Middle School

The middle school academic program is designed to engage students in learning which is interactive and appropriately rigorous, which helps them transition to the greater independence of high school, and which begins laying the foundation for college. To this end, our program emphasizes personal initiative, complex thinking and communication.

Personal Initiative

Students are active partners in their education at Red Cedar. They are encouraged to have questions, ideas and opinions, to pursue interests, to think, create, make choices and decisions. Student's voices are supported and nurtured. Students are also expected to act responsibly, to make and follow through on commitments, to consider the consequences of their actions, to fully engage in their learning and to do their best work in class and homework assignments. Teachers work closely with students to establish accountability. Follow-through is taken seriously so that students realize the importance of personal initiative and responsibility, and eventually internalize these as habits of being.

Complex Thinking

Woven throughout everything we do is an emphasis on helping students develop the ability to think: to care about ideas, to ask important questions, to take the time to gather information, to analyze deliberately, to have opinions, to substantiate these opinions, to carefully consider the ideas of others, to be able to change their point of view in response to new information. Students are regularly asked: What do you think? Why? What are you basing this on? Can you respond to what he/she just said? Does this make sense? Classes emphasize "big ideas." Students find this emphasis genuinely interesting and invigorating. Time and again students state that classes are meaningful and stimulating.

Communication

Speaking, reading and writing are strongly emphasized. Frequent small group discussion in classes helps students refine their ability to express their ideas articulately and to listen carefully to others. Formal oral presentations help students develop confidence and poise in speaking publicly. Debate sharpens students' use of structured logical thinking and the ability to think on their feet. Informal conversation, laced throughout the day with peers, younger and older students, and adults, develops fluency and ease in communicating.

Students of all ages do a great deal of writing at Red Cedar. Students are supported extensively as they develop the ability to write in many forms and genres. Teachers build on existing strengths, give regular input and feedback, and celebrate the accomplishments of students. Writing is done for a real purpose and an intended audience, and is always done to extend the development of ideas. Students tend to take a great deal of pride in their writing. Even students who came to Red Cedar as struggling or disinterested writers have commented on how much confidence, skill and enjoyment they developed in writing at the school.

Students also read extensively at Red Cedar. Literature, commentary and primary sources are emphasized. We integrate English, history and social studies; students read works of fiction that speak to the period or issue they are studying, as well as read related essays, articles, diaries and interviews. Struggling readers are given extra support.

Structure of Middle School Program

Each day begins with a morning meeting for each group. Classes are scheduled throughout the morning, with a mid-morning break for snack. The period before lunch varies daily and includes music, sports and games, and older/younger student mentor partners. The school shares a mid-day hour for lunch and free time. Classes are held after lunch, except on Wednesday afternoons, which are designated for workshops in the arts and outdoor adventure for elementary and middle school students and for community apprenticeships for high school students.

Multi-Age Groupings

Middle school classes generally have an age range of two to three years. Our multi-age philosophy acknowledges that all students possess a unique mix of strengths, challenges, and levels of development and maturity in various areas. Multi-age groupings allow for a rich mix within the group which benefits everyone: students are more accepting of their differences, everyone has a chance to both give and receive inspiration, and everyone benefits from the greater diversity of ideas and insights. Rather than aiming at a one-size norm, instruction and expectations are differentiated. Groups focus on shared themes, read books together and work on related projects, but within this common ground are variations tailored to the needs of the individuals.

Core Teacher Home Base

Each multi-age group has a home base in the school. A core teacher works closely with the group and serves as an advisor to each of the students. Each group begins the day with their core teacher at a morning meeting to focus on the social community of the group, talk about social issues, deal with problems that have come up, and prepare for the day. The daily morning meeting helps lay the foundation for a climate of trust and respect among the students.

Rigor and Support

We have high expectations: we want our students to discover and develop their talents, grow skills they will need, and to experience the satisfaction of meaningful hard work. Our goal is to help students find the point of stretch where significant learning takes place. This point is different for each student and finding it depends on a trusting and supportive relationship between teacher and student.

Structure and Freedom

Our small size and personalized approach allow us to provide an elastic kind of structure. Some students need a great deal of structure and we provide it for them (with the goal of helping them to organize and discipline themselves so that they gradually internalize this and provide it for themselves). Some students are self-motivated and self-directed and thrive with a fair amount of freedom. Many students are a mix of both, depending on the area and their ongoing growth. Because we are small, personal and flexible, we can provide as much structure or freedom as each student needs.

