Why Choose K-8 at Norwood? As tuitions at independent schools have increased across the nation in recent years, many parents have analyzed more carefully than ever whether the benefits of an independent school education justify the cost. As our current Norwood parents have concluded, there are many compelling advantages to independent schools in general and independent K-8 schools in particular.
8821 River Road Bethesda, MD 20817 301.365.2595 www.norwoodschool.org
There is a real trend across the country to create K-8 or “elemiddle” schools and for good reason. Educators tout K-8 programs because they have proven track records in academic performance, student selfesteem, behavior, and attendance. Parents praise K-8s for all these reasons and because they keep their children “younger longer” than in schools that also teach high school students. As noted by David Hough, Director of the Institute for School Improvement at Southwestern Missouri State University, these schools are “closely aligned to a more nurturing, child-centered environment commonly found in elementary schools.” It takes special people to work with adolescents, and most middle school teachers in K-8 schools have devoted their careers to this age group. They are experts in early adolescence and focus their efforts on helping their students prepare for high school. In schools serving students through Twelfth Grade, some middle school teachers are biding their time until high school positions become available while others split their schedules between the middle and high school divisions. This type of crossover teaching does not allow for the dedication to middle school issues that occurs in a K-8 environment. In addition, while K-8 schools help students prepare for Ninth Grade, schools with high schools are focused on college preparation and placement. Major portions of the annual operating budgets of such schools are allocated to the high school program, from academics, athletics, and other extracurricular activities to college placement. Middle school students in K-8 schools have the opportunity to be leaders during the important early adolescent years. They serve as role models to younger students and lead a wide range of student organizations and activities—a much healthier social
environment than one where mimicking age-inappropriate behaviors of more mature students is a temptation. Another advantage of K-8 programs is that they provide the opportunity to make the best high school choice for a student. Young people change dramatically in the elementary and middle school years, and a high school that seemed ideal when the child was young may be entirely inappropriate in light of the student’s interests and abilities at age 13 or 14. It is wonderful for eighth grade students to be active participants in finding the environment that will best serve them during their important high school years. The K-8 structure, when implemented well, is very effective, and schools across the country are taking notice. Among the public school districts creating at least some K-8 schools are Baltimore, Cincinnati, Cleveland, Milwaukee, New York, and Philadelphia. While there are many opinions on what constitutes the “best” type of school, independent K-8 schools provide superlative results to many families.
Guided Discovery in Kindergarten
The Benefits of Differentiated Learning
Kindergartners are chock full of curiosity, enthusiasm, and wonder, and the kindergarten program at Norwood taps into this natural problem-solving instinct through a unique weekly activity called Guided Discovery. An inquiry-based, hands-on learning experience, Guided Discovery promotes collaboration, creativity, critical thinking, and communication skills through problem solving. Each session typically begins with a challenge, a list of questions, and a supply of materials. Kindergartners work in groups to solve the challenge, guided by the questions and using the materials provided. Challenges build off one another, so as lessons become more familiar, students improve data recall, retention, and creativity. Children learn to lead, negotiate, take intellectual risks, and share ideas in a safe and nurturing environment. The goals and objectives of each exploration are developed by the kindergarten teaching team, which specializes in teaching five- and six-year-olds. These talented teachers monitoring each activity and each group to ensure productivity, time management, and that every child has a voice. The result is an active learning period filled with engaged, motivated, and joyful learning.
Challenge is an important part of education; frustration is not. With a child-centered approach to learning, Norwood teachers work hard to identify a point of curricular delivery for each child that is just beyond his or her comfort level. When students are taught at this sweet spot of learning, they are fully engaged in the classroom experience, stretched and challenged, and confident in taking intellectual risks. Beginning in kindergarten, Norwood utilizes small group instruction for reading and math. Homeroom teachers and subject specialists work together to determine each child’s level of readiness, interest, and learning style as they form small instructional groups at the beginning of the school year. Throughout the year, individual student progress is assessed both formally and informally to ensure that each child continues to be appropriately stretched and challenged. Groups are flexible and fluid to allow for movement. This grouping approach for reading and math allows teachers to differentiate instruction and to meet the needs of each grade’s diverse group of learners. When challenged amd supported at that sweet spot of curricular delivery, children flourish, striving to impove, experiencing success, building self-esteem, and developing qualities of perseverance and determination.
