New
students coming into the North Branch School will encounter a multi-age setting
where students have a high degree of pride and responsibility in shaping the
class environment. They will
encounter an unusually high degree of seriousness and purpose regarding
academic, community and social matters.
Doing well, trying one’s hardest, and taking academic and creative risks
are highly prized and consciously sought.
What
new kids may initially experience is the sudden proximity to older students
who’ve had a year or two building the class environment. These “old kids” are quite open
emotionally, artistically, and intellectually. They are not afraid to share
feelings, present a conflicting point of view, or grapple with a question to
which there may be no definitive answer.
Many of the issues dealt with in class are ethical, philosophical or
emotional in nature. Hence,
students accustomed to giving pat or standard answers will discover that they
must confront not just new and complex material, but sometimes also
themselves.
The school relishes humor,
honesty, and truth-seeking.
Experiences are shared, stories are told, and parallels between academic
matters and our lives are continually drawn. Definitions of words and concepts
are examined. Contradictions and
paradoxes are discussed and debated. Assumptions are challenged, most often by the students
themselves. We ask, “What do you
believe?” as well as “Why do you believe it.” Students continually explore root questions and the sources
of their understanding and ideas.
On any given day the room is filled with questions, many for which there
are no ready answers, many which require lengthy contemplation, and some which
may not be able to be answered even in the space of a year or two.
Students will encounter a place in which the
discoveries made by teachers and students are mutual. There is a palpable sense of learning together, of a
collective enterprise in which each child plays an essential part. Students work to teach each other,
question each other, support each other, and even enlighten teachers by example
or through the suddenness of epiphany.
As each student brings a unique set of talents, affinities, and learning
styles, so too do these differences become strands woven into the fabric of the
class community.
The school believes that a certain degree of
academic, creative, and emotional tension is necessary for growth. This tension creates an environment in
which students earn respect by willingly giving their particular gifts to the
process and culture of learning.
Socrates believed that tension in the mind was necessary so individuals
could rise from the “bondage of myths and half-truths to the greater realm of
creative analysis and objective appraisal” according to Martin Luther King,
Jr. That tension is also necessary
to open ground in which the heart and mind may have the space to play and grow,
and, ultimately, become an integrated whole.
First
year (7th Grade)
The
first year is challenging and sometimes exhilarating. There are new and older kids, a new building, environment,
and school culture. Time is spent at the beginning of the year working with the
new group on what it means to them to be in a new place, with new kids, at a
new stage of their lives.
Importantly, new students will begin to have more responsibility for
their work, and they will be in a culture of students who take great pride in
their work. New students will discover that the tasks at North Branch are challenging
and meaningful and that caring about one’s work is the acceptable mode.
The
new students will have time together in order to “bond” as a group. The formation of a group identity is
important as they begin to assimilate themselves into the school culture. They
have ample opportunities for discussion, reflection, debate and processing
among themselves as a way of locating themselves within the school.
The
new students will do many projects, activities and “courses” as a group
and with the older kids. These may
include poetry workshops, issues, discussions, class conferences, literature,
and social studies. The new
students will also be fully a part of the larger class, particularly in the
areas of class government, ethics and philosophy issues, creative writing and
the class “literary community.” In
particular, they are introduced to the process of autobiographical narrative
writing, writing passionate and logical persuasive essays, and reading poetry
and novels with depth.
We
(the teachers) spend a good deal of time the first year getting to know each
individual kid, his or her learning style, family, and life outside of
school. Having whole year for this
process creates an important foundation for the following two years. We begin to see the kids not only at
their age and "level," but also over the longer developmental
span. This helps immeasurably as
we encourage students to deepen, take on different challenges, and respond to
any difficulties or other changes.
As much as any material or subject matter, we
are concerned with each student’s development of an ethical self. Their autobiographical and reflective
writing opens many paths of learning in this regard. Similarly, their work and involvement in the class
government and community service introduces them to concepts in empathic
leadership, philosophical reason, and community welfare.
Completing the first year is a wonderful rite of passage. By year’s end they will feel a deep
connection to each other and to school.
The end-of-the-year ceremony for the now not-so-new students focuses on
their success in navigating the first year of “middle school,” and on their
integration into the class community.
We highlight their strengths, and we define areas into which we hope
they will grow and extend themselves.
They leave the first year feeling quite proud of themselves, and ready
to take on the larger responsibilities of being an “old kid.”
Second
Year (8th Grade)
The
work and excitement of the first year has enormous pay-offs in the eighth grade
year. Second year kids are a full
part of the class culture, and they naturally carry this experience with pride
and seriousness. They begin to
shoulder the responsibility of being leaders in the school, of teaching the new
students the “ways” of doing things, of shaping the class government, leading
class conferences on issues, establishing a vigorous work ethic and promoting
the humor and traditions of the class.
The
connections with peers of their “class” provide an invaluable touchstone. The previous year together in an
intimate and open setting enables students to know each other in ways that are
rare for kids this age. This closeness, and the efforts to promote it, provide
a safe environment: and when kids feel safe, when they are all are looking out
for each other, then they are more able and comfortable to work to the best of
their abilities. All of this provides a wonderful forum for community building,
leadership and for making healthy friendships.
The
second-year students have a huge role to play in helping new kids enter into
the class, helping them to understand concepts and idiosyncrasies of the class,
reading and editing new student’s work, passing on the history of the class,
and modeling positive behavior. The older students take a large role in
introducing the way the school runs—literature classes, creative writing, class
conferences, class government, and the process and structure of math and
science.The older kids are largely responsible for making it a safe and secure
place to be, and when things don’t go exactly right, they have responsibility
in mediating or seeking the solution. As their cognitive abilities expand, they
begin to deepen in their ability to think abstractly and articulate the breadth
of their vision and understanding.
Importantly,
by the second year we (the teachers) know them extremely well—their strengths
and weaknesses, their learning styles and quirks, their interests and
affinities. We also have
established a strong connection with the family/parents, a continuing dialogue
that deepens as students grow and develop.
In
addition to continuing the work begun the first year (class government,
creative and autobiographical writing, literature, and social studies), the
second year students have a few new components added to their workload. They will take on larger positions
within the class government. They
will continue to work on any areas needing development or extra support. They will spend a considerable amount
of time setting their own learning goals and reflecting on their progress. And they will begin devising a yearlong
study/mentor-ship that they will complete during their third/last (9th
grade) year.
The
end of the year is marked by a series of reflective writings based on what they
have learned, seen, felt, and understood.
The end of the year ceremony is a celebration of their achievements, and
may include a public speech or reading focussed on what they have learned and
what they hope for their final year.
Third
Year (9th Grade)
The
third and final year is the culmination of a lot of exciting growth and
learning. The leadership roles
continue to develop, but the third year is distinguished from the first two in
a number of significant ways. We work to extend their natural idealism, which
is kindled by the safe and secure atmosphere of the school. As they begin to look outward, their
view broadens, and, we hope, begins to extend into the world beyond them.
