From the Director’s Chair May 2008
Posted by msnl in : From the Director's Chair, May 2008
Abundance
Spring is an abundant time. We have a profusion of nature around us – whether the pollen covering the car in the morning, or the cascade of pink petals from the trees along the varsity baseball field, or simply the green growing all around. We also have an abundance of activities, with what can feel like an ever-increasing pace. Many of these events celebrate our students’ work and accomplishment: lacrosse games, memoirs, Shakespeare, jazz band, field trips. Others engage students in what our program does best: learning in a variety of ways, in a variety of settings, in the arts and in academics, in sports and in social interaction. We are a school of abundance.
The lovely, wonderful thing about all of this abundant life is that it truly offers a kind of learning and growing that seem to be more elusive later in life. Who among us can boast of learning in six subjects, while playing one (or two) sports, practicing an instrument or singing, and simultaneously growing two inches, making new friends, and perhaps even spending a little time with family? I certainly can’t. Our students do this every day, though… and they do it well, and with the good spirits, curiosity, and energy that are the life of Middle School.
As abundant spring leads to summer, let us remember to celebrate our plentiful lives by taking a little time out once in a while. The crunch of exams, final projects, and the rush of year-end events is upon us. It’s during this time that our students most need our support, our calm energy, and our ability to sometimes exchange more for less. Help your son or daughter get organized for exams, and then help him or her stop studying when it’s time to take a break. Plan social events, visit games, and celebrate performances – and then take some time to just hang out at home. Share the family traditions that mark the end of a school year, the rituals which honor your child’s hard work, and which signal when it’s time to take a break. And enjoy the summer. Our abundance isn’t going anywhere. We’ll be here when you get back in the fall.
In this, the end of my first year at Penn Charter, I am blessed to share the energy, commitment, and joy at the heart of life in Middle School. I look forward to our closing celebrations of a full and happy year, and wish for each of us a restful and contented summer.
Rebecca Tatum
Director of Middle School
In the Classroom May 2008
Posted by msnl in : In the Classroom, May 2008
The Middle School Book Club’s Fave Books
The Middle School Book Club meets most Mondays during lunch and has a blast talking about books we choose to read together, as well as books we have read on our own, and many other topics along the way. We are drawn together by our love of reading and of talking about books.
I would like to share with you some favorite books from this year, hoping that you may enjoy reading some of them this summer. We started out the year reading one of my personal favorites, “The Curious Incident of the Dog in the Night Time,” by Mark Haddon. It is the very entertaining and well-written story of a bright autistic boy in England who sets out to solve the mystery of who killed a neighbor’s dog.
“Kiki Strike: Inside the Underground City,” by Kirsten Miller, was a hit with students as well. There are a number of Kiki Strike titles; in this book, Kiki and the Irregulars embark on underworld — and underground — adventures to protect New York City from “gangsters, rodents, diamond merchants, society figures and assorted forces of evil.”
Lance Armstrong’s memoir, “It’s Not About the Bike,” was our only non-fiction read this year, and we enjoyed it. “Speak,” by Laurie Halse Anderson, was well-written and another one of my favorites, but some of our members found it “too sad.”
We enjoyed the graphic novel “American- Born Chinese,” by Gene Yang, and finished out the year with “Maus,” by Art Spiegelman. If you haven’t read any graphic novels yet, these are two great choices. Karen Hesse’s poem/novel, “Out of the Dust,” was another of our good reads, about a 14-year-old girl coming of age during the Dust Bowl/Depression era of the 1930s. It’s beautifully written and very compelling.
Finally, I encourage you all to check out the many audio books available at your local public library this summer. It’s a great way for the whole family to experience and discuss literature while passing the time on long car trips. Happy reading!
Judith Hill
Director of Libraries
Spiritual Autobiographies in QUADS
What is your religious heritage from your family? What images of God/G-d did you have as a child? How, if at all, has your image changed? What are important values that you live by as best you can? What Quaker testimonies are important to you? What do you want your life to be like in 10 years? 20 years?
These are some of the questions that seventh graders write about in their spiritual autobiography in QUADS (Quakerism, Art, Design and Service). They write thoughtfully and, often, very movingly.
Once students have written and handed in their spiritual autobiographies, they move to the art studio. Here they make a “creation” that depicts important aspects of their spiritual autobiographies, which range from poster-size, 2-D pictures to 3-dimensional churches, Stars of David, nature scenes and abstract art.