A Schedule for Every Age A second grader is not a sixth grader; that’s obvious or at least one would think so. Unfortunately, all too often, schools have a one-size-fits-all mentality when creating daily schedules and programs for their students. While this approach may make scheduling a breeze, it is seldom in the best interest of the youngest students. At Norwood, scheduling is a childcentered process that focuses on the specific developmental and instructional needs of each grade. As a result, the schedule for kindergarten looks different from that of third grade which in turn looks different from seventh grade. Class periods vary in length, and grades switch classes at different times, allowing for flexibility of program and uncomplicated transitions. In addition, three dismissal times – 2:30 p.m. for K-2, 3:30 p.m. for grades 3-6, and 4:15 p.m. for grades 7-8 – reflect the different developmental and programmatic needs for each age group.
These customized, child-centered schedules result in a smooth and rich journey from kindergarten to eighth grade. Specific highlights include: • Reflective “community meeting” each day, divided by grade to facilitate meaningful, age-appropriate conversation and character education • Dedicated “Guided Discovery” time in kindergarten • Extensive time devoted to reading and languge arts every day in first grade to ensure solid skills and comprehension • Composition class for emerging writers in second grade • Integrated and expanded social studies period for third and fourth graders as they switch towards reading for meaning
• Recess every day and PE four times a week for lower school students • Block, 6-day cycle schedule for Middle School • Combined reading and language arts for fifth and sixth graders as reading and writing merge into a literacy block • Extensive dedication to arts and music for seventh and eighth graders during a developmental time when self-reflection is healthy. • Subjects taught by specialist in dedicated spaces – art taught by artists in art studios; science taught by scientists in labs; etc.
Learning Spanish: It Begins in Kindergarten “Hola amigos ¿cómo están?” A Norwood kindergartner responds, “Muy bien, gracias.” A second grader might say, “Muy bien, gracias.¿y tú?” And a fourth grader would add, “Tengo un gran día. ¡Gracias!” Spanish instruction is a vibrant program in the Lower School and supports the principles and benefits of early language learning as developed by the American Council on the Teaching of Foreign Languages, which state that learning a second language: • • • • • • • •
has a positive effect on intellectual growth; enriches and enhances a child’s mental development; leaves students with more flexibility in thinking, greater sensitivity to language, and a better ear for listening; improves a child’s understanding of his/her native language; gives a child the ability to communicate with people s/he would otherwise not have the chance to know; opens the door to other cultures and helps a child understand and appreciate people from other countries; gives a student a head start in language requirements for college; increases job opportunities in many careers where knowing another language is a real asset.
The Spanish curriculum immerses children in dialogue, conversation, songs, stories, poetry, art, and play. In addition, the program includes many authentic resources promoting cultural awareness of the people and traditions of Hispanic nations. That might mean Skyping with students in Brazil or hearing from a bilingual author who teaches games and dances from Puerto Rico. Early exposure to a second language instills confidence in our young learners and sets them on a strong path to either continue with Spanish when they enter Middle School in fifth grade or enthusiastically undertake a third language, whether it be French, Mandarin, or Latin.
Authentic Leadership in Fourth Grade From the very first day of school, Norwood fourth graders know that they are embarking on a unique and special year. They understand that they play an important role in the school, and they are ready and excited to fulfill this new role and new expectations. On that first day, Norwood’s head of school, Matthew Gould, meets with the entire fourth grade class, letting them know that he is counting on them to set the tone and serve as role models for the Lower School. “What a wonderful experience for nine- and 10-year-olds to be able to model down instead of aspiring up,” says Mr. Gould. “They are ready for this responsibility and they take it very seriously.” One of the most special leadership experiences in fourth grade is being assigned a kindergarten buddy. Throughout the year, fourth graders meet with their buddies and bond through a variety of activities such as community service, art projects, celebrating the 100th day of school, and sitting together during Community Sing events. In addition, fourth graders are responsible for raising and lowering the flag each day. They deliver newspapers to the library; they help with recycling; and they set up for chapel each morning. But more than these daily responsibilities, Norwood fourth graders understand that they are leaders and role models; they know that how the act matters to the rest of the division. Giving children responsibility and expectations results in growth and development. At the end of the fourth grade year, t these young leaders are ready for Middle School. They enter fifth grade with confidence, ready to take on greater responsibility, try new activities, and serve as productive members of the school community.
