The Middle School Program

The Middle School program has been designed to remain true to the progressive educational tenets of the founders of the Laboratory Schools, while simultaneously adapting its program of learning to the contemporary world. The fact that the Schools have just recently embarked on their second century is testament to their success in this effort. But the achievement of this goal requires constant fine-tuning of the curriculum and reflection about the Schools' pedagogical approach, a process to which the Middle School is strongly committed.

The Middle School program is based upon the following principles:

• All students at a particular grade level should have a set of common curricular and co-curricular experiences.
• Each student's depth of inquiry and critical thinking skills should be nurtured and fostered.
• Each student should develop the ability to make connections through analysis, synthesis, and interpretation.
• Each student should get to know and feel confident about him or herself, and learn the meaning of personal commitment and responsibility to others.
• Each student should develop an understanding of and commitment to the larger community.

Homeroom - Fifth Grade

The structure of the fifth grade program particularly embodies the transitional nature of the Middle School years. That is, aspects of the lower school program are combined with aspects of the later middle school program. Specifically, the homeroom structure of lower school is retained. The continuation of a homeroom setting enables a single teacher to know each student extremely well and provides an environment in which the teacher can guide the student's social as well as academic growth.

The daily schedule of fifth graders also continues to be similar to that of the Lower School. That is, the homeroom teacher teaches language arts (i.e... reading, writing, grammar, oral expression), mathematics and social studies. Specialized teachers outside the homeroom teach the other subjects that comprise the fifth grade curriculum - world language, science, computer, library, art, music and physical education. Fifth grade students eat lunch in their homerooms.

Advisory -- Sixth through Eighth Grades

In contrast to fifth graders, sixth, seventh and eighth grade students are assigned to an advisory group, consisting of an adult advisor and approximately 12-15 students from the same grade. The advisory meets at the beginning of each school day for 10 minutes to take attendance and to convey announcements. Twice a week, the advisory meets for a full 45-minute period for group activities and a curriculum that focuses on community service and life skills.

The advisory program is intended to serve several purposes. The advisor is an adult (teacher or administrator) who has a consistent and long-term relationship with the students in his or her group, and who serves as an advocate for the individual students. In addition, the advisory group is a defined entity in which a student has automatic membership. A sense of belonging and an environment that is comfortable and secure are developmentally important needs of students this age. Whether for a full period or for only 10 minutes, the advisory serves the very important function of setting the tone for the day.

Sixth, seventh and eighth grade students follow a daily schedule developed specifically for each student, which is organized in forty-five minute periods. Students attend a two-period language arts/social studies class called "humanities", and a single-period class in mathematics, science, world language, physical education and music. Students also have one period during the year in which they rotate through classes in visual art, oral interpretation (i.e.... verbal expression and communication), computers, and home economics.

Tutorial

Students in grades seven and eight have two 45 minute periods each week to work on homework or meet with teachers for extra help during the school day; these periods are called tutorial. During tutorial a student should bring all of their books and materials to their assigned tutorial room and check in with the teacher. Students without specific homework are instructed to bring a book with them for pleasure reading.

Teachers may at their discretion allow students to work quietly in small groups; however, the tutorial must be a place where students can get work done and the noise level should therefore be appropriate for that task.

A student who wishes to meet with a specific teacher during a tutorial period is provided with a written pass prior to the tutorial period. The pass should be presented to the teacher running the student's assigned tutorial before the student leaves to attend his/her scheduled meeting.

Activity Period

Students in grades six through eight have one 45 minute period each week to participate in clubs, organizations, or activities during the school day. Each week teachers offer a series of options and students are given the opportunity to sign up for the activity of their choice. The options are listed in the bulletin on Monday and students are asked to make their selections by Tuesday morning. Activities can range from a student council meeting to a jazz band rehearsal, to a quiet study period, or an organized walk to the 57th Street Bookstore. Students can help to create new activities by making proposals to their advisor.

In the sixth grade, advisors use part of the year to engage students in a multi-week activity during one of the weekly advisory periods.

Assembly

Students in grades seven and eight may gather during the week as a class or as a combined seventh and eighth grade group to share announcement, discuss upcoming events, and to meet presenters from around the city. In recent years assemblies have allowed us to bring in speakers to discuss substance abuse, AIDS, Refugee Children, Land Mine Reform, and Child Labor Issues. Blues Performances, theater presentations, student music, and The Harlem Globetrotters have entertained us.

Assemblies allow our students the opportunity to come together in a large group and to share an experience as members of a larger community. The weekly assembly is an important part of our middle school program because it remind our students that they are a part of a larger community and that they have obligations that extends beyond themselves.

Homework

Homework becomes an increasingly important part of a student's life during Middle School. The purpose of homework is to reinforce learning that takes place in the classroom. It is also a way for students to develop and refine more mature learning habits. Assignments consist of both daily and long-term projects.

Schoolwork changes during middle school years; sometimes that change seems to be abrupt. The school must help students learn to manage the task of organizing themselves. This is especially true in sixth grade when several different teachers can assign homework at the same time. The skills involved need to be addressed at school, but parents should assist students as they practice dealing with new demands.

The role of parents in homework changes in middle school. Parents should always remember the answer to the question - "Whose homework is it?" Middle school students are not instantly able to organize themselves and adjust their time to the demands that come with increasing homework responsibilities. Parents can help by providing an environment conducive to concentration, and they can help their children work on a suitable study schedule. We do not ask parents to suddenly say to their children, "sink or swim." Students need different amounts of support and encouragement. Students don't need their parents to do their homework for them, nor do they need parents to claim responsibility for their child's homework. Students need to learn how to increase their responsibilities in this area of extended learning. At the same time parents and teachers need to listen to students talk and grumble about, and find their way through the increased homework responsibilities of middle school.

