Elementary School Guide (Grades 1-5)
ELEMENTARY SCHOOL the college school
ELEMENTARY SCHOOL the college school
“When students begin to make discoveries that impress their classmates, solve problems as part of a group, put together projects that are admired by others, produce work of real quality, a new self-image as a proud student will begin to emerge.” — Ron Berger (An Ethic of Excellence) Chief Academic Officer for Expeditionary Learning Schools
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ELEMENTARY SCHOOL the college school
Welcome to First-Fifth Grade Just as you’ll find in our Early Childhood and Middle School classrooms, students in the elementary grades learn core subjects and critical life lessons through hands-on, thematic learning experiences. Lessons are taught both individually and within integrated thematic projects; this approach makes learning meaningful and makes learning stick.
Elementary School by the Numbers..................................................................................................... 5 Program Components.................................................................................................................................. 6 Experiential Learning..................................................................................................................................... 8 Academic Disciplines....................................................................................................................................11 Social and Emotional Growth..................................................................................................................12 Specialists...........................................................................................................................................................14 Logistics...............................................................................................................................................................15 One School, Two Campuses....................................................................................................................16 Feedback and Assessment......................................................................................................................18 Student Support Center.............................................................................................................................19 Parent Partnership.........................................................................................................................................19
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Elementary School by the Numbers
60%
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First-Fifth Grade
average class size for First-Fifth Grade
teachers with advanced degrees
100+
5,000+ non-perishable food items donated from Second and Third Grade’s Wagon Train of Food
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overnights spent on learning expeditions for First-Fifth Grade
2 1/2
average gallons of sap collected and made into maple syrup by First Grade
River City businesses contributed to our LaBarque property
98
hours spent on the Fourth/Fifth Grade Play
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teachers and specialists supporting FirstFifth Grade 5
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Program Components Experiential Learning Our curriculum is grounded in experiential learning - learning through experience. The classroom, our LaBarque Campus, local neighborhoods, and beyond all serve as avenues through which our students explore, create, think, and collaborate. Prospective parents sometimes ask why we go on so many trips. Age-appropriate trips provide children with fresh, life-altering experiences and new challenges, along with opportunities to apply skills learned in the classroom, collect data for use in the classroom, solve problems, bond with classmates and teachers, and develop self-confidence. Trips aren’t just fun add-ons, separate from academic studies. Our trips into the field are an inextricable part of the way we teach and learn at The College School. By combining rigorous academics with direct experience, application, and reflection, our students become lifelong learners and citizens of today. See more on Page 8.
Academic Disciplines As students progress through the elementary grades, their academic skills continue to expand and build upon each other. In addition to the rich project-based and experiential learning, students in First-Fifth Grade work on Math and Language Arts every day. As they explore and master these skills, we know that different students progress at different speeds - with our constructivist philosophy, we believe in meeting children where they are at so that we can maximize their academic growth. See more on Page 11. 6
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Social and Emotional Growth In addition to their academic growth, students in First-Fifth Grade are experiencing tremendous personal and social growth. As they work to define and refine their sense of identity, there are many parts of the program that are mindfully aimed at providing opportunities for this growth and exploration. Whether through the outdoor adventure program or regular class meetings, students are learning who they are and how they interact with their many communities. They develop interdependence and a sense of their contributions to the world. See more on Page 12.
Parent Partnership Connection, partnership, and open dialogue between home and school are essential to student success. We actively partner with our families in many ways. •
Support for their child’s academic and social development.
•
An understanding and support of the school’s mission, educational philosophy, and behavioral guidelines.
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A commitment to act with responsibility and respect toward all members of the school community.
See more on Page 19.
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Experiential Learning At each grade, students master core concepts and academic skills through hands-on learning. By linking curriculum to real-life experiences, students engage in the learning process and discover their unique capabilities. Below are a few examples of how experiential learning comes to life in the elementary grades at The College School.
First Grade Life Cycle First Grade experiences hands-on science through the study of the life cycle of chickens. Students nurture the animals from egg to chicken coop, learning stewardship and responsibility along the way. Maple Syrup Using our LaBarque Campus as their classroom, students use Science, Math, and Language Arts to learn the maple sugaring process. From finding the proper trees and drilling the holes, to carrying the sap to our Sugar Shack and boiling down the sap, First Grade engages deeply in this process, and emerges with new knowledge and skills both in and outside the classroom.
