Intermediate School Curriculum
Our intermediate program includes grades four through six because we believe that these are such pivotal years for learning study skills to prepare for the increased expectation of independence experienced in middle school. Sixth graders may share classes with other intermediate school students as well as junior high students. All classes are taught using the NC Standard Course of Study. Teachers use accommodations and modifications where appropriate to ensure that the curriculum is accessible to all students. Small class sizes and the fact that students are on a first name basis with all of the staff members help Guilford Day School maintain a family atmosphere. We use this safe, supportive environment to our advantage, as it helps improve self confidence, which in turn helps our students be in a better frame of mind to learn.
Other key features of our intermediate school are skill building, enhancement, ORB, the advisor/advisee relationship, organization, and the Individualized Education Plan (IEP).
Skill Building
Skill Building is a mini-class first thing in the morning that incorporates movement and academic skills to get our students’ brains ready for the day. Students participate in a variety of games and drills that review math and language arts skills. Students are grouped by need and ability so that teachers can plan activities that are beneficial and appropriate to their group.
Enhancement
Fourth and fifth graders attend enhancement as their last period of the day, which incorporates movement/dance, keyboarding, library, study skills, life skills, and community service.
Outside Reading Book (ORB)
Every night, students are assigned 20 minutes of ORB, during which time students read a book of their choosing. The rationale behind ORB is that the more exposure students get to text that they are interested in, the better readers they will become, with higher rates of fluency and increased vocabulary. Parents are encouraged to be involved with students’ ORB, by reading together or talking to their child about what they have read that night.
Advisor/Advisee
All students are placed into an advisee group for the year. Students are arranged into advisee groups by grade. In most cases, the advisor teaches his/her advisees in at least one other class. Students report to their advisor for the first 15 minutes before school starts to ensure readiness for the day. Advisors check for planners to be signed off, pencils to be sharpened, and help take care of any other “business”. Students also see their advisors for a few minutes in the middle of the day and return to them at the end of the day for checkpoint. Since advisors see their students so many times during the day, they get to know them very well and can often identify and address global emotional and organizational needs. Advisors usually act as advocates for their advisees and are also often the teacher who is in closest contact with the family.
Organization
Since disorganization often goes hand in hand with ADHD and other learning disabilities, we have many strategies to address this problem. Intermediate school students carry the “Perfect Notebook” to all of their classes. The Perfect Notebook is a strategy that is enforced across the board, as all teachers make sure that all handouts are hole-punched, and they leave time at the end of class for students to file their papers before leaving class. Another key part of the Perfect Notebook is the assignment book. At the end of each class, students are responsible for writing down their assignment. Teachers come to each student and initial that the assignment is written down correctly. Click here for a sample assignment book page. At the end of the day, all students attend checkpoint, a seven minute period with their advisor. The advisor’s job at checkpoint is to make sure that students have been signed off in each of their classes and that they have all the materials packed that they need to get their homework done. Students who do not complete their homework stay 20 minutes after school for detention.
IEPs
An Individualized Educational Plan (IEP) is written for each Guilford Day School student. IEPs include student strengths, classroom modifications, current levels of performance, goals, and objectives for all areas which need to be addressed based on the student’s learning disabilities and/or attention deficits. Evaluation measures include observations, anecdotal information, formal and informal tests, teacher generated tests, projects, surveys, and work samples. Parent-teacher conferences are held twice per school year to review progress on the IEP. Students are included in their IEP conferences beginning in sixth grade in order to promote self-advocacy skills and increase knowledge of their disability area.
ACADEMICS
Language Arts
Students are placed into language arts classes based on their individual needs. Two periods per day are devoted to language arts, one for reading and one for English.
English
Writing is taught using the University of Kansas writing strategies. Students progress from The Sentence Writing Strategy to The Paragraph Writing Strategy. The writing focus in intermediate school is narrative and expository. Students in grades five and six take the Guilford Day School writing test, which is similar in nature to the NC state writing test. English classes frequent the computer lab, in order to get valuable practice time on word processing skills. English teachers often incorporate projects into their lessons, such as poetry writing and class newspapers.
Reading
Students may be placed into one of four types of reading classes, depending on their instructional needs. Multi-Sensory Structured Reading (MSSR) primarily uses Wilson Reading but also draws on other research-based methods (Hill Center, Great Leaps, Lindamood Bell) in a class of one to three students who have severe reading disabilities. Small group Wilson classes teach students who need extra support in decoding and encoding in a small class setting. Direct instruction classes support students who need a lot of instruction in reading strategies. Direct instruction classes may contain some instruction in phonics and spelling while also incorporating novels and short stories to improve reading comprehension. Vocabulary is also stressed in these classes. Literature classes are for students who do not need instruction in phonics but still benefit from being taught reading strategies. Novels are frequently the method of delivery in literature classes.
Math
Math is taught using a multi-sensory approach. Class begins with a review of previously taught skills through class discussion, dictation, and daily facts practice. There is a focus on math facts fluency and vocabulary, and students are assigned flash cards each night to aid in their memorization. Hands-on activities are used whenever possible. Teachers in fourth and fifth grade primarily use Saxon Math. Sixth graders progress from Saxon Math into Algebraic Thinking, which is a program that prepares students to be successful in Algebra. All math teachers consistently pull in other materials when appropriate to best serve the needs of our students.
Science/Social Studies
Fourth and fifth grade students take science one semester and social studies the other. Both classes are based on the NC Standard Course of Study. The grade level taught rotates from year to year. Sixth graders take a full year of the sixth grade curriculum for social studies (South America and Europe) and a full year of middle school science, which rotates yearly among the sixth, seventh, and eighth grade curriculums.
Specialists
Students follow a rotation schedule that includes PE, drama, and art. Fourth and fifth graders also rotate through music, which is an optional class for sixth graders. Drama and music performances are held at school on a regular basis. Please see the “Arts” menu for more information about these classes.
Guidance
There are two guidance counselors at Guilford Day School. Students are assigned to one counselor who is available for many different needs. The counselor meets with all students several times each semester as a class to cover the guidance curriculum. She is also available for one-on-one or small group counseling sessions. Please see the “Guidance” tab under the “Academics” menu for more information on our guidance program.
Technology
There are three computer labs at Guilford Day School that are available for class use. English teachers usually visit the computer lab one to three times per week to work on writing and word processing skills. Math teachers take their classes to the computer lab once every one or two weeks to work on spreadsheet skills. Social studies teachers take their classes once every week or two to work on database skills as well as to do research for projects. Science teachers also frequent the computer lab for research, as well as to work on PowerPoint presentations.
Athletics
Students in grades five through eight are eligible to participate in any (or all) of the five middle school sports teams: soccer, flag football, volleyball, basketball, and cross-country. Teams are open to athletes of any skill level and do not involve try-outs. Teams play against three other local private schools, and each sport includes a championship tournament.
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