Standardized Tests

During the middle school years, standardized tests are given to sixth and eighth grade students at the end of the fall semester. Currently, such testing consists of the Comprehensive Testing Program developed by the Educational Testing Service of Princeton, New Jersey. Results of the tests help the Middle School evaluate the performance not only of students individually, but also to examine trends and patterns within the school over a number of years. While the results are made available to parents, it is important to keep in mind that the School views standardized testing as only one of many ways to evaluate a student's progress.

Any Lab Middle School student who has received a formal psycho-educational evaluation with a recommendation stating that he/she is eligible for extended time on standardized tests should contact the Middle School Learning Consultant through the Middle School Office to arrange for this accommodation.

Extra-Curricular Activities

Various extra-curricular activities are available to students in the Middle School. Some of these consist of: yearbook, annual fall, winter and spring plays, grade-level dances, allegro string ensemble, after-school classes, service on the student council, math teams, chess club and inter-scholastic sports. The middle school maintains an open enrollment policy that allows all students interested in participating in these programs the opportunity to be a member.

Philosophy of the Athletic Program

The University of Chicago Laboratory Schools' athletic programs support a no-cut policy, based on the belief that all students should have the opportunity to experience and contribute to a team, regardless of skill level. Having a no-cut policy has many positive attributes. The no-cut policy provides some limitations, particularly in team sports such as basketball and volleyball, where large teams are not always easy to manage and issues surrounding playing time and practice time can occur. Our coaches are sensitive to this issue and try to work with their teams to create a positive experience for all participants. We have found that the benefits of providing our students with an equal opportunity to join a team, or a no-cut policy, far outweigh the disadvantages.

With this opportunity comes responsibilities. The athletes are expected to attend all practice sessions (typically 1 - 1.5 hours duration) and contests. Absences must be excused by the coach, and should be detailed in a parental note. Generally, half of the contests will be held at other schools, which requires that our athletes travel (by bus or school van) during the week. They often do not return to school until 7:30 P.M. or later on these evenings. Athletes should ensure that they have appropriate clothing and especially footwear for participation in their selected activity. Any physical limitations or medical restrictions should be communicated with the coach before the first practice. Homework schedules and healthy sleep patterns are an important part of the student's responsibility.

Our no-cut policy refers to the opportunity to join a team -- it does not guarantee playing time; however all athletes who adhere to the coach's training guidelines will participate in competitions.

Student athletes need support from their coach, teammates and their families in order to meet the challenges that an athletic team offers. They are experiencing an increased academic workload, and may also have many additional interests outside of school. For some of our students, participation on a Laboratory Schools team is the first competitive team experience they have had, and juggling their many commitments is a part of their learning process.

In order that the Middle School athletic programs serve the athletes during the season, and also best prepare them for potential participation in High School, the program's focus is on skill development, knowledge of the activity, basic strategies, and the rules of the sport.

Being part of an athletic team at any level requires commitment and dedication. Most students who fully commit themselves to the programs will see marked improvements by the end of the season. Enjoyment of the activity is critical to the motivation of the athletes, but they should expect to work hard, and understand that success will not come overnight. Joining a team offers countless opportunities for personal development beyond the attainment of physical skills. Athletes learn self-discipline, the value of hard work and self-sacrifice, goal setting, problem solving, self-evaluation, and teamwork. There is much to learn about oneself and others in winning and losing; we hope our athletes will develop perseverance, and excellent sportsmanship.

Middle School Team Sports

All teams are open to 7th & 8th graders. 6th graders may join the track team in the spring.

Giant Gym Nights

Giant Gym Night is an event sponsored by the Middle School Parent Council, where Sunny and Kovler Gyms are opened for the exclusive use of Laboratory Schools students in 5th/6th and 7th/8th grades. Swimming, gymnastics and basketball are among the scheduled activities. The event is staffed by P.E. faculty and chaperoned by Middle School parents. To ensure that all students enjoy the activity and arrive home safely after the event, we ask that parents review with their children the following guidelines:

• Giant Gym Night runs from 7-9 PM on specifically scheduled Friday nights. Parent chaperones are posted at the Kenwood Mall entrance to Sunny Gym and will ask each student to sign-in as they arrive. Athletic attire is required. Swimmers need a bathing suit, cap, and towel.
• A parent, guardian or responsible adult designated by the student's parent/guardian must arrive promptly at 9PM to sign-out each student. For safety reasons, chaperones cannot allow students to leave the gym at any time unless they have been properly signed-out. We encourage parents to volunteer as chaperones for Giant Gym Night; the evening provides a welcome opportunity to chat with other parents and to enjoy their children's athletic prowess.
• As at all Laboratory Schools functions, the Schools' Standards of Behavior and Code of Conduct, contained in this handbook, are in effect. Students who choose not to comply with these guidelines will lose the privilege of attending subsequent Giant Gym Nights.

Camps

In conjunction with our philosophical belief in hands-on and experiential learning, students in grades six through eight participate in a series of annual overnight trips. These trips are designed to build and strengthen friendships, develop leadership skills, and make appropriate connections to our curriculum. Our camp programs extend the learning environment outside of the classroom walls and give our students the opportunity to work with their friends and our faculty in a different setting. Camps have been held at the following locations:

6th grade - 5 days in Burlington, Wisconsin

7th grade - 4 days in Pretty Lake, Michigan

8th grade - 4 days in Washington D. C.

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