Most noticeably, increased
autonomy granted is granted to the older kids. It is expected that they can work independently and with
purpose and self-direction. This
shift is manifested in the leadership roles they play in leading class
conferences, mediating disputes, solving problems, and defining issues.
creative writing, which for the first two years centered around
autobiographical narrative, will shift to other genres, including the formal
essay, the personal essay, creative fiction and non-fiction, and exploratory
creative writing. Students with
the desire and initiative may undertake an independent writing project,
focusing, for instance, on poetry, science fiction, or intensive journaling.
Students may also develop individually designed year-long independent projects
which are focused around each student’s intellectual strengths and interests,
and may incorporate a series of different approaches to mastering a chosen
subject, in cluding community service.
Finally, the ninth grade may organize a service-learning class trip,
usually in the spring. The
students have responsibility to plan, research, and raise funds for this
experience.
There will also be an increased focus on
self-reflection and developing and articulating a personal philosophy. Third year students pursue in depth the
questions they have been asking and examining for the first two years. Part of this exploration involves
having them write philosophies of learning and knowledge, innocence and
experience. These written explorations
will be a culmination and synthesis—their final “sculptures” based on
themselves and the material they have encountered in their time in the school.
In
addition to the philosophical, emotional and ethical development outlined
above, by the time they have completed their third year, students will have
developed remarkable proficiencies in the written and spoken word. They will have had experience in or
mastered numerous genres of writing, including autobiographical narrative,
journal, poetry, persuasive essay, and the self-reflective writing. They will have examined in depth
many forms of literature, including the novel, short story, poem, play,
folk-tales, children’s literature, and mythology. They will have surveyed world history, Vermont history,
Colonial and U.S. Constitutional history, American history, selected topics in
American history (African American, Native American, and women’s history), art
history, comparative religion, and a study of the Holocaust, with extensive
exposure to the use and importance of primary sources. They will have navigated
a three-year advance in mathematics and gained broad exposure to disciplines in
science. In short, they will be more than ready for their next steps in their
school experience.
The end of the
year ceremony concludes with the third-year students’ graduation. They will each speak, read, or perform,
and teachers will speak and read about them. The event is a joyous celebration of the school, of learning
and growing, and of the kids themselves.
The North Branch School Curriculum
No brief outline of a school’s curriculum can illustrate with perfect clarity and completeness what will occur during a school day or school year. Nevertheless, we have summarized the essence of each area of the curriculum with attention given to the philosophy behind what the school does, as well as to some of endeavors in which students engage.
It should be noted that we hope and expect that in a given year the course of the curriculum will change and evolve as it is influenced by the dynamics of the group of students, the whims and inspirations of the teachers, as well as by the students’ own passions, interests and ideals.
We rotate
three core themes, and each year is organized around one of them.:
Year
One: Freedom and Revolution (U.S. History, Civil Rights)
Year
Two: Flight and the Pursuit of the Holy Grail (World Religion)
Year Three: Mapping a More Perfect World (Utopia, U.S. and World History)
The core
theme allows for the opportunity to place the subjects we study into unified
(but open) context, so that students can return to and reexamine topics, while
deepening thought about concepts and ideas over the course of the year.
The
three-year cycle is designed to have over-lap, so that topics studied one year
will inform studies in the following year. At the same time, students can always be referring back to
the studies of the previous year.
Generally speaking, the art and art history topics are linked with the
social studies focus; the literature studied is linked to the core theme and
social studies; math is often linked to art and sceince; and students are
encouraged to link science studies with art and creative writing
No matter what year in the cycle, students are continually
involved in creative autobiographical narrative, speech writing, philosophy
essays, ethical inquiry, math, science, community service,and student
self-government.
An Interdisciplinary Approach
The North Branch School curriculum is based on an interdisciplinary approach which seeks to remove the walls that separate fields of knowledge. Subjects, topics and themes are integrated so that each body of knowledge unfolds in an open context, enabling students to make broad connections and deepen understanding. Students’ own experience and interests are incorporated into each area of study, so that learning is a personalized process intimately connected to each learner. The themes provide a focus and touchstone across subject areas so students view subjects from myriad perspectives and broad philosophical depth.
If, for instance, the theme is
African American Studies, we may read the poetry of the Harlem Renaissance,
study the art of Jean Michel Basquiat, and read selections from The
Confessions of Nat Turner. We may make clay models
to replicate a slave auction or a lunch-counter sit-in. We may visit the photography exhibit of
Teenie Harris, African American photographer, learn and sing the songs of the
Freedom Singers, make a time-line of significant events in African American
history, and have a guest musician who’ll play and discuss ragtime music. We will make connections between our
own class Constitution and Bill of rights and the U.S. Constitution and Bill of
Rights. We may read Roll of
Thunder, Hear My Cry
or To Kill A Mockingbird. We may have a guest
speaker who discusses his or her involvment in the Civil Rights movement, and
we may write essays in which we analyze the views and actions of various
historical individuals throughout the course of African American history. We will watch “Glory,” “Malcolm X,” and
“Amistad,’ with attention given to the art of film –making as well as to the
subjects and presentations of history in film. Students will
develop, research and present multi-media independent projects on topics of
individual interest, and these projects will be presented to the class. Discussions will revolve around
concepts related to power, prejudice, tolerance, oppression, suffering, the
dynamics of majorities and minorities, equality, and democracy, and all of
these will be related to the students’ own class government and social
structure.
For Religion, we may spend time
hiking and snowshoeing the Spirit In Nature interfaith trails in Ripton
woods. We will have speakers from
a wide variety of faiths lead us on the trails to examine the relationship between
faith and nature. We will visit
various places of worship, discuss philosophical concepts such as God, the
soul, good and evil, innocence and experience, family religious history, the
role of religion in war and peace, and personal theology, We will watch films
like “The Little Buddha,” “Romero,” “The Mission”, “Schindler’s List” and “Life
of Brian” to see various views of religion. We will examine religious art, seeking to discover
diversity, similarity, and difference.
Social Studies
The Social Studies curriculum seeks to integrate class activity and discussion, independent research projects on related topics, field trips, guest experts, poetry and literature, and, if appropriate, films, documentary, art, and music.
The school emphasizes the use of primary sources, including
memoir, political cartoons, diaries, poetry, photographs, eye-witness accounts,
statistics, oral histories, speeches, slogans, documentary footage of actual
events, original laws and amendments, contemporaneous editorials, pamphlets,
literature, music and art—these become the foundation of the students’
understanding. Each year each
student will devise, research and present 2-3 independent social studies
projects that are linked in some way to the broad touchstone topics.
Essential to the social studies and history curriculum is
the development of critical reasoning and analytical skills, the ability to
organize and evaluate information, and a facility to articulate subjective and
objective responses to material.
Persuasive argument, personal and expository essays, students’ own
speeches based on historical information, role-playing and re-enactment are all
utilized. As a subject unfolds,
students assume the responsibility and freedom to choose particular branches of
related study based on individual interests and are encouraged to discover and
use a broad range of materials and sources by which to deepen their
understanding. These self-directed
research projects allow students to become experts and teachers themselves as
they present their findings and work.
