Focus on Freshmen: From 9th Grade Dean Meg Hill
Focus on the Freshmen
February, 2015
February, 2015
When we hit the half-way point of the school year on January 9th, I was reminded of how fast time seems to pass and the ways in which we connect our day-to-day routines to a bigger, more long-lasting picture. As we’re now heading down the metaphorical mountain, I’m trying to bring my attention to the landscape ahead while also thinking about how some of the beginning-of-the-year activities (Orientation Day, Opening Day, Freshman Retreat to name a few) have helped pave the way for the freshman journey.
For freshmen, much of the first part of the school year revolves around adjusting to being an upper schooler: the academic and social terrain can look quite different for everybody, whether they’ve been at CA for a long time or beginning their CA education in 9th grade. The advisory program helps anchor students within smaller groups, providing them a space to speak freely and feel supported by their peers, advisor and Community Leadership Team senior leaders. By now, students are very familiar with their teachers’ expectations and how each teacher finds unique ways to balance high rigor and low stress within their classroom.
This group of 9th graders also pioneered the P/F model in three courses during trimester 1. They took an online survey about this grading system before the winter break, and here are some of the results:
Close to 75% stated that they had significantly lower stress levels and a more positive transition to upper school because of the P/F system.
Close to 75% would prefer to have the P/F model again for the same three classes during trimester 1.
Most students took advantage of the many opportunities to revise their work.
Approximately 20% felt that “slacking off” can be an unintended consequence of the system.
Approximately 5% stated that their stress level wasn’t reduced.
For freshmen, much of the first part of the school year revolves around adjusting to being an upper schooler: the academic and social terrain can look quite different for everybody, whether they’ve been at CA for a long time or beginning their CA education in 9th grade. The advisory program helps anchor students within smaller groups, providing them a space to speak freely and feel supported by their peers, advisor and Community Leadership Team senior leaders. By now, students are very familiar with their teachers’ expectations and how each teacher finds unique ways to balance high rigor and low stress within their classroom.
This group of 9th graders also pioneered the P/F model in three courses during trimester 1. They took an online survey about this grading system before the winter break, and here are some of the results:
Close to 75% stated that they had significantly lower stress levels and a more positive transition to upper school because of the P/F system.
Close to 75% would prefer to have the P/F model again for the same three classes during trimester 1.
Most students took advantage of the many opportunities to revise their work.
Approximately 20% felt that “slacking off” can be an unintended consequence of the system.
Approximately 5% stated that their stress level wasn’t reduced.
These students will be asked to complete another survey at the end of the second trimester as a way to gather more data and anecdotal information regarding their transition from P/F to the traditional grading system in all of their classes. The upper school is committed to this grading model, and each department is actively engaged in conversations about best practices within this dynamic pedagogical framework.
Beyond the academic realm, part of the “freshman experience” involves navigating social situations, in a variety of settings, and forging relationships with intention and empathy. This is not always easy (“Humans aren’t easy,” as my grandfather used to remind me), but reaching beyond immediate friend groups clearly shows how observable acts of kindness and courage are as important as insightful reading and writing. By this time in the school year, it’s hard for me to remember that nearly half of the class came new to CA this year! As our school culture places value on diverse perspectives and unique stories, these 9th graders continue to demonstrate what it looks like to stop, really listen, ask engaging questions, and affirm their own commitment to the mission of inclusive excellence. Beyond their peer group, the Elders Project (“Coming of Age in the World” class project) is a moving example of the interpersonal connections freshmen are asked to make….not as an “add on,” but as an integral part of the curriculum. Another example is the Service Learning program, and especially the on-campus service day that each advisory does this year. Just this week, Maeve O’Hara’s spunky group worked alongside the maintenance and food services members of our community and saw first-hand how much commitment and expertise goes into creating and sustaining a vibrant learning environment. The freshmen continue to rise to the challenge of deepening and broadening how they view the world and how they interact with new situations, ideas, and people.
With only a few weeks left in trimester 2, the freshmen are well-poised to take much bigger and bolder steps as they progress through the second-alf of the school year; that’s our hope…….and expectation for them.
Beyond the academic realm, part of the “freshman experience” involves navigating social situations, in a variety of settings, and forging relationships with intention and empathy. This is not always easy (“Humans aren’t easy,” as my grandfather used to remind me), but reaching beyond immediate friend groups clearly shows how observable acts of kindness and courage are as important as insightful reading and writing. By this time in the school year, it’s hard for me to remember that nearly half of the class came new to CA this year! As our school culture places value on diverse perspectives and unique stories, these 9th graders continue to demonstrate what it looks like to stop, really listen, ask engaging questions, and affirm their own commitment to the mission of inclusive excellence. Beyond their peer group, the Elders Project (“Coming of Age in the World” class project) is a moving example of the interpersonal connections freshmen are asked to make….not as an “add on,” but as an integral part of the curriculum. Another example is the Service Learning program, and especially the on-campus service day that each advisory does this year. Just this week, Maeve O’Hara’s spunky group worked alongside the maintenance and food services members of our community and saw first-hand how much commitment and expertise goes into creating and sustaining a vibrant learning environment. The freshmen continue to rise to the challenge of deepening and broadening how they view the world and how they interact with new situations, ideas, and people.
With only a few weeks left in trimester 2, the freshmen are well-poised to take much bigger and bolder steps as they progress through the second-alf of the school year; that’s our hope…….and expectation for them.
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