The
Dalton Middle School
Introduction
to The Academic Plan
The Dalton
Middle School's educational plan addresses the unique learning styles
of young students at a crucial stage in their development. It provides
a transition from the protective, guided environment of the First Program
to the departmentalized High School. It is a program designed for and
adapted to the unique needs of Middle Schoolers. The hallmarks of the
Middle School Program include:
• A
warm, secure and inviting student-centered environment within the school
community created by caring adults and transformed by students as they
pursue scholarship and explore moral and civic values (House)
• Opportunities
for the exploration, development and expansion of knowledge, skills,
and critical thinking capacities while making allowances for individual
learning interests and styles (Assignment)
• Personalized,
continuous and specific assessment and evaluation of student work
and regular student-teacher conversation ensuring support and feedback
(Lab)
To successfully
implement this plan, the Middle School employs highly skilled professionals
in education who are committed to working with Middle School children.
In addition to the regular teaching staff, the Middle School employs specialists
in the areas of psychology, health services, enrichment and remediation,
developmental math, and organization and study skills. Children interact
with these specialists individually or in small groups.
The
Dalton Plan: A Middle School Philosophy of Education
The House is the
most important aspect of the Middle School program. House Advisors guide
students through the school year by carefully following progress in
all disciplines, by mentoring young students, and by functioning as
the primary liaison with parents.
Middle School Teachers serve as House Advisors. This special role as
an advocate and mentor assists teachers in building special partnerships
with students. The greatest benefit of the House system in the Middle
School is that it provides adequate time and space, a forum for students
to learn life skills and to engage in cooperative discussion. House
is a time for discussion, learning, reflection and problem-solving.
It is an important time of the week when students learn about community
and where they are able to share their perspectives on important issues.
This learning and sharing is guided by House Advisors in a warm and
supportive environment where students take risks, share their ideas,
discuss, mediate and resolve issues, and learn and model civic responsibility.
House time is used wisely to inform and to potentiate conversation on
many diverse topics. During House, students actively transform ideas
into action and they are encouraged to reflect upon House discussions
throughout the day.
In the fourth and
fifth grades, students work and learn in largely self-contained
classrooms where much of their instruction and thinking takes place.
They come to think of themselves as members of a classroom community
working to build relationships within the grade. Guided by House Advisors
who provide support and caring, students become confident learners within
their grade and cultivate relationships beyond their own age group with
the intent of expanding their knowledge and refining their social skills.
In the sixth, seventh and eighth grades, the program is
structured around the curricula of individual disciplines. The House
Advisor's role as advocate and mentor is expanded and enriched. Each
House meets at the beginning and end of each day and for an additional
hour and one half period each week. House time provides students with
the opportunity to develop peer relationships, to focus on civic life,
and to learn other life skills which are important elements of the Dalton
Plan.
The Assignment provides an organized plan for student teaching
and learning. When Assignments are presented and discussed in any discipline,
teachers help students identify what skills are needed to complete the
various tasks, where the resources might be located to research a topic
or advance a level of learning, and what timetable should be followed
to meet the expectations of the Assignment. As students progress through
the grades, Assignments increase in complexity and grow to encompass
six week units providing greater opportunities for students to select
options for learning within each assigned topic and area.
The Laboratory provides students with time during the weekly
schedule to work with their teachers individually or in small groups.
The Laboratory provides time to use the libraries and to locate other
specialized resources to pursue topics, complete assignments and enrich
or remediate student learning.
Through the Dalton Plan, in particular the Laboratory and Assignment,
students learn skills that include:
• The
ability to set goals and to determine priorities consistent with the
stated course objectives and the student's own progress; to establish
surroundings and habits conducive to learning independently or with
others; and to follow a schedule that meets expectations for both short
and long term projects.
• The
ability to define, locate and use resources external to the classroom
(e.g. library, studio and laboratory materials and methods,
primary and secondary documents, visual materials, and information
available through various information systems including computers
and digital displays); and to combine data obtained from such sources
with information shared in the classroom.
• Classes
are grouped heterogeneously in most areas throughout the Middle School.
Individual learning styles and skill levels are recognized by grouping
within the classrooms, by expanding upon the Assignment to augment
learning, and by providing enrichment and support.
Student cumulative
progress is evaluated formally three times each year through narrative
reports, two of which are delivered in conferences between parents and
House Advisors. Letter grades are not reflected on reports Grades 4-7
but are introduced in 8th grade in preparation for High School. Grades
and other methods of assessment are, however, used to evaluate individual
assignments. Student work is thoughtfully evaluated in ways designed to
assist the student in growth and progress.
Curriculum:
A General Overview
The Dalton Middle School
works to provide a balance between attention the basics, coverage of
necessary skills and body of knowledge, and the need for students to
explore a wide variety of interests and experiences.