Second Grade Civic Engagement Through our annual Wagon Train of Food, Second Grade leads the collecting, organizing, and counting of more than 5,000 non-perishable food items for a local food pantry. As our hallways become filled with red wagons, our second graders are developing their Math skills and learning what it means to be an active member of their community. Continued on following page ...
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Relationships in Ecosystems Every year, second graders participate in a science theme of Water. As a member of the Missouri Department of Conservation Stream Team, students are charged with monitoring the macroinvertebrate population of Sandy Creek at our LaBarque Campus. They study the biodiversity of creek beds and how natural and man-made events impact the natural world. Back at school, they analyze the information and create a report.
Third Grade Campout A favorite student journal quote of ours is: “On Third Grade Campout, I learned I was brave.” Third Grade’s fall campout is connected to their community theme study and is an opportunity for students to explore their place within both their class and their natural community. The adventure education curriculum works to challenge students and provide opportunities to safely take risks. One intention is to help students learn that they can do more than they first thought they could, which is one of the most powerful things in education. Community Study As part of an 18-week Community Theme, third graders seek to understand how community works. They visit neighborhoods and historic sites, conduct interviews, write stories and articles based on their experiences, complete four-page research papers, and ultimately build a model community at our LaBarque Campus. Not only do they learn about urban planning and economic literacy, but also how to synthesize ideas into a concrete project. Continued on following page ...
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Fourth Grade States and Stories A history project at heart, students investigate and research historical events from multiple perspectives and study their impact on society. Students write reports on the events, collect news articles and stories, and use modern-day technology to share their work with the larger school community. The class explores the Lincoln Museum in Springfield, Illinois, and spends the night in covered wagons at a campsite where they can experience colonial period living. World Peace Game The World Peace Game, created by master teacher John Hunter, is a simulation of world governments and crisis solving. In this theme, fourth graders take on different roles and work to solve crises around issues such as water rights, land disputes, religious tensions, climate change, refugee crisis, and natural disasters in order to achieve world peace.
Fifth Grade Fourth/Fifth Grade Play Each winter trimester, the Fourth and Fifth Grades come together for a 12-week class that culminates in the production of their Play. Usually adapted from a storybook or existing play, the production involves students designing sets, costumes, and programs, as well as running the light and sound boards. Social Studies, Visual and Performing Arts, Language Arts, and Technology are all disciplines woven into this Fourth and Fifth Grade TCS tradition. Monarch Theme In the classroom, Fifth Grade students raise larvae, build a lightweight cage, interview experts from local universities, plant milkweed, and sew their own butterfly nets. In the field, they catch monarchs and tag them, as part of the International Monarch Watch Program. Students reflect on how human behavior impacts this insect’s habitat and 3,000-mile flight to Mexico.
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Academic Disciplines Math
Science
Math is everywhere. Our students engage with math during project-based experiences and during daily Illustrative Mathematics (IM) lessons. IM is a research-driven, problem-based approach that asks students to explain their ideas and reasoning and learn to communicate mathematical ideas. The goal is to give students just enough background and tools to solve initial problems successfully, and then set them to increasingly sophisticated problems as their expertise increases.
Our faculty find themselves asking more questions than giving answers. At all levels, our science curriculum promotes understanding of the natural world and governing principles. The program builds on children’s natural curiosity through hands-on experiments, reflection, and discussion. Supported by our greenhouse and gardens, and our LaBarque Campus, students become botanists, chemists, biologists, and physicists—they are scientists.
Language Arts
Social Studies
The 6+1 Traits of Writing guide student mastery of the essential elements of writing. Whether in poetic expressions, analytic essays, or ten-page research papers, grammatically correct and powerfully chosen words are of the utmost importance to us. Reading is cultivated through small and large group book discussions, explicitly teaching strategies of good readers, and one-on-one coaching.
In First-Fifth Grade, students build upon concepts of social groups and study the components of a culture and the systems that make up those cultures. For example, third graders research, design, and build a model community based on primary investigations of local neighborhoods; and Fourth Grade students study the history, geography, and stories of the United States.