Students and parents in K-8 schools are more likely to develop and maintain positive relationships with teachers. Norwood’s smaller class sizes and solid sense of community promote solid and lasting relationships between teachers and students. It’s not unusual for middle school students to visit with their lower school teachers, or for lower school teachers to cheer on their former students at middle school plays, musicals, and athletic events. Teachers function as guides, mentors, cheerleaders, and role models throughout a student’s years at Norwood. Norwood faculty and staff work together to address the whole child with a consistent and dedicated team that understands and supports each child through their K-8 journey.
Academic excellence is consistent across all grades. The K-8 curriculum intentionally builds from year to year to produce confident and successful learners who are well prepared for the rigor of high school and college academics.
Experiential education – through gradelevel retreats, overnight trips, and field trips – nurtures a spirit of community and collaboration in every grade. Norwood students learn to turn ideas into action, to become entrepreneurial, to live with a purpose and with a desire to make the world a better place.
Every middle school student can play on an interscholastic sports team and have the chance to master athletic skills and teamwork.
A 12-year-old child is very different from a 5-year-old and might thrive in a very different high school than you might have chosen for them at a younger age. There is no guarantee that a school that fit in Kindergarten will be the best fit in high school. The Norwood experience encourages acceptance of one’s self and of others. Immersed in a diverse environment while learning about the languages and cultures of others, students broaden their vision of their place in the larger universe and learn they can make a difference.
Students maintain close relationships with their teachers throughout their years at Norwood. Students feel safe taking risks and trying new things, learning lifelong lessons from their letdowns and triumphs. They know it is okay to make mistakes – big and little –as long as you learn from them. Our program guides and challenges students to emerge as considerate, resourceful, caring, and well-prepared citizens who appreciate and learn from cultures all over the globe.
Why K-8 At
The confidence and sense of self developed at Norwood prepares students for the many transitions they will face throughout their lives.
As a K-8 school, Norwood recognizes the critical developmental milestones and learning that occur in childhood and early adolescence and supports students in their academic, emotional, physical and spiritual growth at a very dynamic time in their lives. Students leave Norwood well-prepared with a love of learning and a clear sense of themselves as they embark on their high school experience. Norwood provides many collaborative experiential learning opportunities for children. This hands-on, group-based learning encourages minds to absorb and expand while developing important 21st century skills.
Beginning in Kindergarten, students are paired with buddies in Fourth Grade and Eighth Grade, creating lasting “big sister/ brother” friendships and leadership opportunities throughout the Norwood experience.
Norwood students are exposed to variety of broad-based activities designed to uncover strengths and talents and passions. At Norwood, it is possible to play a sport, perform in the musical, be in the band, and participate in many community service activities. Students can do it all, if they wish, and many of them do.
Students work at their own pace, on their own level, and focus on the process of learning. Every child is supported academically with differentiated instruction.
We focus on each child and their individual stage of development. Our students model joy of learning and empathy for one another with the youngest students learning by emulating their older peers and the older students learning how to be leaders by working with young children. Norwood’s Middle School is hardly “stuck in the middle.” Its vibrant and purposeful educational program instills in its students the sense of being “on top,” inspiring them to serve as leaders for the entire school community. In our fast-paced world, Norwood provides an environment that specializes in the intellectual, social, and emotional lives of children. We take the time to be a happy place of learning. Art and music are everywhere at Norwood. The artist and musician in every child are celebrated throughout the Norwood experience.
Norwood School? Creativity is encouraged in every class. Norwood students are comfortable with expressing themselves creatively in the art studio, on the stage, in the science lab, and other classrooms. Young adolescents are experiencing a vulnerable time in their lives; they thrive when they are part of a stable, supportive, and nurturing community where a team of adults is always looking out for them and gently guiding them in the right direction. There are many opportunities for students and faculty to enjoy each other’s company outside of the classroom: experiential trips, Community Sings, chapel programs, and class celebrations. Laughter abounds in our hallways.
Beginning in Kindergarten, students have a sense that they are part of a larger community. Through schoolwide community service programs, they work together to make positive contributions and help others.