Finally, each student writes about their creation, then comes in front of the class to explain an important part of their spirituality and why they chose to make their particular creation.
As their QUADS teachers, Ruth McGee and I are honored to be part of our seventh grade students’ searching, in writing, artistic expression and brief public speaking.
Stephanie Judson, Assistant Head of School
Ruth McGee-Barrett, Middle School Art Teacher and Religious Life Committee
Co-Teachers of QUADS
From Biomes to Bodies: Middle School Science
Students in sixth and seventh grade sciences follow a two-year process that explores the full extent of the living world, from weather to the Wissahickon, from biomes to bacteria.
Whatever the scope of living things out there, spring is the time for nature’s diversity. Sixth grade students led into spring with a structured project on the world’s biomes, ranging from the desert to the tropical rainforest to our very own temperate zone. With the aid of science teacher Pat McDonough and Middle School Technology Coordinator Carol Sukoneck, students surfed the Internet in search of biome information, finding pictures, relevant details (how much does it rain in the rainforest?), and examples of the plants and animals that live in each region. The end result: a PowerPoint document that lays out information for classmates in a final presentation, as well as a poster designed to give at-a-glance details for passers-by lingering in the hallway outside McDonough’s room. Meanwhile, the seventh graders entered their spring while finishing a weeks-long study of the human body, culminating in a tour brochure inviting visitors to see the body as a part of a cruise, a package tour, or (my favorite) a Duck Boat exploration. Jeff Humble and Rebecca Tatum’s classes paired their learning with several key dissections: many parents and grandparents helped with cow heart, brain or eyeball dissections during Visiting Day, and students mastered the fine art of heart-palpitation (the best way to tell the left from the right side of the heart.
As the spring moves to a close, seventh graders are growing and testing plants, keeping field journals and exploring the Penn Charter campus, and learning the difference between a monocot and a dicot (hint: look at the leaves). For those students interested in further field study, remember Humble’s summer class, which will wander the Wissahickon for several weeks in June, investigating our local plants and insects.
Test of Champions: Penn Charter Physical Education
I know what to expect every morning when stepping foot inside the Middle School building. “Ms. Gunning, what are we doing in PE today!?” screams one boy. “What are we doing in PE today!?” scream ten more students as though I did not hear the question the first time. It is comforting knowing the question at hand each and every day. The majority of the time, my answer is greeeted with a cheer or a “yessssssssss.” Sixth graders love to play team sports, and that is exactly what we do. We have played field hockey, football, basketball, volleyball and baseball to name a few. With the effort put in by the students, you would assume we were playing in the Super Bowl, World Cup or the Olympic Games. We start with the basics and eventually conclude with a round-robin tournament. The talent is diverse in the beginning of each unit. Some students may have played the sport competitively before, and others may never have picked up a stick. This is no issue! By the end of the unit, everyone can feel as though they are a key contributor to their team, and they feel supported by each other. I am proud to say that the sixth grade students always encourage each other.
My favorite unit so far has been volleyball. It is one of the most difficult sports played in physical education. We concluded our skill work with a beginner’s game of volleyball called Nukem, where students catch and throw the ball, instead of hitting it. The students worked together well, and they mastered communication and movement during this game. Although I was content to finish the unit with this game, the sixth graders wanted more. So, I agreed to some “real volleyball” time. The first few games lasted forever! The ball hit the floor on every serve, and that was only if it made it over the net! They could barely score a point.
The first time the students completed a two-person volley, I scared them with an out-of-no-where yell. “Ahhhhhh, you just played volleyball!” From that point on, something just clicked. They played like volleyball machines — bumping, setting and serving like pros. Our volleyball tournament turned into great excitement on the court. I could see the sense of accomplishment the sixth graders felt after each close game, win or lose. I was so confident with our abilities, I even challenged one Upper School teacher’s class to a match. This volleyball unit is exactly what sixth grade PE is all about: teamwork, cooperation and sportsmanship. No matter the sport or ability level, the students come as beginners and leave as true champions.