Students are encouraged to follow
their intellectual inclinations and passions as a way of becoming autonomous,
self-directed learners. We
encourage them to make responsible decisions about what they pursue, and we
help them develop their areas of expertise by allowing them opportunities to
integrate those areas into the larger curriculum. What they choose to pursue is as important as how they pursue it. Allowing students to deepen knowledge
in a natural and comfortable way is integral to helping them develop skills as
life-long learners.
Within the larger context of the
curriculum students are given a wide range of avenues to express themselves,
present their understanding, or approach questions. Within a social studies symposia or unit in science, for instance,
they may have a choice of areas to research and present; in current events they
can focus on issues they deem most important; in literature seminar they may
select a passage or poem to analyze or a concept to illustrate; if they are
leading class discussion, they may determine the teaching methods and focus of
class activity. In all of these
students are encouraged to seek and use a variety mediums, materials and
sources
We
ask our students to look at the ways in which they see themselves reflected in
history. How do aspects of history
mirror their own social or familial relationships? How are they affected by
what they discover? What are the values, emotions, ideals and morals underlying
the flow of historical time? When
students are asked to make connections between their own thoughts and histories
and what they are studying, the examination of history is freed from the
abstract and urged into the moment.
The following is a selection of the major social
studies topics studied over a three year period
Year One
World Religion: Independent projects on: Native American religions, History of
Christianity, Mayan religion, Egyptian religion, the Architecture of
Cathedrals, Buddhism, Islam, Hinduism, Mother Teresa, Greek and Roman
Goddesses, Vodun, Rastafarianism, The Holocaust, religious festivals and
ceremonies, The origins of religion and Animism, Wiccan, The Salem Witch trials
Class Government: Writing the Class Constitution
Year Two
Utopia:
Independent projects on: 19th Century Utopian
Communities, Native American nations as Utopian Communities, Plato, Greek
Myths, and the Golden Age of Athens,
Shakers, Children in Intentional Communities/Ketura Kibbutz,
Monasteries, convents, and Plum Village, Contemporary Utopian visionaries, Jim
Jones and Jonestown, Dimetrodon, Ten Stones Community, UNICEF, Nelson Mandela,
Apartheid, and South Africa, Nazism and Eugenics, Quakers, Sustainable
Intentional Communities and Walden, The Beloved Community-Civil Rights Movement, Koininia, Co-Housing, Marxism,
Communism, Socialism, Center for Victims of Torture, Gandhi. The art of Jenny Holzer and
Advertising, Bread and Puppet Theater
Self-government: Creation of a class constitution,
judicial and mediation system, environmental and
recycling policy, and
statement of school philosophy.
World
Civilizations: Government, Woman and Art
Time-Capsule
Year
Three
Revolution: Independent Projects on:
Documents of revolution, Che Guevara, Luddites and Neo-luddites, John Brown and
Nat Turner, revolution in Transportation, Seminole Resistance, African-American
social revolutionary athletes, revolution in music, Spartacus, Gandhi and the
Indian independence movement, Anti-Vietnam war protest and engaged Buddhism,
Communist revolution, Toussaint L’Overture and the Haitian Revolution, Cinque
and the Amistad, Darwin and
Evolution, revolution in Art, the Industrial Revolution, revolution in science,
Emma Goldman and women’s suffrage.
Freedom: the Slave trade and
Slavery, Plantation Life, Abolitionism, the Civil War, Reconstruction, Jim Crow
South, The Ku Klux Klan, Rebels and Pioneers, Poets, Artists and Musicians, the
Great Migration, the Harlem Renaissance, the Civil Rights movement, and Malcolm
X and the Black Power movement; Films on african American history, Jack
Johnson, music of slavery and the scivil rights, and the “Eyes on the Prize”
documentary series.
Writing
The school emphasizes the importance of writing as a
cognitive tool and as a means of reflection and discovery in all subjects
across the curriculum: in literature, art, current events, philosophy, science
and history students write about the issues they encounter, the questions they
raise and the answers they find.
The program in writing focuses on the power of the written word as a communicative
skill through a variety of genres, including narrative autobiography, personal
and expository essays, formal research papers, poetry, speech writing, creative
fiction, reflective journals, and journalism (in the form of writing and
reporting for The Current, the school Newsletter).
We begin with the belief that all students can write with
passion and style, that they all have a voice to discover and some truth to
tell— about themselves and about their understanding of the world. We emphasize the technical craft of
writing, but we are equally concerned that our students discover that writing
is an art requiring equal measures of emotional openness, intellectual rigor
and personal discipline. The school
fosters a “literary community”—work is developed and deepened in a supportive
“workshop” environment, great writing is celebrated and shared, and students
assume an integral role in maintaining an atmosphere which encourages and
rewards creative risks and artistic revelation. All the best work is published
at the end of the year in a literary magazine, The Undercurrent.
Poetry...no, sorry; POETRY. The art of using words to make a blank page beautiful; an
entertainment, a message, poetry.
Anyone can write it, really—given space and the time to formulate an
idea. “Incandescent,” “bitter,” “felled,” “red-hot”—all words that can be
used. But any word can be a good
word, if you think about it.
—
Doug Woos, ‘04
Sparkling imaginations stroll about, the young adolescent
minds are being put to the test.
Many thoughts come through, writing for the right one, aha! I got
it. Thinking of what to write,
when in fact, I’m saying it.
—Steve Hoyt, ‘04
At the heart of the writing
curriculum is a program focused on autobiographical narrative. In journals, short vignettes, longer
stories and sometimes through poetry and a student written play, students are
encouraged to explore their own experience, knowledge and emotions, to use the
conflicts and discoveries of their own lives as their source and
well-spring. Because early
adolescents are by nature experiencing great physical, emotional, cognitive and
social changes, the autobiographical narrative writing allows them an ideal
time and space to work out some of the kinks, to begin to sculpt a sense of
themselves into something more graceful and orderly.
The stories range in topic and
theme, from the joys of childhood, experiences with rejection, triumphs and
failures in school, sibling rivalry, friendships, relationships with parents,
growing up, the loss of innocence, betrayal and loyalty, to death and
love. As they encounter what
mystifies or confines them they are given the permission to navigate and
negotiate their own growth—to learn to understand themselves. The writing is a tool by which they may
weave or assimilate experience into the narrative fabric of their lives until
ultimately they begin to feel that their writing is something very much their
own, something vitally important to their conception of themselves.
I never understood
the power of writing until my last story about my mom. I had read Katelyn's story and it made
me cry in 7th grade, but it had never been anything I understood. All my stories before had been like the
drawings Asher Lev makes for Mashpia - stagnant creations done for someone
else. When I started writing my
last story something came out of me that I didn't know I had. My first two pages were beautiful, and
powerful. They scared the hell out
of me and I didn't write for a while.
I had a scream inside of me that scared me, but I had to write about it.
Gabe K.*
Literature
We want to stimulate students to
become sensitive and discerning readers, to learn to respond to the subtleties
of language and technique, and to develop the ability to discover how and when
an author has revealed a vital truth. And because much of the literature is
integrated with other studies and subjects, students have the opportunity to
see literature in a broad context with dimensions extending beyond the covers
of the book in hand.