Students develop solid study habits, time management skills, and master the fundamentals of core subjects. They are well prepared for high school.
“I wouldn’t trade my K-8 experience for anything. I was able to grow up with the same group of people, but still have the benefit of making my own decision about which high school best suited me. I made lifelong friends whose similar experiences at Norwood forever bind us together.” – Norwood Alumna ‘09 A major goal of Norwood’s program is to encourage the love of learning for learning’s sake. Children do not feel pushed to learn; they experience joy in the process as each milestone is celebrated.
Norwood provides abundant class time for practicing creative, expository, descriptive, narrative, and persuasive writing.
Students in K-8 schools develop higher self-esteem and confidence, especially during the middle school years. Students are comfortable with public speaking and performance because they feel safe and supported.
Norwood’s motto, How You Lead Your Life Matters, guides everything we do as a community, beginning in Kindergarten all the way through Eighth Grade. This consistent message becomes a way of life for students, faculty, and staff members.
To read more about the K-8 educational model, visit http://www.sd71.bc.ca/pdfs/configuration/K-8%20Research.pdf
What Norwood Does for Ninth Grade Placement MAY
Initial Next School Placement Meeting Student Questionnaires and Area Independent School Summaries are distributed at an informational meeting. The Student Questionnaire is a multi-page document that is filled out by the parent and student together. The questions posed are meant to both assist teachers in the writing of recommendations and assist parents in gathering information for applications. The School Summaries is a comprehensive packet of addresses, phone numbers, and application procedures.
MAY - SEPTEMBER
Individual Meetings Parents meet with the Middle School Principal, Head of School, and/or Next School Placement Coordinator for about 45 minutes to discuss options for next school placement. Parents receive a follow-up letter outlining the schools which the families will pursue.
JUNE/JULY AND FALL
Test Prep Class Summer at Norwood offers an SSAT/ISEE (standardized admissions tests) preparation class. Fall classes are also offered, free of charge, to eighth graders. These classes occur during study hall and are geared toward either the November or December testing times.
SEPTEMBER
Standardized Testing Letter A comprehensive letter is sent home to parents outlining the procedures for registering for the various admissions tests. The primary admissions tests are the SSAT, ISEE, and the High School Placement Test (Archdiocese Test). The ISEE is given during school hours and is paid for by Norwood. The fee for the SSAT and HSPT are the responsibility of the family. Secondary School Fair Norwood School hosts a Secondary School Fair. The fair is held in Norwood’s gym and attended by over 100 independent high schools. Seventh graders and their parents are invited to the fair along with the eighth graders and their parents. Seventh graders primarily use the evening to gather material from various schools in order to familiarize themselves with the wide variety of school options. Eighth grade families continue to gather information but also use the evening as an opportunity to ask specific questions of admission officers and to make contacts.
SEPTEMBER/OCTOBER/NOVEMBER
Mock Interviews Mock interviews are conducted by various teachers and administrators who have previous experience with interviewing. They are given to the students prior to their first interview. Students receive constructive feedback from these interviews.
Visiting Calendar Parents schedule appointments with schools. Tours, interviews, open houses and visiting days vary among schools. Parents and/or students inform the Next School Placement Coordinators when they will be out of school due to a visit. This information is placed on a master calendar which can be accessed by teachers for planning purposes. Transcripts, Recommendations, and Letters of Support Transcript and recommendation requests are all managed by the Next School Placement Coordinators. Neat and comprehensive packages are sent to schools in a timely manner. “Statements of Support,” included with the recommendation checklists, are written on behalf of each candidate by both teachers and administrators. Three teachers write recommendations: the math teacher, the English teacher, and a selected third teacher. A personalized cover letter from the Head of School and the Middle School Principal is also attached. General Counseling The Middle School Principal and Next School Placement Coordinators are always available to parents to assist them through this application process. Answering questions and listening to feedback are common occurrences. When requested, The Middle School Principal, Next School Placement Coordinators, and English teachers review school essays for general clarity.
LATE JANUARY - FEBRUARY
School Presentations The Middle School Principal, Head of School, and/or Next School Placement Coordinators visit admissions directors to present our applicants. If a student is applying to a boarding school, a telephone conversation may be conducted in lieu of a visit.