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Social and Emotional Growth At The College School, we know full well that school is about more than academics. In order for children of any age to succeed academically, they also need to be socially and emotionally confident, have interpersonal skills, and know how to persevere through challenging situations. In the elementary grades, these social and emotional skills are taught in two ways. First, they are taught through direct instruction with specific activities, lessons, and objectives in mind. Second, the lessons taught are interconnected with thematic and academic studies. Our experiential education approach is an ideal environment to help children develop their social skills.
First Grade In First Grade, children build identities as students. Through increased expectations, they grow their independence and sense of responsibility. That responsibility is not only for themselves, but it is also a responsibility to their class community. The class starts every day with a morning meeting to overview the plan for the day and also to address any class issues or concerns that may exist. The adventure education component in First Grade culminates with students’ first overnight experience, which is a major celebration and testament to the social and emotional skills they have developed throughout the year.
Second Grade In Second Grade, with students further in their transition from “learning to read” to “reading to learn,” they assume even more responsibility for themselves and for their class community. They also start each morning in a class meeting to prepare for the day. The Social and Emotional Curriculum is influenced by Michelle Garcia Winner’s work in social thinking. Second Grade’s campout, adventure days, and full days spent at the LaBarque Campus are also an ideal environment for the teachers to work on social-emotional learning.
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Third Grade In Third Grade, students deepen their social and emotional skills. The curriculum and language is again influenced by Michelle Garcia Winner’s work in social thinking. The fall and spring trimester Community themes also have social and emotional learning directly connected to the thematic study. Students continue to develop traits such as situational awareness, grit, and respect of self and others through all the experiences of the year. Collaborative projects, social thinking lessons, social coaching on the playground, outdoor adventures, and field trips all provide rich opportunities to blend character building with academics and adventure.
Fourth Grade As Fourth Grade children climb the stairs onto the second floor of the building, they also continue their climb towards being responsible and independent students. In the older grades, students learn specific strategies and techniques for having honest and constructive dialogue with peers and in groups. They also follow a class meeting structure when they work on these skills. Students have daily practice implementing healthy learning habits and social interactions. Personal responsibility, advocacy, and community building are part of regular experiences.
Fifth Grade Fifth Grade continues with a very similar approach to social and emotional learning that is begun in Fourth Grade. Through shared projects, lunch, and recess times, fourth and fifth graders have a community, and thus the shared social learning approach fits well. Class meetings to either proactively or reactively address issues in Fifth Grade are a regular occurence. Overall, our Third-Fifth Grade students are provided with lessons, experiences, and time to reflect upon their character, ethic of excellence, and how they lead with kindness within their community.
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ELEMENTARY SCHOOL the college school
Specialists In addition to working alongside classroom teachers, both in and outside of the building, students are able to deeply explore other disciplines with our Specialist teachers. Visual Arts Students study a variety of visual arts concepts, including painting and drawning. Our large studio space allows for exploration of many different skills and for curriculum to be tied directly into a classroom theme or to stand alone. Music Instrumental and vocal music is ever-present at The College School. Novice mallet work transforms to accomplished strumming, and enthusiastic singers become veritable vocalists over the years. Students have opportunities to showcase their skills through community art shares and by providing live accompaniment at school plays and performances. Physical Education Character development, cooperation, teamwork, and community building are all key components of physical education classes. Students engage in a wide range of activities that encourage them to be positive team players and to do their personal best. Greenhouse In our 350-square-foot Greenhouse and surrounding gardens, students study biology and the impact of personal and community choices on the environment as well as how to be good environmental stewards. 14
Performing Arts During the first half of the year warm ups, exercises, games, and activities are geared toward expression and clear communication physically, vocally, and emotionally. The second half of the year shifts to a focus on strength, balance, and coordination. These experiences culminate through the production of their Play, where all Fourth and Fifth Grade students help write, produce, and act in an original play for the greater school community. Spanish Students are introduced to Spanish through real-life application and classroom practice. Our youngest students learn their colors and number vocabulary, while our older students practice sentence composition and conversation in preparation for Middle School Spanish. Students also bring their lessons to life by practicing their Spanish at local restaurants and bakeries on Cherokee street.