In discussion-based seminars
centered on novels, short stories, plays or poetry, our most basic expectation
is that students understand the events, plot, characters and action of the
given selection. More important,
however, is for students to begin to understand the pleasures of close
re-reading and the subsequent revelation of deeper meanings. Further, we encourage students to apply
the meaning they discover to their conception of themselves and their view of
the world so that reading becomes a personally relevant enterprise.
There's a
quote by C.S. Lewis that says: "We read to know that we're not
alone." I totally agree with
that. That's the point of
literature. There is a sense of
comfort in knowing that you're not the only one who's ever felt a certain
feeling. One of the reasons why A
Catcher in the Rye was one of my favorites is because Holden described
things that I had felt. He knew
things about himself that I knew about myself and to watch him make the same
mistakes I have was comforting. No
one ever wants to feel weird.
Reading makes you feel normal and it makes you feel that there are
people in the world who sympathize with you.
–Elizabeth
A.
We want to know which passages are especially
moving or beautiful, and what specifically makes them so? What are the author's
intentions, and to what degree has he or she succeeded? How has the author
created the world of the story, and how deeply are the students drawn into that
world? What are the conflicts, tensions, and moral dilemmas the story poses? In
what ways can students empathize with the conflicts that the characters face?
How are the characters heroes? What makes or defines a hero? We continually encourage students to
formulate their own questions and to use textual evidence to articulate their
own responses.
Generally, the class is broken into
two literature groups: 7th
grade literature, and 8/9th grad literature. The groups ususally read two common
books.Following is a sampling of the kinds of literature and writing explored
from 2002-5
A Sampling of Literature and Writing over a three-year period
Books,
Novels, and Poetry:
The Pearl, Steinbeck, A Day No Pigs Would
Die, Peck; Then
There Was Light,
Lusseyran; The Dhammapada, Siddhartha Gautama; To Kill a Mockingbird, Lee; Night, Weisel; The Secret Life of Bees, Kidd; Watership Down, Adams; Ellen Foster, Gibbons; Ask The Dust, Hesse; Call Me By My True Names, Hanh
Speeches: “My Holy Grail”
Literary
Magazine, “The UnderCurrent” (poetry, essays, stories, sketches, quotes
Philosophy Responses
History of
World Religion in Haiku
Book of
Student Authored Creation Myths
Student
Authored Pantheon—NBS Gods and Goddesses
Student-Written
Play: “A Fight to Remember”
Student-Written Puppet shows
based on Native American Myths
Newsletter-“The Current”
Year
Two
Speeches:
“What do I need to know to live a good life?”
Stories,
Character Sketches, Place Descriptions
Student
Authored Constitution (in Progress)
Second
Edition: “The Undercurrent”
Newsletters-The
Current”
Short
response: Hopes, Dreams, and Vision for the New Building
Class
Authored Voice Montage
Essays: Class Government/Elections
Student
Written Play: “Of Gods and Fools: The Search for the Perfect Mind”
Novels and Poetry: “In
Memory Of W.B. Yeats,” Auden; “No Man is An Island,” Donne; “Fern Hill,”
Thomas; View With Grain of Sand, Symborska; The Red Pony, Steinbeck; Words
of Peace (Nobel Prize Winners); The
Words of Martin Luther King, Jr.; Annie
John, Kincaid; The Golden Compass,
Pullman; The Lord of the Flies, Golding; My Name is Asher Lev, Potok; The Adventures of Huckleberry Finn, Twain; When the Legends Die, Borland
Year Three
Speeches: “What is freedom and what freedom do I need?”
Stories,
Character Sketches, Place Descriptions
Student
Authored Constitution (in Progress)
Third
Edition: “The Undercurrent”
Newsletters-The
Current”
Class-authored
poem: “Who Am I? Whaere I have I been? Whare Am I going?”
Class-Authored
Play: “Let Them Play Music: A Revolution….Of Sorts”
Essays on
the “Inner Core”
Literary
Essays: On Langstons Hughes and
Zora Neal Hurston’s Their Eyes Were Watching God
Poetry: poems
on freedom and revolution
Novels read:
Of Mice and Men,
Steinbeck; To Kill A
Mockingbird,
Lee; One Flew Over the Cuckoo’s Nest, Kesey; The Giver, Lowry; Farenheit 451, Bradbury; Before We Were Free, Alvarez; Their Eyes Were Wacthing
God, Hurston; The
Dream keeper and other Poems, Hughes;
Poetry: e.e.
cummings, Wallace Stevens, and Billy
Collins
Grammar
Grammar is covered primarily through a contextual approach. Through intensive writing and a methodical process of drafting, self- and peer editing, revising and rewriting, reading and publishing, a premium is placed on structural clarity and lyricism.
We cover and review: conjugation of verbs, case study, phrases and clauses, linguistic transformations, parts of speech, commas, punctuation, capitalization, sentences fragments, run-ons, complements, use of nominative and objective case, object and subject pronouns, proper nouns, using quotations, writing a business letter, and other incredibly fun and exciting grammar tidbits.
Science
The
science program at the North Branch School is designed to encourage students in
making discoveries about the world around them through guided inquiry. Through a combination of activities,
labs, reflective writings, discussions and lectures, students have many
different avenues to pursue their understanding of scientific concepts and to
develop their scientific knowledge.
Activities are generally designed to promote opportunities for solving
real-life problems and asking questions about what students are observing. There is also an emphasis on critical
thinking skills: students are
often asked to make predictions, evaluate why something happened the way it
did, and apply concepts they have learned to observations of phenomena.
Due
to the diverse nature of the NBS student body (age, interests, and abilities),
and since all students are covering the same general topic at any one time, an
effort is made to mix fun, engaging activities which are designed to stimulate
student interest in science with more in-depth evaluation of concepts and
phenomena. At times, students are
engaged in structured labs which follow particular procedures and methods and
have pre-determined outcomes.
While, at other times, students use their critical thinking, writing,
artistic and social skills to solve problems; create models, sculptures, and
other projects; and to work with other students to develop a trail, write a
guide book, conduct a study of a stream, etc.
Our
study of science focuses on student’s everyday experience with the world around
them. Many of our studies center
on studying the natural environment around the school, while others engage
students in building their own instruments, models or experimental apparatuses
from common materials. Hiking the
trails around Ripton, exploring the woodlands and streams near the school,
developing a nature trail, digging ponds, planting gardens and practicing
winter survival skills are all integral parts of the curriculum.
Topics
covered in science move through a three-year cycle, emphasizing either Earth
science, life science or physical science in a school year, while also
encouraging exploration of themes which run across traditional academic
divisions in the sciences and allow for individual student interests. The following is a general outline of
the three-year science curriculum.
Care is taken to provide a coherent experience to students entering the
school at any point in this cycle.
The first unit each year focuses on scientific measurement and method
and a review of concepts and procedures used throughout science. Note that some units are designed to
focus on specific areas of scientific study while others present real-life
problems which involve a wide range of knowledge, concepts and critical
thinking skills.