Homework

Middle school students at Red Cedar are given an hour to an hour and a half of homework a night. Homework includes reading, writing, project work and other exercises and activities. Teachers give thoughtful concern to assignments to ensure that homework is meaningful and helpful.

Evaluation

Informal feedback is given often to students. We talk frequently with them about how they are doing, and individual conferences about writing and other work are a regular part of classes. Students are frequently asked to reflect on their growth and learning, and to set goals for themselves. Students create portfolios of their best work. Both teachers and students prepare formal evaluations at the end of each quarter. Brief progress reports are sent to parents at the middle of each quarter. Students are not given grades, nor are they ranked.

Classes

Humanities

This class explores essential questions and issues in the humanities through the study of literature, art, news sources, commentary, primary historical documents, film, guest speakers, projects and field studies. Classes focus on local, national and global studies. An examination of the development of personal beliefs and ethics, and an exploration of responsible citizenship are interwoven throughout the humanities classes. Students develop ideas and points of view, and substantiate these through careful examination of issues and information. Students are expected to communicate their reflections and thinking regularly through class discussion, writing, projects, oral presentations, debate and the arts. Students are also given support for undertaking projects of their own choice and design.

Students participate in a Writer's Workshop that meets most days. The workshop focuses on a variety of genres over the course of the year (e.g. personal narrative, short fiction, essays, research paper, poetry, etc.). During each genre study, students work daily on a piece of writing of their choice. The teacher meets and conferences with individual students during the workshop to provide support and feedback. Workshop sessions begin with a brief lesson on the craft of writing or an examination of a model of great writing. Students work at multiple drafts before a chosen piece is completed. Student work is published within the school community.

Language skills such as grammar, punctuation, spelling, and sentence and paragraph structure are focused on in specific lessons in the humanities class as well as within the writer's workshop.

Reading is an integral part of the humanities class. Literature is chosen which illuminates the theme or historic period under study. Students also choose books to read and are expected to regularly have a book underway. A reading response journal and discussion groups provide opportunities for input from the teacher and interaction with other students, and also provide accountability for keeping up with the reading.

Science

Students at the middle school level explore a variety of topics in science including chemistry, physics, earth science, biology, human anatomy and environmental science. Classes are active in nature and involve students in hands-on lab and fieldwork, content reading, critical examination of controversial issues, writing that develops analytical thinking, participation in scientific research, oral presentations of learning and service learning projects.

Mathematics

Math classes are provided through the level of calculus at Red Cedar. Each middle school student participates in a class best suited to his or her level. Math classes have a range of 4 - 7 students in them and students are given additional one-one help when it is needed.

Spanish

Students at Red Cedar learn Spanish throughout their years at the school. Middle School students have the option of earning high school credit for Spanish if they are ready and willing to do the level of work required. Spanish classes involve small group conversation, study of grammar and vocabulary, reading, writing, exploration of the cultures, arts and current issues of Spanish speaking countries, and projects which integrate the various strands of the class.

The Arts

Students engage in a variety of art explorations as an integrated part of their classes and through specific art classes and workshops. Drawing, painting, screen printing, videography, photography, pottery, sculpture, animation, mixed media, cartooning, jazz ensemble, African drumming, instrumental music, singing, and theater are all offered.

Physical Fitness

Life at Red Cedar is active. Students engage in organized sports and games, or walking and snowshoeing, during fitness classes. The entire school participates in a ski program every Wednesday afternoon in the winter, with students choosing between downhill skiing, snowboarding or cross-country skiing at Sugarbush, Snowbowl or Reikart Ski Touring Center. Outdoor adventure activities including mountain biking, rock climbing, and hiking are offered through the Wednesday Workshop program.

Wednesday Workshops

Each Wednesday afternoon, workshops are offered in the arts, outdoor adventure, and various hands-on activities. Students help to generate ideas for the workshops and choose which ones they will do. Each workshop runs for a period of 3 - 6 weeks. Some examples of workshops include: theater, screen printing, letter-boxing, birding, glass blowing, mountain biking, woodworking, jazz band, computer animation, video making, school yearbook, tracking and wilderness survival skills, junk sculpture and pottery.

Field Study

The middle school undertakes a number of field trips through the year. Learning in the field and in the community is integrated into the focus of classes. The middle school goes on one or two overnight trips each year as well.