Middle School Information Session & Parent Education

Middle School at Acera• Mission• Key Capacities for Development• Adolescence and How Acera MS Addresses Needs of this Stage• Program Components• Anecdotes - Components in Action• MS1 and MS2• Staff Members• FAQs & Aligning Ideas

Acera MissionEnable high ability students to learn based upon ability and

motivation, not age.

• Safeguard the spirit and innate curiosity of each child

• Focus on inquiry, creativity, and complex thinking

• Emphasize STEM learning areas, developing native capacity

• Create educational partnerships with Universities and Academic Institutes. Foster inspiration and education in emerging fields

• Enable student’s to pursue their passions and talents. Provide a runway for learning so that students can fulfill their potential.

• Operate as a Lab School - pilot approaches / strategies. Be a microcosm for Education Innovation.

• Develop the next generation of scientists, mathematicians, creative thinkers, and leaders

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MS Program Concept• Same as elementary program• Difference- implemented in a developmentally

appropriate way• Shifts from “who you are” to “how you are within

the world”• Move from self-centered to socially centered• More integrity and accountability – to yourself & the

community

Typical for Adolescence At Acera We…

Seek from parents. Able to truly think for themselves. Can become rebellious.

• We do not shut this down. We use that momentum. It is messy, sometimes inappropriate.

• We embrace expression of self, and help them express things appropriately.

• Give students more voice in their learning path.

Push limits and test. • Let them try things and make mistakes.• Include program aspects that support this unique

age and stage.• Natural consequences.• In MS2, an “open language” policy.

Executive function brain capacity developing - unevenly. Ready for meta cognition.

• Expectations of homework and longer-term assignments.

• Expect students are on point for managing their work. It’s up to them.

Physical and hormonal changes.

• Sex-Ed program helps increase self awareness.• Mindfulness & yoga enable some habits to address

EQ needs.

Emotional Growth Through Academic Experiences

Capacities & EQ Development in Parallel with Academic Skills & Knowledge

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Anecdotes of ConcurrenceLearning Endeavor Concurrent EQ Learning

Math Growth Mindset

Literature Book Groups Practicing the art of conversation

Passion Projects. Planning Class Trips. Presentations.

Finding your voice. Effective Communication. Following through on the commitments you make.

Service / Stewardship Projects Becoming aware of needs of others

Science Lab Asking questions amid ambiguity

Writing a Response Essay Persistence even when it is difficult

Participation in Multiple Electives Time Management / Organization Skills

Elective & STEM Symposium Projects Ask for help. Seek out mentors.

Group Project Listening to others’ perspectives. Being an effective, contributing team member

What we see…

Learning Priorities • Enable Social, Emotional & Leadership Growth

• Develop Writing, Organization, and Discussion Skills

• Develop Independence, Adaptability, Frustration Tolerance

• Find Your Voice. Engage in Meaningful Work.

• Become Accountable to Yourself and Your Community

In a Climate of Freedom, not Pressure

Program Components• Electives• Passion Projects• Science Lab• Math• Writing • Literature• Sex/Health Education• Social Emotional Learning “SEL”• Service / Stewardship Projects • Whole Class Endeavors• Optional Add-On: Spanish 8-8:45am• Optional Add-On: Poli Sci / Model UN Club

Inquiry Facilitator Principles1) Teachers rarely, if ever, tell students what she thinks they

ought to know.2) Her basic mode of discourse with students is asking

questions.3) Her lessons develop from the responses of students and not

from a previously determined "logical" structure.4) She does not look for, accept singular answers to questions5) She measures success in terms of behavioral changes in

students.

2015/2016 MS TeachersTeacher & Focus Specialties

Christine Horan, MS1 Lead Philosophy, Writing, Science, Literature

Gus Halwani, MS2 Lead Neuroscience, Music, Sciences, Research

Sean Ingle, MS2 Lead Political Science, Engineering, Humanities

Michael Hirsch, Science Lab Biology, Microbiology, Chemistry, Biochem

Vanessa Roman Sex Ed. Theatre. Mindfulness. Yoga. EQ.

Josh Briggs, Innovation Lab Engineering, Construction, Design, Math

Anthony Reynolds Fine Art, Music, Poetry Slam, Percussion

Kate Fractal Math, Comp Sci, Game Design, EE

Michel Ohly Math, Economics

Jenna Gillespie Counselor, Literature, Writing, Organization

Outcomes High Schools Capacities / Evidence in HS

Boston University AcademyCambridge School of WestonChapel Hill-Chauncy HallMinuteman Tech VocationalCommonwealth SchoolNewman SchoolConcord AcademyMeridian Academy PingreePublic

Admissions Officers Reach Out to Us – They want our students

Initiative

Self Knowledge of Strengths, Shortcomings, Learning Style

Self Advocacy

Ability to Plan & Execute Successfully in Assignments, and Get Good Grades

Courage

Questions?

Video Clips of Specialist Teachers

• Josh Briggs – Engineering, Construction, Math /Elective• Michael Hirsch – Science Lab• Vanessa Roman – Sex Ed, Mindfulness• Anthony Reynolds – Arts Electives, Arts Community Outreach

Slides which follow may become useful in a Parent Seminar in the Future . . .

Vanessa

Michael

Josh

Anthony

Parent FAQsHow will math work?• We observe more joy and use of math to solve problems with

the shift to include more integrated math.

Culture? • Create a Community – students & adults who care about each other• Relationships. We know our students as whole people.

Ability Math Group Math Elective

9-10am, Mon & ThursPre algebra meets 4X/week

9-10am, Tues & FriFor Algebra 1 & above

Key Capacities for Development• Emotional Intelligence• Acceptance of self• Awareness of strengths and weaknesses• Frustration Tolerance• Awareness of ones impact on others• Taking responsibility for the impact you have on the community• Leadership and self advocacy

• Creative Thinking, Problem Solving, and Initiative • Writing Skills• Speaking Skills• Organizational Skills

This is a multi year process. It does not have a concrete start or finish timeline.

We Embrace MIT Media Lab Principles

Outcomes Before After

Very bored before Acera. Entered as a quiet, poised, meek Grade 6 girl.

Emerged as a leader in the MS community. Vibrant presence and voice. Asks questions fearlessly.

Very unhappy in previous program before grade 5. Frequent outbursts. Extreme disorganization. No friends.

Poised, humorous Grade 8 Graduation Speech. Many friends! Self Advocates for the right classroom placement in HS. She is thriving “All because of Acera” -- Her Dad

Seen as “average” by her prior teacher. Very low frustration tolerance. No tolerance of ambiguous situations or questions. Very literal.

Placed into calculus in Grade 9. Grew to know herself and develop confidence and coping skills. Thriving in a high rigor HS.

Articulate, yet deep dislike for school. Constant fidgeting. Approval seeking.

Confident and calm leader by Grade 8. Thriving in 11th Grade.