Middle School Program Overview

All students take eight classes and belong to an advisory group. Students are assigned all of their classes by the school, except for World Language, Electives, and Extensions, which are student/family choices. All courses are yearlong except for Foundations, Electives, and Extensions, which are a semester or half-semester long."

The Middle School runs on a rotating block schedule. Each student is provided with a  planner at the beginning of the school year.

Rowland Hall Middle School utilizes Mission-Based Grading to report holistically on students’ development as learners. The three grading categories for each class are Academic Mastery, Productivity, and Contributions, which are derived from language in our mission statement. In short, the Academic Mastery grade speaks to a student’s mastery of the learning goals of the class. Productivity refers to a student’s individual mindsets and habits that promote learning, and Contributions reflect the student’s impact on the learning community. Students’ grades will take the form of the following descriptors based on the Mission-Based Grading Rubric developed by Rowland Hall teachers and administrators:

Students receive one of four grades for each of these three categories in relation to the goals and tenets of each category: Exceeding (“E”), Meeting (“M”), Approaching (“A”), or Below Approaching (“BA”). We also have grades at the half-level (“A+” and “M+”) to communicate that a student is performing near the next proficiency level.

Students will receive grades four times thorughout the year: progress reports in October and March and report cards in January and June. Narrative comments written by your child’s teachers about their progress in all three grading categories will accompany the January report card.

In extreme situations in which a student cannot complete assigned work due to circumstances beyond the student’s control, Rowland Hall may create alternative grading policies to support the students. These alternative grading plans will be made by the academic and social-emotional support team and approved by the principals.

The Middle School believes that adolescents need to develop and maintain a healthy balance in their personal lives with their academic pursuits and extracurricular and leisure activities, and also spend quality time with their families; therefore, the grade-level teaching teams work together to make sure that homework is purposeful and allows students to develop content knowledge, skills, study habits, and time management. Parents/caregivers can support their children by encouraging productive habits and engaging in dialogue about their progress and learning.

We suggest that students utilize the following strategies to support their learning:

• Check in with parents/caregivers approximately once per week to walk them through assignments, grades, and learning on Canvas and in your planner.
• Utilize the Rowland Hall planner (or an equivalent of your choice) to record upcoming assignments and relevant details.
• Create a nightly to-do list comprised of notes from your planner and assignment details from Canvas (and cross items off the list as you progress!). Consider what is due the following day, as well as upcoming assignments.
• Complete homework in a distraction-free public space within the home (i.e., kitchen table).
• Chunk homework with short breaks (i.e., 30 minutes of quality work time followed by a ten-minute break).
• Break long-term assignments and projects into a series of step-by-step tasks with self-designated due dates.

Generally, sixth-grade students will have one hour or less of nightly homework, and seventh and eighth-grade students can expect ninety minutes or less of nightly homework. Occasionally there may be exceptions to these time limits, but if students follow the long-term assignment guidelines that teachers recommend, they should be able to maintain a manageable homework schedule. Students may be given a day’s homework over weekends, including long weekends, and students might use weekends to complete projects and long-term assignments. No homework is given over our five breaks: Fall, Thanksgiving, December, February, and April.

Policies for accepting late work vary by teacher; however, students whose absences are excused will be given extra time to make up work.

Please refer to the list of religious holidays on our Religious & School Holidays Policies page for more details.

Regular collaboration among adults is vital as we support students in our Middle School. A key adult for each student is their advisor. Each student is part of an advisory group, which serves as the home base at school. Advisory groups meet together multiple times each week to focus on community building, academic advising, social emotional learing, cultural competency, and more. There are seven advisors per grade level who meet regularly to plan advisory lessons as well as connect with our student support team to talk about students, identifying successes as well as areas of growth and support. Our Student Support Team is made up Leslie Czerwinski, Social Emotional Support Counselor, Jane Singleton, Academic Support Coordinator, Charlotte Larsen, Middle School Assistant Principal, and Pam Smith, Middle School Principal.

Middle School Academic Support Coordinator Jane Singleton assists students with recognized learning differences, working closely with families, teachers, and advisors to make the Rowland Hall curriculum accessible. Jane can also connect families to professional tutors or to Rowland Hall upper schoolers, who charge $15 an hour to tutor their younger peers on everything from organizational skills to specific subjects. Jane is also a resource for families who want to seek out educational testing/evaluation.

Social-Emotional Support Counselor Leslie Czerwinski assists students with social and/or emotional needs. Support may include brief one-on-one counseling, parent education, crisis management, and/or referrals for outside services. When extra support is indicated for a student, we develop and implement a support plan with the student, family, and the support team. The family may be asked to provide additional support services as needed to help the student achieve academic and social success at school.

Teachers are available to work with students during academic advisory and after school from 3:15 to 3:45 pm.

Read More: Social-Emotional Learning

Communication between school and home has always been an integral part of each student's success. The best way to communicate with teachers, advisors, and student support team members is through email. Feel free to look at our directory for email addresses. We welcome and encourage this communication throughout the school year. In addition to email, there are three opportunities to conference with teachers and advisors.

Orientation Conferences take place in August, before school starts. The goal of this conference is for parents/caregivers to connect with their child's advisor prior to school starting to share important information and begin to establish a relationship. In addition to the conference, an Orientation Survey will be shared which is another opportunity for parents/caregivers to provide helpful information to their child's advisor.

Parent-Teacher Conferences take place at the end of October, the week following our first semester Progress Reports. This is an opportunity for parents/caregivers to sign up for a 10-minute slot to meet with various teachers of their choosing. Conferencing is available as an opportunity to ask questions or dive more deeply into wonderings about your child’s learning; it is not required for you to meet with each of your child’s teachers. Given the focus of these October conferences is on parents/caregivers/teachers, student participation is optional.

Advisor-Advisee-Caregiver Conferences take place in March, the week following our second semester Progress Report. These conferences are grounded in empowering students to take ownership of their learning by identifying areas of strength and growth based on teacher feedback and their performance.