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Logistics In addition to the school information provided in the Family Handbook on the Parent Portal, we would like to draw your attention to a few logistics around our Elementary School. Start and End of Day Classes begin at 8:15 AM for the entire school. Students arriving before 8:00 AM will register for our Before School Program. If a student will be absent, please contact teachers and the Administration Office to let us know before 8:15 AM. School dismissal is 3:15 PM. Auxiliary Program The Before School Program (BSP) runs from 7:00-8:00 AM. The After School Program (ASP) runs from 3:30-6:00 PM. Lunch and Recess There is a strong emphasis on healthy living and stewardship to the environment that we teach our students. Our lunch program provides lunches that are nutritionally-sound with locally-sourced ingredients whenever possible, as well as reusable dishes and utensils. Milk and water are available. Each grade also takes a minimum of one recess break per day. Medications When it is necessary for a student to take medication during the day, a written note signed by a parent/ guardian must be given to the School Nurse stating the medication’s name, as well as when and how it should be taken. Medications should be in their original container and will be kept by the School Nurse until needed by the student. Field Trips Several trips are planned during the school year, most requiring transportation on one of the school’s four buses. Parents/Guardians sign a blanket permission form prior to the first day of school.
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One School, Two Campuses The College School owns 28 acres of property in the School Hours LaBarque Watershed near Pacific, MO. It’s quickly Classes begin promptly at 8:15 AM. Students should arrive proven to be a rich place for experiential, hands-on, in plenty of time to be in their classrooms at that time. inquiry-based learning and our headquarters for Students are not allowed to be anywhere in the building learning the School classroom. (other thanbeyond the Before Program) earlier than 8:05 AM. Thereon is no for BSP from 7:30 to 8:05 AM. Located thecharge property is our Jan Phillips Learning Classes are dismissed at 3:15 PM. A few times per Center, which is designed to connect people year,
Early Departure with nature andschool advocate ethic Students leaving prioratosustainability 3:15 PM must be signed for our region. This 6,550 square-foot complex out in the Administration Office. Drop Off/ Pick promotes TheUp College School’s long held values of conservation sustainability School is in sessionand from 8:15 AM - 3:15and PM.serves Students can enter their classrooms at 8:05 for AM;sustainable students who arrive as a regional headquarters earlier can attendlearning, the Before School Programstarting (BSP). After conversations, and inspiration, with school, parents have until 3:30 PM to pickup their child; our students. otherwise, the child will go to the After School Program Science (ASP). See below for more details. Preschool students
Absences Both campuses offer hands-on opportunities for When students are absent, it is requested that a science and inquiry. naturaldoctor setting parent callexploration the office before 8:15 AM.The If possible, at the LaBarque Campus allowsforaafter moreschool intimate appointments should be arranged or on and familiar connection to the science of the land: no-school days. Extended family vacations during the observations can be made over time, changing Tardiness seasons can be experienced, and trends can be Students tracked.not in their classes by the 8:15 AM bell are
Our experiential education program cannot be contained by one campus. Lessons traverse and connect between our suburban Webster Groves Campus and our pristine 28-acre outdoor LaBarque Campus in Pacific, MO.
marked tardy. Parents should go to the Administration Social Office to Studies sign in tardy students. Because of on-going structured activities schedules,on it isour important all students to arrive on timehave to school. Parents will notified ifemail a pattern Throughand technology WebsterforGroves campus, students opportunities tobe research, Discipline develops. with experts, or interact with maps. Lessons then come even more alive atinthe Campus,The where We believe it is essential to maintain a safe and healthy environment for everyone ourLaBarque school community. students do flint knapping, cook over campfires, and experience period crafts. purpose of our discipline policy is to help foster such an environment. Our policy seeks to be childcentered and compassionate, while at the same time attempts to clearly communicate what we believe is Adventure acceptable and unacceptable behavior. We believe that consequences should focus on what is to be learned, not There is a full climbing at examples the Webster Campus, andfound thereinare trees and a rock rappel the punishment. Below arewall a few of consequences thetwo Earlyclimbing Childhood Program. • • •
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station at the LaBarque Campus. On both campuses, adventure education teaches students they can do Giving or writing an apology to the victim more than they initially believe—a powerful lesson. Losing privileges
Stewardship
Calling home
All schools recycle and talk about caring for the community. However, not all schools earn an MSD tax credit for their semi-permeable pavers; compare coal, wind, and solar energy on their own campus. The College School has been committed to environmental stewardship since we were established in 1963.
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Throughout the year, all grades take advantage of the abundant learning opportunities at our LaBarque Campus. Below are just a few ways our elementary school grades connect their classroom learning with place-based learning at LaBarque.
