athletics Waiver is implemented, the student is expected to remain on campus in study hall until the end of the school day (3:10pm). Students may not leave campus early on a regular basis without express permission from Mr. Hulseman.  

Updated information

Please be sure to update your contact card on myAW - updated contact information and emergency contacts is essential! To review and edit your contact card, log into myAW, click your name in the top right-hand corner, and click profile. Click the pencil icon in each field to edit your information. Also, if you have any updated information regarding your student, such as new or updated assessments or updated medical information, please be sure to forward appropriate documentation to us.

Trips to China & Iceland

We are excited to offer two international trips this year! Over Spring Break, Mrs. Flores will lead a group of students to China, and over the summer!

The trip to China:

• WHO: Middle and Upper School Students, accompanied by Annie Wright faculty.
• WHAT: A 10 day trip to Beijing, Xi'an, and Shanghai.
• WHEN: Spring Break! March 22-31, 2018.
• COST: The cost per student is $3,664. WorldStrides provides several options for payment, including a monthly EZPay, as well as financial assistance through the FLAG program.
• HOW TO SIGN UP: Go to www.worldstrides.com/enroll! Username: travel; Password: wright. This page gives you all the information you need regarding itinerary, cost, and payment options.
• DOES MY STUDENT NEED A PASSPORT AND VISA FOR THIS TRIP? Yes! According to the US Department of State, US residents need a passport that is valid for 6 months after the visit and a tourist visa. WorldStrides provides an online system to check visa requirements and instructions to apply for visas.
• DEADLINE: Sign up with a non-refundable deposit of $300 by June 15, 2017 for a discounted rate! The final, non-refundable date to enroll is September 15, 2017.
• Questions? Contact Mrs. Alice Flores!

The trip to Iceland: An informational meeting will be held on September 8.

• WHO: Middle and Upper School Students, accompanied by Annie Wright faculty.
• WHAT: A 9 day trip to Iceland to explore the country’s unique ecosystem, geology, and culture.
• WHEN: June 18-26, 2018.
• COST: The cost per student is $3,739 until October 5, 2017. WorldStrides provides several options for payment, including monthly EZPay, as well as financial assistance through the FLAG program.
• HOW TO SIGN UP: Go to www.worldstrides.com/enroll! Username: wright; Password: iceland. This page gives you all the information you need regarding itinerary, cost, and payment options.
• DOES MY STUDENT NEED A PASSPORT AND VISA FOR THIS TRIP? Yes! According to the US Department of State, US residents need a passport that is valid for 3 months after the visit; no tourist visa is required. WorldStrides provides an online system to check visa requirements and instructions to apply for visas.
• DEADLINE: Sign up with a non-refundable deposit of $300 by October 5, 2017 for a discounted rate!
• For more information, see this short presentation or contact Ms. Emma Hartmann or Ms. Niki Taylor.