Renee Gunning
Heath and PE Teacher
6th Grade Advisor
Middle School in Motion
The end of the school year is just upon us, but for one group of students, it is the busiest time of year. I am speaking of the members of the Middle School in Motion video yearbook. These students have been working since September documenting life as they see it in the Middle School. Taking video and photos of intramurals, sports, special events and the daily life that happens here at Penn Charter, these students will tell the story of the 2007-08 school year. Before finals begin, these students will compile all the videos, create a start page and label for the DVD, and then burn enough DVDs for each eighth grader to receive one at the closing assembly on June 5. Included on the video will be all of the eighth grade movie trailer projects, scenes from the Memoir presentations, eighth grade music classes performing their original pieces, and Color Day.
Carol Sukoneck
Middle School Technology Coordinator
A Final Binder Check – Thank You to William J. Goulding
Students who know Bill Goulding can attest to the rigor of his binder checks. They are as much a staple of his class as are the creative, innovative SmartBoard lessons, the practice of standing to greet any class visitor, and the thoughtful, detailed support which Goulding offers for any student who needs a little extra help. These small details, and many moments over years of teaching, coaching and leadership, mark Goulding’s gifts to Penn Charter students over a distinguished and full career. This year marks Goulding’s 29th as a mathematics teacher and coach at Penn Charter, and his final year with us in Middle School before embarking on the new adventure of retirement. Faculty and staff, Bill’s wife Roberta, his son Todd Goulding OPC ’92, and close friends honored Bill at a retirement party in April.
William J. Goulding received the John F. Gummere Distinguished Teacher Award during celebrations marking Alumni Reunion Weekend 2005. The award is presented by the Alumni Society to the person who, as a member of the faculty for at least five years, “has demonstrated outstanding scholarship, teaching and character, and has been an especially constructive influence upon others in all phases of Penn Charter life.”
Goulding received the award at the annual Alumni Banquet, a packed house in the school's Meeting Room. “There are so many of my colleagues whom I admire and who are able to do things in their classroom that I’m not able to do,” Goulding said. “I really am humbled.” Goulding recalled that, in the weeks after students, parents and colleagues heard of the honor, he had received notes and e-mails of encouragement and congratulations. “Years ago a colleague suggested that I start a ‘happy file,’” Goulding said, recounting that he had taken the advice and, over years of collecting notes, had expanded to more than one file. “But, with this recognition from colleagues and friends, my happy file overfloweth.”
Join us in Middle School in congratulating and thanking Bill Goulding for his distinguished work at Penn Charter, and in wishing him well!
News You Can Use May 2008
Posted by msnl in : News You Can Use, May 2008Study Sheets, Review Week, and Final Exams
The end of the year is upon us! Read on for some helpful study and organization tips, courtesy of Learning Specialist Dana Toedtman. Meanwhile, here are some helpful dates:
Monday, May 19 - Two weeks ‘til exams! Teachers in all core classes hand out study sheets. Research shows that students should focus on finishing the year strong, since recent material also counts (often more heavily) for the final exam. Support your child in finishing any last assignments while beginning to organize for finals.
Tuesday, May 27- Friday, May 30 - Review week begins. Students will follow an alternating Yellow Monday/Blue Monday schedule (matching Upper School), so that all of their classes will meet every day. This week is dedicated to review and includes special ‘office hours’ for each subject.
Monday, June 2- Thursday, June 5 - Final exams are held during two blocks each day: from 8:10 to 10am, and from 10:30 to 12:20pm. Students will receive the exam schedule during the week of May 12.
Thursday, June 5 - Middle School Closing Assembly - Congratulations and celebrations for our eighth graders and to all middle schoolers for a job well done!
Survival Suggestions for Final Exam Preparation
With the arrival of daylight savings time, we “spring” forward, reminding ourselves as we lose an hour how precious TIME is! Looking ahead, we see that final exams will soon be upon us. How can we help students optimize the remaining time in the 3rd trimester?
Lately there have been news reports and research on the need for managing distractions, particularly “disconnecting” from too much technology. While we are aware of the merits of information technology, students readily admit to various levels of “techno-addiction.” Now, in addition to ADD, we have IAD (Internet Addiction Disorder). Begin now to help students “unplug” gradually. Talk with them about balancing, or removing, unnecessary distractions.
“It takes time to adjust to going off-line,” says executive coach Andrea Bauer. Encourage your students to connect to themselves, not just the computer. Studies show that heavy, “info-centric” multitasking has an effect on our cognitive life and takes us 50 percent longer to learn information. Help students to take the time to slow down, focus and think!
The best advice for promoting student success and lessening stress is thoughtful, advance preparation. The following are some helpful suggestions from the experts for things parents can do to help at home during the final weeks of school.