First Grade First Grade connects their Food Theme to the maple trees on our LaBarque Campus. Students visit the property to tap trees, collect sap, and boil it down, on the property’s sugar shack, to begin the maple sugaring process.
Second Grade Second Grade studies stream health and ecosystems at LaBarque, documenting macroinvertebrates and journaling.
Third Grade Third Grade collaborates to grow and change their River City community on site. Through their work, they study urban planning and financial literacy.
Fourth Grade Fourth Grade partners with their Kindergarten buddies to plant native species and remove invasive species. Students also practice reflection through journal writing in the field.
Fifth Grade Fifth Grade has rich curricular experiences at the LaBarque Campus, as they use it on a regular basis as a foundation for understanding a variety of concepts. We practice fire-building skills, utilize cooperative game play, catch and tag migrating Monarchs, and learn about systems thinking models.
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ELEMENTARY SCHOOL the college school
Feedback and Assessment School Hours Ongoing Partnership In addition to weekly communications that are emailed to families, we encourage families to reach out to us at anytime during the school year with questions or requested check-ins. Formative Assessment In addition to a “Summative Assessment” that is completed at the end of a project or semester (i.e. report cards), “Formative Assessment” is the feedback that students receive daily from teachers and classmates. This may include notes back on a paper, cool and warm feedback sticky notes from classmates, or a rubric (scoring guideline) being completed by the student, teacher, or peer. Absences When students are absent, it is requested that a parent call the office before 8:15 AM. If possible, doctor appointments should be arranged for after school or on no-school days. Extended family vacations during the school year may Conferences impede a student’s progress. Please consider the school calendar and call us as soon as possible when making such Fall and spring conferences give teachers and parents an opportunity to celebrate students’ successes plans.
and to strategize on areas needing growth. Parental input enables teachers to provide a most Tardiness comprehensive conference.
Students not in their classes by the 8:15 AM bell are marked tardy. Parents should go to the Administration Office to sign in tardy students. Because of on-going structured activities and schedules, it is important for all students Report Cards to arrive on time to school. Parents will be notified if a Discipline pattern develops. Report cards are emailed twice yearly, following We believe it is and essential to the maintain a safe and healthy Winter Break during first weeks of summer. environment for everyone in our school community. Report cards are a combination of narrative The purpose of our discipline policy is to help foster reflections, anecdotal documentation, and specific such an environment. Our policy seeks to be childskill assessments. centered and compassionate, while at the same time attempts to clearly communicate what we believe is acceptable and unacceptable behavior. We believe Testing that consequences should focus on what is to be learned, not punishment. a few Students inthe Third and FifthBelow Gradeare take theexamples Wide of consequences found in the Early Childhood ProRange Achievement Test (WRAT) that measures
the basic academic skills of word reading, sentence comprehension, spelling, and math computation. Standardized testing happens in Sixth-Eighth Grades. 18
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Student Support Center The Student Support Center partners with teachers, students, parents, and outside professionals to ensure the academic and social success of every student at The College School. The Student Support Center assists students at The College School in different ways to help them reach their highest potential. The Center directly helps individual students who have diagnosed or undiagnosed learning disabilities or profiles or who need specific academic, social, and emotional support. The Center also works with whole classes or small groups on specific needs. A few examples of the Student Support Center role in our Elementary School grades include: • • •
Support and planning around Individualized Learning Plans Small-group support for academic, social, emotional needs Guidance in navigating and requesting outside resources when, and if, appropriate
Parent Partnership Communication Strong communication among students, faculty, parents, and administration is crucial to each student’s success in elementary school. Communication is naturally a two-way process. Each grade sends weekly email communications, and parents are encouraged to stay in close touch with teachers when questions or concerns arise. Email communication is the best way to start a conversation. Phone calls are also welcome, and then meeting times to talk in person can be arranged as needed. Our School Family The College School doesn’t work well without parent involvement. Throughout the year, we strengthen our family community through school events such as curriculum night, coffee talks, and of course, field trips. We hope you’ll be an active and present member of our school. Volunteer Please consider volunteering your time and talent at The College School. We depend on wonderful parents to support the myriad of activities that raise money for our teacher enrichment programs and strengthen the social fabric of our school community.
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Learn to learn for life.
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7825 Big Bend Blvd • St. Louis, MO 63119 314.962.9355 • thecollegeschool.org