APRIL
General Counseling Middle School Head, Head of School, and Next School Placement Coordinators are available to guide families through the decision-making process. Conversations with schools about waitlisted students continue throughout the spring and into the summer, if necessary.
ALL YEAR
Advising Eighth grade advisors are all veterans of the secondary school process. Advisors speak both to the individual student and to the group about issues surrounding next school placement. Our consulting psychologist and school counselor meet with the students each term to discuss related issues including pressure, disappointment, and change. The Eighth Grade Life Skills class will also address topics surrounding applying to high schools and leaving Norwood.
High School Placement Results: Classes of 2012-2014 CLASS OF 2012
CLASS OF 2013
CLASS OF 2014
APPS
ACCEPTED
APPS
ACCEPTED
APPS
ACCEPTED
1
1
Bullis School
10
7
23
20
15
14
Connelly School of the Holy Child
4
4
3
3
2
2
1
1
1
1 3
3
1
1
1
0
Baylor School Bethesda-Chevy Chase High School
Convent School of Scred Heart (CA) Cushing Academy
1
1
Deerfield Academy
1
1
Edmund Burke School Elizabeth Seton Episcopal High School
1
1
1
1
1
1
2
2
Georgetown Day School
18
11
12
8
12
7
Georgetown Preparatory School
11
4
6
5
7
4
Georgetown Visitation Preparatory School
9
4
4
3
5
2
Gonzaga College High School
6
6
4
2
3
1
Holton-Arms School
12
12
12
10
20
17
Landon School
9
8
4
4
4
4
1
0
Field School
Lawrenceville School The Madeira School
3
2
5
4
1
1
Maret School
19
7
11
1
10
2
1
1
The McCallie School Mercersburg Academy
3
3
1
0
National Cathedral School
6
4
4
3
5
4
Our Lady of Good Counsel High School
4
3
2
2
1
1
Philips Exeter Academy
1
1
Poolesville High School Humanities Magnet The Potomac School Richard Montgomery HS - IB Sandy Spring Friends School St. Albans School St. Andrew's Episcopal School St. Andrew's School, Delaware St. James School St. John's College High School St. Stephen's & St. Agnes School Sidwell Friends School Stone Ridge School of the Sacred Heart Thomas Jefferson High School Magnet Walt Whitman High School Winston Churchill High School
1 29 2 2 11 16 1 1 1
1 14 1 2 8 16 1 1 1
1 26 1
0 13 1
20 1
6 0
14 20
11 20
8 16
2 15
4
6 5
1 2 1 5 1 1
4
21 5
1 2 2 16 1 1
12 4
4 4
*Public schools listed indicate interest and attendance in that school by one or more Norwood eighth graders.
Schools Attended by the Norwood Class of 2014 Bullis School (9) Connelly School of the Holy Child Georgetown Day School (3) Georgetown Preparatory School (3) Georgetown Visitation Preparatory School (2)
Gonzaga College High School Holton-Arms School (11) Landon School Maret School McLean High School (VA) National Cathedral School Sidwell Friends School (3)
St. Andrew’s Episcopal School (3) St. Johns College High School The Potomac School (2) Walt Whitman High School (2) Winston Churchill High School (2)
COLLEGE PLACEMENT NORWOOD CLASSES OF 2007–2010 Three or more Norwood alumni are currently enrolled as undergraduates at the following outstanding institutions of higher education:
American University Bucknell University Carnegie Mellon University Cornell University Davidson College Duke University Elon College Emory University Fordham University Harvard University
Kenyon College New York University Northeastern University Pennsylvania State Princeton University Southern Methodist University Stanford University Tufts University Tulane University University of Chicago
University of Maryland University of Miami University of Richmond University of North Carolina University of South Carolina University of Southern California Vanderbilt University Vassar College Wake Forest University Yale University
What Experts* Say About Norwood Graduates
“impeccably well prepared” “intrinsically kind and caring” “Confident, but not boastful” “empowered” “articulate” “of good character” “happy” “critical thinkers” “curious learners” “good school citizens” “write extremely well” “impressive young people” “best math kids I’ve ever taught” “participants; contributors at all levels”
*Local Educational Consultants and HS Admission Directors
Middle School students participate in orchestra, band, chorus, or handbells.