2005-6 Motion & Energy
Ø
Scientific Method, Units, Conversions, Equipment and Measurement
Ø Matter and Mass
Ø Inertia and Motion
Ø Force
Ø Energy and Momentum
Ø Heat
Ø Electricity and Magnetism
Ø Model solar cars
2006-7 Earth, Space & Change
Ø Mapping
Ø Geologic Time and Evolution
Ø Geology
Ø Meteorology
Ø Ice & Snow
Ø Astronomy
Ø Light
Ø Sound
Ø Flight
2007-8 Water and Life
Ø
Scientific method
Ø Micro-area study (continues
through the year)
Ø Water & water cycle;
Winter Ecology
Ø Wetlands
Ø Construct living machines
and model ecosystems
Ø Forests
Ø Life
Ø Agriculture –
greenhouse/garden project
Specific Topics Covered in Science at NBS in Three-Year
Curriculum Cycle
Life
Science
Photosynthesis
Respiration
Transpiration
Cells
Ecosystems
Biodiversity
Succession
Food chains/webs
CO2-/O-2 cycle
Nitrogen cycle
Decomposition
Biomes
Classification
Forests/forest management
Tree/plant identification
Plant physiology/life cycles
Genetics
Evolution
Physical
Science
Matter
Properties of matter
States of matter
Atomic structure
Molecular structure
Mixtures & compounds
Chemical formulas & equations
Periodic table
Mass & Weight
pH scale
Volume
Work
Energy
Torque
Conservation laws
Motion
Newton’s laws
Friction
Momentum
Periodic motion
Simple machines
Pressure
Buoyancy
Heat and heat transfer
Temperature
Electric charge, current & circuits
Magnetism
Photovoltaics and solar energy
Light, sound, relativity, flight
Earth
Science
Watersheds
Water cycle
Snow & ice
Wetlands
Rock cycle & types
Geologic formation and change
Mapping
Topographic models
Astronomy
Meteorology
Seasons
Temperature
Humidity
Environmental protection
Recycling
Greenhouse effect
Ozone depletion
Water quality
General
Science/Skills
Scientific measurement/ systems of measurement
Scientific numbers
Scientific method
Data collection
Lab safety
History of scientific inquiry
Alternative and developing technologies
Use of equipment:
Balance, spring scale
Rulers, tape measures, etc.
Graduated cylinders
Beakers, flasks, etc.
Directional compass
GPS, GIS
Burners, hotplates
Telescopes
Microscopes
Volt/Ohm/Ammeter
Thermometers
Litmus paper
Math
Students follow a path of study
appropriate to their level of mastery, regardless of age or grade level. Math is taught in small group
seminar/tutorials. Often, math time is comprised of a short instruction block
followed by independent work.
Additionally, students with advanced mastery may serve as helpers to
other students. Students may work ahead, or they may slow down to focus on or
receive help with difficult concepts, or they may delve into deeper projects
related to the topic of study.
Math class is held four days per week. Students are quizzed and tested on their grasp and comprehension, and test-taking strategies and preparation are explored and reviewed. Fundamental philosophies in the math curriculum include:
*
Applying concepts to real life situations
* Using math as a way of developing
methodical and analytical thinking skills
* Math as a problem-solving tool
* Using a variety of methods to get
an answer
* An emphasis on self-teaching and
mastery
* Discovering concepts through
active, hands-on, visual or non-mathematical means
* Making connections between math
concepts, science, social science and the physical world
We seek the
optimal ways to teach math well to all kids and at the same time allow
opportunities to apply the skills in a variety of settings, particularly art
and science.
We have learned is faster is not better: racing through math
courses tends to cause all kids to end up mastering less and miss important content
and application skills. For all abilities, a more comfortable pace allows
opportunities to refine conceptual understanding, hone skills, and solve a
range of problems in a variety of settings. We are striving to get away from
hurrying kids into an algebra class before they are developmentally ready.
Generally 7th graders, and also many 8th graders, have
not yet reached the stage where they are capable of the abstract reasoning
necessary for success in algebra. Furthermore, kids coming from a course
studying arithmetic and basic operations will face in Algebra an enormous
onslaught of new material—and will likely resort to memorizing formulas rather
than actually understanding the concepts, to get through the course. In
preparation for algebra and geometry it is important for kids be given the time to move from the concrete to the
abstract, foster algebraic thinking, develop reasoning and problem solving
abilities and to master prerequisite skills. By rushing through courses, we
risk losing the chance to show the kids why math is fascinating, fun and
useful.
Our goal is to use three years to
get from pre-algebra to Geometry.
If we go slightly more slowly, we go in
greater depth. We are also moving toward a more
integrated approach, introducing concepts of algebra, geometry,
and trigonometry on an ongoing basis
to provide a rich and broad foundation.
This allows time to shore up any
weak areas a student may have. It
allows for applications, extensions, discussion, practice, variety, and
consolidation. We are following the growing trend
which moves away from course-based math programs and
towards a more integrated,
continuous approach.
7th
grade Math
The course
focuses on developing problem-solving skills and strategies, algebraic thinking
and reasoning ability, and a proficiency in pre-algebra math skills. Students
will apply the math skills they are mastering to solve problems both
cooperatively and individually and reflect on the strategies used. Kids are
encouraged to use multiple strategies, in-depth reasoning, deduction and
persistence to develop a problem solving disposition. Math skills include basic
operations, introductory algebra, integers, fractions, decimals, percents,
ratios, proportions, percents, data analysis, geometry, measurement and
conversions. Class time is spent largely on concrete applications, activities
and problem-solving with some daily instruction in skill areas. Daily
assignments are exercises in these skill areas and are differentiated to
address range of abilities. The class as a whole has numerous opportunities to
do math-related projects in art (stained class), building polyhedrons, kites,
doing perspective drawings, creating algorithms, conducting surveys, and
applying math concepts to current topics in science.
8th
Grade Math
Course
I: Those who are not quite ready for Algebra
will continue deepening and progressing where they left off in 7th
grade. The class retains an
integrated approach, with topics in geometry and algebra. This course allows
review of concepts and is preparation for Algebra in ninth grade. Activities
and projects encourage connections between different areas of math such as data
analysis and introductory algebra and also between math and other subjects such
as science or history.
Course
II: Integrated Algebra. For those ready to
move faster. This is an Algebra course integrating and emphasizing connections
to geometry, data analysis, and probability. Topics include patterns,
operations in algebra, equations, proportional reasoning and statistics, linear
functions, inequalities, systems, exponents, polynomials, factoring, rational
and radical functions, coordinate geometry, trigonometric ratios, probability,
and transformations. Graphics calculators are introduced. Through real–life investigations and
activities kids practice identifying
patterns, visualizing abstract concepts, algebraically modeling physical
situations, handling data and exploring graphs, and learning about functions.
9th
Grade math
Integrated
Geometry. Students will use inductive reasoning as they study geometry to
determine what is true and deductive reasoning to discern why it is true.
Applications and review of algebra concepts throughout. Topics include
inductive and deductive reasoning, lines, angles, congruence, inequalities,
parallel lines, quadrilaterals, transformations, area, similarity, right
triangles; sine, cosine, and tangent ratios; circles, concurrence, regular
polygons, geometric solids. Concrete experiences are geared toward developing,
understanding, and applying geometric concepts and formulas. Projects emphasize connections with art
and architecture.