The curriculum is based on a core of courses in English, mathematics,
social studies, science, language, and the arts (performing and visual),
and a comprehensive physical education program. Fourth and fifth grade
students are taught social studies and language arts by their House
Advisors. Reading and math specialists are also teamed with House Advisors
in these grades to support and enrich teaching and learning. The sixth
through eighth grades are organized around teaching teams that plan
for, and work with a core group of students thereby assuring that every
student is well known to the group of teachers and can be assessed in
a thoughtful and meaningful way. Each child in these grades works with
three core teachers, one each in English, math and social studies. These
teachers share a common set of students, a common schedule and a common
planning time. As a result, they have adequate opportunity to meet and
discuss the individual needs of students and the structure of curriculum
within their grade level. Foreign language, art, music, science, dance
and physical education are taught outside the core time. These disciplines
provide teaching time where students from different cores can interact
and work together in common course work. The teachers communicate regularly
with the core teachers to ensure that student progress is evaluated
and advanced.
To enhance teaching and learning, the Middle School uses the City as
a classroom. This is evident in all curriculum areas. Teachers make
extensive use of the the Museum of the Native American, the Metropolitan
Museum of Art, The Museum of Modern Art, the Guggenheim Museum, Cathedral
of St. John The Devine, The Cloisters, The New York Tenement Museum,
the Bronx Zoo, The Museum of Natural History, the Cooper Hewitt Museum,
the Morgan Library, The Jewish Museum, The Museum of The City of New
York, and many other resources within the city that relate to areas
of study. Additional trips out of the city are also conducted to build
community, enhance self-awareness, refine communication skills and to
learn about the natural environment.
Community
Outreach and Service Learning
The Dalton Middle School
continues its tradition of strong leadership in the area of community
outreach and is dedicated to developing community and encouraging civic
responsibility. Service to clients and reaching out to those in need
are important student experiences, those teaching moments which emphasize
caring and responsibility and which support our commitment to community
and to civic values. To further these objectives, the Middle School
program provides students the opportunity to learn about civic action,
to explore and serve their community, and to make connections with neighborhood
service agencies. Currently, students participate in community outreach
through the House curriculum and they participate in a grade-level Day
of Service, visiting agencies throughout the Metropolitan area. Fourth
grade students study emigration during which time they learn about civic
responsibility and experience personal fulfillment as they become "citizens"
of the Middle School. Integrated into the curriculum is a program of
citizenship which provides students the opportunity to build community.
To this end, a fourth grade elective program sets the stage for young
students to explore their community, to expand their understanding of
civic life, and to learn the importance of giving and sharing. In fifth
grade, students team up with their First Program Buddy Houses to decorate
bags for God's Love We Deliver, an organization devoted to caring for
home-bound AIDS patients. On the Day of Service, students grades six
through eight assist the Educational Alliance, the HANAC Archbishop
Iakovos Senior Center in Long Island City, The Harbor for Boys and Girls,
Henry Street Settlement, the Housing Enterprise for The Less Privileged
(HELP), Lennox Hill Neighborhood House Head Start Program and Women's
Shelter, the University Settlement House, and the New York City Parks
and Recreation Department.
An important adjunct to service learning in the Middle School is the
work of the Community Service Committee. This student-directed Committee
is extraordinarily active and is sustained by student-generated goals
and objectives. Students develop service and outreach projects and implement
them through collections, agency visits and client services. Students
have developed projects supporting Common Cents, City Harvest, Ronald
McDonald House, the Yorkville Common Pantry, Church of The Heavenly
Rest, The American Cancer Society, Rosy and Harry's, All Children's
House, Crisis Mobile Unit for Children, Foster Care for Infants, and
Day Care at Cassidy's Place. Their commitment to outreach, caring and
sharing is exemplified by the good works they do and the appreciation
they receive from their clients and the agencies they serve.
Middle
School After School Program
The Middle School After
School Program is an exciting opportunity for students to spend time
after school engaged in activities of interest such as Fencing, Photography,
Computer Graphics and Web Design, Dance, Ice Skating, Ceramics, Chess
Academy, Hip Hop and many more. In addition, students can participate
in Homework Club, working with teachers on their homework and preparing
for the next school day. This after school program provides an opportunity
for students to continue their Dalton day until 5:00pm and is offered
on a fee basis. The program is open to all Middle School students. Brochures
are mailed to parents and students each semester.
Middle
School Clubs
There are over fifteen
Middle School clubs which meet after school. The clubs will be offered
to students in September and membership requirements will be outlined
at a morning assembly. These clubs are exciting, inspiring, and offer
a variety of rewarding experiences. Participation is voluntary.
8/20/01
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