The Stoneleigh-Burnham Middle School Program
	From its birth, Stoneleigh-Burnham Middle School has grounded itself in the research-based principles outlined by the National Middle School Association in its document, “This We Believe.” This holistic model recognizes that students’ development intellectually, physically, artistically, and socially is all inter-related, with each aspect of development affecting and reinforcing the others. This development can be astonishing, as early adolescence is a period in which brain development is more rapid than at any other time in life beyond the age of two. Yet, this development does occur at widely differing times and rates for different people. It is imperative, then, that we work to meet each individual student exactly where she is, and support her in moving forward. As an all-girls school, we also work constantly to weave in activities and practices that support our students in building their sense of connectedness, competence, and confidence, the three core elements of self-esteem according to noted psychologist JoAnn Deak.   Imagine a School... Dear Families, Imagine a school where girls smile all the way up the stairs in the morning because they are so excited to see each other. Squeals of joy and hugs begin every term, and vacations bring mixed feelings as we look forward to free time but must go our separate ways. Through classes, arts, athletics, the boarding program, and MOCA, the all-student government organization, students here grow close as they create a positive atmosphere for living and learning together. Imagine a school where the teachers love learning, care about kids, and find ways to help every single student learn to the best of her ability. Students’ questions and ideas fill the air, and may even provide the framework for some of the units being studied. Be it factoring an equation, connecting history to the present by preparing a brief for the president on modern-day issues, designing a science experiment, creating an original language, or collaborating with other schools to research the question “Are girls smarter than boys?” students are busy working and learning together, contributing and discussing each other’s ideas, and pushing themselves beyond what they thought possible. Imagine a school where both the arts and athletics are an integral part of the program. Students with a wide variety of skills and experience can find themselves challenged and stretched as they work to grow to the next level. Whether or not you’ve ever played an instrument, sung, danced, acted, or worked in a variety of visual media from comic book drawings to fish prints, whether you’re a rider or dancer or are into team sports, you’ll find a place here. In learning about how best to make middle schools work, and how best to help girls learn, in imagining the possible, we have built a program which has been described as “amazing,” “better than a dream,” and “just a fun and positive place to be.” See for yourselves. We’d love to welcome you. Bill Ivey Middle School Dean Stoneleigh-Burnham School

	Schedule & Assessment
	Schedule A girl’s day typically includes integrated instruction (Humanities, Math/Science) in the morning and more discipline-specific classes in the afternoon (Language, Arts). Classes meet four times each week. The class day ends at 3:30, and daily athletics and community service (one afternoon once every two weeks) span two hours in the afternoon. A student will study one to two hours during the day and/or evening in order to complete her homework for the next day. While most programs are exclusive to middle school students, others include students from both the upper and middle schools. Dedicated middle school programs include: Advisory, Humanities, Math, Science, MOCA (middle school student government), Grade 7 Exploring Languages, Visual Art, Vocal and Instrumental Music, Theater, Dance, Health, Community Service and Study Hall. Stoneleigh-Burnham faculty carefully direct programs that blend middle and upper school students to ensure that expectations and relationships are always age-appropriate. Blended programs include: Grade 8 language study, Athletics, Big Band, Chorus and Housemeeting and other all-school events (e.g. Mountain Day, Spearth Day, Social Action Day, Convocation). Assessment It is of vital importance that our students intimately and accurately understand themselves as learners, knowing what skills they have mastered, what is nearly there, and what areas need extra attention, and that parents are equally aware of how their daughters are doing. Yet, research tells us that traditional letter grades do not promote such self-knowledge, do not promote healthy development, and may in fact have a negative effect. Accordingly, we do not use letter grades in the middle school, substituting the following system of assessment and evaluation: 1. We involve students actively in understanding the goals and standards of each assignment, often asking them to participate in writing rubrics. 2. We provide a great deal of formative assessment as students progress through their work, to help them see strengths and challenges along the way and in the end produce their best possible work. 3. We often involve students in self-evaluating their completed work, through rubrics, narrative comments, and/or conversations. 4. Six times a year, we share formal written progress reports with families which include an assessment of work in each major skill area (Mastered, Acceptable but Needs Work, In Progress, or Not Yet Attempted), a narrative comment detailing progress to date, and an assessment of student performance in effort, participation, and citizenship (Consistent, Inconsistent, Unacceptable). These forms were designed with parent input. 5. Twice a year, students share samples of their work and self-reflections in all aspects of our program with their families during student-led conferences. These are also attended by advisors.