This
sequence allows for the following math progression after NBS: ∆
Algebra
II—10th grade
∆ Pre-calculus—11th grade
∆ Calculus —12th grade
Community Service
The school believes that experiences serving the community
and working with people with different backgrounds are essential for students
to develop a capacity for compassion and social awareness. A portion of school time and time as a
group outside of school hours is devoted to working on various projects, from
volunteering in pre-schools or at the Humane Society, playing chess or Scrabble
with the elderly, cleaning streams or roadsides, conducting small fund-raisers
for causes chosen by students, participating in events such as AIDS or Hunger
Walks, or initiating campaigns for social or environmental awareness. Previous examples include serving lunch
to Ripton elders, clean-up for the Ripton Ridge Run, doing yard-work for
elderly neighbors, and making place settings for the Empty Bowl Dinner.
The start of the year is devoted to determining courses of
action and brainstorming ways to accomplish class goals. As the year progresses, students
evaluate their effectiveness and reflect on what they have learned and felt
during their service.
Occasionally students may find a passion for a particular
kind of community service through the school projects. If a student wishes to extend their
commitment and interest, the school will help them make arrangements, develop a
related independent study, or pursue a mentored internship.
Ninth Graders create an independent project or a class trip
which incorporates a focused service project (See below).
Ninth Grade Trip and Class Trips
An important part of the ninth grade year is consolidating the progress of the first two years and reflecting on the time at NBS and what is to follow. At the end of the year, the ninth grade class spends 3-4 days as a group hiking on the Long Trail or some similar rigorous outdoor experience. This trip is taken with Tal, and includes writing, drawing, discussions, solo time, and general bonding in preparation for graduation. The ninth graders spend time during the year planning the trip and raising the relatively small amount of money needed to fund it.
The school also takes a traditional All-School trip to a destination, usually a city (NYC, Boston, Montreal) replete with cultural or scientific experiences relating to the year’s curriculum. This is a fun trip, with a little intellectual or artistic exercise thrown in for good measure.
Arts
An appreciation of the arts is integrated throughout the curriculum. The school emphasizes that doing art, in any form, is an essential human activity which tells us about who we are and what we value as a culture. Equally important is the belief that art and the processes of creating are a means of personal discovery—a way of coming to know oneself.
Each year the focus of the arts varies, according to the
topics being explored and the variety of visiting artists, musicians, and drama
teachers available to work in the school.
Musicians are often invited to class to perform, talk about, or develop
music, artists conduct workshops, and drama teachers are invited to work with
students. Visits to local performances, galleries, and plays are also
incorporated.
A central component to the fine art curriculum is life
drawing. Through steady practice
over the course of the year, students work to become competent drafts-people,
and, more important, develop their ability to see and observe.
Another focus of art is a series of mixed media projects related to students’ memories, sense of identity, and past histories. Connected to their creative and autobiographical writing, students may make mandalas, ceramic sculpture, puppets, linoleum prints, collage, copper etchings, mobiles, masks, visual journals, sculptures from personal and found objects, and life-sized drawings that are filled in with representations of the material of their lives (they work to “flesh out” the brain, memory-bank, heart, soul, hands, etc.).
A wide range of art is shown and discussed relating to social studies. If we are studying the art of ancient civilizations, we may draw mythical creatures and make copper etchings from those drawings. We may look at Jacob Lawrence’s “Migration” series or listen to the music of Louis Armstrong and Muddy Waters while studying African American history; we may view Picasso’s “The Charnel House,” watch “Schindler’s List” and examine songs from the Warsaw ghetto if we are studying the Holocaust. If we are studying censorship and freedom of expression, we may examine a range of contemporary art and music involving new or radical expression. Students are free to pursue other artistic endeavors as their interests dictate through research projects and independent inquiry.
Outdoor and Physical Education
Located in the heart of the Green Mountain National Forest,
the school has myriad opportunities for outdoor learning experiences. A variety of trails, streams,
geological formations, wetlands and woodlands are in easy distance and provide
a rich environment for discovery.
The Rikert Ski Touring Center and the Middlebury College Snow Bowl offer
excellent winter sports facilities.
In order to develop a full awareness of the natural world,
students spend time outdoors on academic work, for fun and for physical
fitness. Hiking, orienteering,
geo-caching, low-level climbing, mountain biking, snowshoeing, cross-country
skiing, pond skating, tree-climbing, ropes courses and outdoor adventure games
are emphasized. Additionally,
there are regualr after-school Ultimate Frisbee in the fall and spring.
Formally, NBS fields, in the fall, a co-ed soccer team to
play against other schools; a co-ed basketball team in the winter which plays
local schools and in local leagues; and cross-country skiing in winter. We have offered a Mountain Biking Club
in the fall and spring and cross-country running in the fall. We skate and play
hockey at the Middlebury College arena on a weekly basis during the winter,
(and occasionally outdoors on local ponds) and have skiing days at the
Snow-bowl. The Official Indoor
Game is Bimini Ring-Toss.
Additionally, outdoor education and hands-on field-study are a key component of the science curriculum, particularly in the earth and life sciences.
Emotional Growth/Adolescent Issues
The early adolescent years are a critically important
developmental stage that provides a rich context in which students may develop
and deepen their understanding of themselves, their emotions, and those around
them.
Accordingly, the school incorporates students’ emotional,
intellectual and growth issues as an essential part of the learning process,
with specific attention given to psychologically related issues, including self-esteem,
personality formation and individuation, meta-cognition, peer-pressure and
conformity, race, gender and sexuality, learning profiles and parental and peer
relations.
The school actively seeks ways to allow and encourage
students to articulate their ideas and feelings on these and other relevant
concerns as they arise, with students and teachers working together to create
and maintain a safe and supportive environment.
The school incorporates related age- and developmentally
appropriate topics into the curriculum in order to better educate and inform
students, including general health and nutrition, smoking, the use and abuse of
drugs and alcohol, resistance strategies, teen pregnancy, sexually transmitted
diseases, dealing with stress, depression, eating disorders, puberty and
sexuality.
Students and teachers may invite specialists into the school
to conduct workshops on particular issues, particularly ones having to do with
body image, self-esteem, and drugs and alcohol
Class Conferences
Conferences occur at various times
throughout the week. The time is
used for students to plan their work, give presentations, ask questions,
resolve conflicts, and do reflective exercises or self-evaluations. The time may also be used for students
to take a look at their progress on independent work. We check to see how much time is being spent on work at home
(too much or too little) and discuss ways to deal with academic or social
problems. Often the students offer suggestions to each other about such issues.
Conferences are also used to collect
work or to read and discuss student writing. Students may schedule conferences to discuss or workshop
their writing with teachers and other students available as a sounding
board. If an issue has spilled
over from another class, we may debate the issue or move toward
resolution. If there are conflicts
or problems in the class, we may use the time to seek a solution. A visit by a speaker or a field trip
may become a topic for discussion.
Essentially it is flexible time used to enhance ongoing activities or
slow-down time and re-group.
Behavior and Discipline
The health of the school environment
is based on the expectation that students will be conscientious and work to the
best of their ability, that they will be honest with themselves and others, and
that they will be respectful of the school environment. However, the school understands that
occasionally a student may fall short of the school community’s expectations
and that violations of trust do occur.
As a fundamental philosophy we view disciplinary issues in a
broad educational and developmental context and as a part of the whole learning
process. The school seeks to avoid
handling such issues in a punitive manner but rather as opportunities for both
communal learning and positive individual growth.
Because each student is different and each situation has its
own set of circumstances, the school elects not to have a rigid sequence of
procedures. Rather, the school
believes each situation calls for a creative and individualized approach.
The school’s curriculum and philosophy encourage students to
take responsibility for creating and maintaining a positive, just and orderly
atmosphere. In essence, the whole
class serves as an ad hoc honor council, court and disciplinary committee. Thus, many issues will often be
addressed and dealt with by the students themselves with the guidance of
teachers and within the context of the learning and social community. On other occasions, teachers may consult
together, meet with students alone or in small groups, and/or phone parents/
guardian in order to move toward a constructive and appropriate solution.
We, the students of the North Branch School
(henceforth referred to as “NBS”), in order to create a lawful and safe
learning environment, have established guidelines for our behavior. These principles and ideals are
designed to ensure the protection of our personal rights and the rights of our
teachers, and to shape a healthy and fun school for all persons involved. We
solemnly agree that we will not become strangers to our good ethics, and we
stand by them as students and human beings.
We hold that these principles are not laws but
rather ideals that we aim to achieve.
We have created this document, not to restrain or limit those to whom it
applies, but to guarantee that they will be protected as much as possible;
not to force our values onto
future members of the class, but, rather, to state the values of our
generation.
—Preamble to 2001-02 Class
“Statement of Ideals and Principles”
Importantly, students discuss, write about and reflect upon
the incident(s) and are encouraged to assess their actions (or inactions), consequences, and effects
of the incident on the self and community. Students, peers and teachers may also seek to determine any
relevant circumstances or prior issues, which may have influenced an
incident(s).
For more serious incidents, parents will be contacted. The involved student(s) may have input
in creating a plan of reparations, possibly including, but not limited to,
writing a letter of apology or a personal reflection on the incident(s), a
contract or action-plan to change behavior, a letter to parents, community
service, or a classroom responsibility related to the incident.
If a problem is persistent or
exists to the extent that measures within the school have not resulted in
necessary behavioral changes, parents/guardian will again be notified. A conference may be scheduled with the
student, parents, and teachers to discuss the issues and possible
solutions. Any solution or plan
will be mutually agreed upon and will involve responsibilities on the part of
the school, parents, and the student(s).
The plan will be given a time frame during which improvement is closely
monitored, followed by another conference to look at appropriate next steps.
Work Periods and Quiet Study
Several times a week a quiet,
independent study period is built into the day. This provides time for students to schedule one-on-one time
with teachers, meet together on collaborative projects, seek help with academic
or other issues, complete homework or work on independent study. Students share in the responsibility of
keeping the environment productive and quiet.
Evaluation and Assessment
As a foundation the school uses the Vermont Framework of
Standards and Learning Opportunities in order to provide structure by which the
curriculum can be developed, organized, implemented and assessed. Many students will go further than what
these standards envision. But the
standards set useful, comprehensive goals for what each student should be
challenged, encouraged, and expected to achieve.
We believe that students’ success is best measured by how
far they come in a given span of time, how hard they work, by their courage to
try new experiences, and by their willingness to broaden their strengths and
enhance those areas which are not strengths. Students are not measured against each other but by personal
standards for which they are partially responsible for establishing.
Individual pieces of work are measured by intellectual and
creative risks taken and effort expended.
Larger projects and long-term creative works receive focused attention
in workshops, detailed written responses from teachers, and response and
evaluation from peers, with an emphasis on examining and celebrating
improvement and progress. Samples
of work over the course of the year are kept in a portfolio and used in
students’ self-evaluations.
Students’ achievement and development is observed and
informally assessed in areas of language, fine and gross motor function,
visual, spatial and temporal sequential ordering, attention and memory, higher
order cognition and social cognition.
Three times yearly students and parents receive lengthy
written narratives which focus on academic, social, ethical and emotional
growth. Essentially anecdotal and
descriptive, these evaluations serve as mirrors to students’ experience in
school.
Students themselves have responsibility for assessing and
reflecting on their efforts and work.
This may occur immediately following a class as a way of looking at
particular contributions just made, or it may be a more detailed written reflection
on a larger and more substantial piece of work. Each years ends with a lengthy self-evaluation by each
student focusing on contributions and growth in the class in the areas of
social, creative, emotional, and academic development. The class as a whole
frequently assesses and evaluates its progress as a working and social
community.
Parent/Teacher Conferences
In the late fall and spring teachers meet with parents to
discuss each student’s progress and development. The conferences are a chance for parents to ask questions
and offer insights about their child and for teachers to reflect back what they
have seen. If there is an area of
concern then parents and teachers will work together to address it positively
and constructively.
The door is always open, particularly if issues come up at other
times in the year. The school
works to keep paths of communication open so that small problems do not have
the chance to grow into big problems.
Extra Curricular Activities
Over the course of the year the
school helps facilitate an after school French class for those wishing to
sign-up. A debate team has competed successfully against other school teams in
the state. Each year a group of
students competes in the state Chess Team competition. Each year a group of
ninth graders spends a weekend with NBS alums and students from around the
state at the Vermont Young Writers Conference at Champlain College. A girls
group has attended the Vermont Girls Conference at Vermont Technical College.
And the school offers a mountain biking club in the fall and spring and
Ultimate Frisbee in the fall and spring
High School Readiness
The school year ends with a “graduation” event to celebrate
the accomplishments of all students. Our graduates generally will be more than
ready—emotionally and academically—to make the transition from The North Branch
School to high school. In the effort to smooth the transition, time is devoted
at the end of the year for the older students to think about and discuss the
upcoming change. Additionally, the
school facilitates the process by translating narrative evaluations into
grades, writing recommendations, and, if necessary, meeting with administrators
and teachers from other schools.
School Faculty
The faculty is comprised of a full-time lead teacher (arts,
social studies, and language arts) and a full-time math teacher and a full-time
science teacher. Additionally, all three teachers work together to conduct
outdoor education, art projects, and sporting adventures and competitions.
Numerous friends, teachers and parents come into the school to tutor, assist
and help out. A diverse assemblage of community members is invited into the
school to teach or speak about other topics. Current teachers are:
Tal Birdsey (B.A.
Middlebury College, M.A. Breadloaf School of English) is the head teacher, co-founder, and director of the school. He teaches writing, literature, social
studies, art, student government, and ethics and works as school counselor (16
years) He is State of Vermont licensed and certified and has taught extensively
at the Paideia School in Atlanta, Georgia, and abroad in Taiwan. He is a published writer and poet, and
working artist.
Eric Warren (B.S. University of California, Santa
Cruz, M.A. Social Ecology, Goddard College) teaches science, outdoor education,
and manual and building arts. In addition to teaching he is a carpenter/builder
and founder of Alder Village, an intentional community in Ripton.
Rose Messner (B.S. University of Pittsburgh) teaches math. She is currently working on her masters in Education and Physics. She has taught at Vermont Adult Learning, Frog Hollow, and has homeschooled elementary school-aged children.
Governance
The North Branch School is led by a Board of Trustees of parents
and friends of the school, each of whom sits on at least two active committees
As a community school we value and welcome the input of both those within the
school as well as those in the greater community.
Board of Trustees (2008-09) Mia Allen, Mike Hussey, Michael Seligmann, Cindy
Seligmann, Donna Rutherford, Sue
Halpern
How Parents and Families Can Help
The
involvement of parents is the life-blood of a healthy, thriving school. From mundane tasks like helping with
bookkeeping and cleaniing up to more glorified efforts like volunteering skills
or expertise in the classroom, we look to families for support, enthusiasm and
goodwill. Other ways of helping
include fundraising, organizing or driving to field trips, chaperoning events,
help in planning community service, donating materials, books, equipment,
furniture, building/construction skills, long-range planning, and/or legal
counsel.
At the
beginning of each year, parents are asked to serve on one or more fundraising
committees.These include: In addition, parents are sought to help with ad hoc
committees, such as technology, the annual fund, school up keep, and food and
social events.
The North
Branch School operates independent of state funding and depends solely upon
tuition, grants, charitable contributions and school fund-raising. Parents are eagerly sought to assist in
raising monies to benefit the school’s operation and growth. All parents are expected to work on
various committees for Scholarship fundraising.
Another vital way parents can help is through equal measures of understanding and a sense of humor. Schools are fragile, evolving organisms, and teaching children is a delicate, human art. Perfection is rarely possible, particularly with young adolescents, whose surging life force is exhilarating, exhausting and often more than bewildering. The teaching maxim, “Emphasize process, not product,” is apt as children work to discover and define themselves. Ted Williams, one of baseball’s greatest hitters, batted over .400 only once. If a school hits for close to that average, we’re doing quite well.
Our
Limitations
We are a small school by design, and as such can not offer every kind of class, activity, or extra-curricular offering that a large school can. We have consciously chosen to specialize and be great in a few areas. Hence, we do not have a full foreign language program, and we do not have a full music program (though music is very much a part of the curriculum). By narrowing our scope, however, we are able to go more deeply and intensively to create a unique and memorable experience.
Though we are small, it nevertheless sometimes becomes apparent that we can not always meet every child’s particular individual need. We work hard to help parents seek additional assistance beyond what the school can offer, whether it be in the form tutoring, counseling, or other support services as the case warrants.
School Year and Starting Times
The school year begins immediately after Labor Day and ends in early June. The school day begins at 8:30. A.M. There is a short all-class meeting at 8:40 before classes begin. The school day ends at 3:15 with a school-wide clean up. Classes begin in earnest at 8:45. The school will help facilitate car-pooling as a way of reducing the number of trips up and down the mountain. A standard meeting place is the East Middlebury General Store. For the most part, NBS follows the Addison County SupervisoryUnion with regard to inservice days and holidays. We send home a calendar at the start of each year, and it is also available on our website.
Admissions
Read the online version of the NBS admissions policy here.
Download NBS admissions forms here.
Admission
to The North Branch School is open to anyone, regardless of race, nationality,
creed, sexual orientation, physical ability, class, color, ethnic origin or
religious affiliation. In
addition, the admissions process at NBS is “need-blind,” meaning the ability to
pay does not affect acceptance decisions. The school is committed to a balanced
enrollment with regard to learning profiles, gender, race and socio-economic
diversity. In addition, we give
first consideration to siblings, though sibling status does not always
guarantee a spot. It should also be noted that the school is quite small
(twenty-seven students), and therefore, in a given year, there are only a handful
of openings available.
We do not
have a “kind of kid” we are seeking.
Rather, we seek to put together a balanced class with respect to
learning styles, gender, age, abilities and affinities, family background,
geography, and socio-economic diversity.
Each year there are innumerable variables which go into making a
class. We emphasize again that
there are always more applicants than spaces.
Interested
families may begin the admissions process by calling the school and requesting
information. If there is further interest, parents and the prospective student
may set up a time to visit the school, meet a school parent, and visit a
class. There are scheduled
visiting days in February.
The
deadline for applications, visits, and all application materials is March
15. The application
fee is $50.00. This amount be may
be waived or reduced if it presents a financial hardship.
Admissions
decisions are sent out April 10. Those
applicants for whom there is not space will be placed on a waiting list.
Decisions
from families are requested by April 24. If
there are still openings after this date, the school will begin admitting
families from the waiting list.
Admissions decisions are arrived at through a committee process involving an admissions committee comprised of parents, teachers, and members of the board.
Tuition
Tuition for the 2009-2010 school year is $8000. Arrangements for payment may be
made
according to individual family needs.
Generally, families elect to pay on a quarterly or monthly basis. The
school sends a letter in August preceding the school year outlining the
schedule of payments.
There is a limited amount of financial assistance available
to be distributed on the basis of demonstrated need. The school is committed to
making every reasonable effort to assist families financially.
Non-Discrimination Policy
In hiring, admissions and administration The North Branch School does not discriminate on the basis of physical ability, gender, race, national or ethnic origin, creed, socio-economic status, sexual orientation, or religious affiliation.
Application Information
1. Application
Prospective
students should fill out the student questionnaire (by hand, if possible).
Parents should fill out the parent forms.
Applications are due March 15.
All materials can be sent to the school address (below).
The
application fee is $50.00 (non-refundable). This fee may be waived if it presents a financial hardship.
2.
Information meeting
Families
interested in enrolling are encouraged to attend an information meeting
sometime in January or February.
3.
Group Interview
Students
who apply are asked to attend a group interview after school with Tal and a
handful of other applicants. This
usually happens just before or after the Application Deadline. Parents may call the school to arrange
a time in late February and early March.
4.Transcripts
and Records
Please sign
the Transcript Release Form and submit it to your child’s current school. Please inform the school that they
should send all pertinent materials, transcripts, records, IEP’s, or other
information to The North Branch School.
5.
Math Teacher Recommendation
A
teacher recommendation from a current math teacher is useful in order to assist
in a proper math-level
placement
(should the applicant become a student at The North Branch School). The form should be given to the
applicant’s present math teacher.
This recommendation should remain confidential and should be sent
directly to The North Branch School by the teacher filling it out. You may want to provide a stamped and
addressed envelope for the convenience of the teacher filling out the form.
A
completed application should include:
_____
Application Fee ($50.00, non-refundable)
_____
Prospective student’s application
_____
Student’s writing sample (other work or art samples are optional but welcome)
_____
Parent’s form
_____
Math teacher recommendation
_____
Transcripts and records sent to The North Branch School
_____
Parent-student interview/visit (to be arranged)
_____
Group interview (to be scheduled after application is submitted)
If there are questions, please call the school number (388-3269)
Download the NBS Application Form here