Ask your child to assess his/her current standing in each class. A simple way to do this is an easy metacognitive analysis with which most students are familiar. Have them simply ask themselves “What is going well?” “What is not?” and “What do I need to do? The last answer might include going to seek extra help, doing more frequent nightly review, or taking better class notes.
Suggest that students begin to collect and organize the year’s work. Remind students to find and save old tests and quizzes, worksheets, lab reports, handouts, class notes, etc. Organize and clip them together by course and trimester; then chapter or unit (theme). In school, all Middle School students will receive developmentally appropriate instruction for exam preparation and test-taking strategies.
Approximately two weeks prior to final exams, students will receive review sheets for each subject. At this time, each student should begin a plan of review, especially for those areas that need improvement. At the same time, they should set some realistic goals and specific action steps so they can literally check and measure their progress. It is beneficial for students to keep focused by studying “actively.” To promote “active review,” students can re-read sections, “boil-down” or summarize their notes, highlight key points and details, study out loud, alone or with a friend, and ask themselves questions for clarification. If anything is confusing, students should ask for assistance from a teacher or friend.
Then, the week before exams, it is suggested that students refine a plan and begin daily review, parallel to the reviews that are happening every day in classes. Short reviews over an extended period of time provide the best results. Building confidence is important for avoiding a panic or last-minute stress. Sufficient sleep, exercise, and good, healthful eating cannot be underscored enough.
Students need the help of their parents because it is a proven fact that the home environment is a critical factor for student success. Providing encouragement, a positive attitude and appropriate conditions at exam time are all important. Communication is key. Know and, perhaps, post your child’s exam schedule and encourage realistic study times that fit into the family’s schedule. Minimize distractions. Help with a plan and the pacing. Be assured that this is a challenging time for everyone; with planning and careful preparation, the results will be as satisfying as possible for all.
Dana Toedtman
Learning Specialist
Teens and Stress: How To Make It To The End Of The Year?
Stress happens every day and is a normal part of life. Teenagers may experience more stress when they perceive a situation as difficult, painful, confusing or dangerous and they do not have the resources to cope. Due to fewer life experiences, teens do not have the same amount of perspective as adults when trying to cope with stress. Many people believe it is a specific event, circumstance or situation that causes stress in our lives, but rather it is the way we choose to deal with and respond to these life events that creates stress.
During the final weeks of the school year, Middle School students are asked to create and present final projects for both classmates and parents, finish all work in each of their classes, begin to review, study and then take exams, perform in and attend various concerts and shows, complete athletic seasons, think about and begin to plan for next year, switch gears into a summer mode, and continue to attend to all the other family and non-school responsibilities. Any one of the above could create a stressful reaction from a student. Chances are that many, if not most, of our students are trying to manage multiple events from the list above. Some students will progress through the end of the year without displaying any changes in behavior, while others will show signs of stress and overload. What should you look for? First, listen carefully to your children and watch for changes in their behavior. Some common physical and emotional reactions to stressful events include: headaches, stomach aches, irritability, feeling pressured, disrupted sleep, changes in eating, sadness, withdrawal, avoidance, self-doubt and anxiety.
Some ideas for how parents can help teenagers better manage their reactions to stressful situations:
Encourage your teenager to talk to you about what he or she is going through. Be willing to really listen and not judge or try to fix the situation. Work with them to resolve their own problems, help them build their own resiliency.
Offer reassurance, encouragement and support
Continue to provide and enforce rules and routines. Structure, stability and predictability will create a calming effect when teenagers feel stressed.
Encourage your child to continue to participate in their regularly scheduled activities, but do not overload. You may need to help your child prioritize.
Most important, your child is watching you Model effective stress management and coping skills in your own life.
What teenagers can do to help reduce and manage their own levels of stress:
Exercise and eat regularly, sleep between 7-9 hours each night, and avoid excess caffeine which can increase the feelings of stress, anxiety and irritability.
Learn practical coping skills. For example, break a large task into smaller, more manageable and attainable tasks.
Decrease negative self-talk; challenge negative thoughts about yourself with alternative neutral or positive thoughts such as: “I can learn the material.” “I will do well on my exams.”
Learn to feel good about doing a competent or “good enough” job rather than demanding perfection from yourself and others.
Take a break from the stressful situation; listen to music, take a walk, get a snack, play with a pet, talk with family and friends – place a time limit on the breaks so they do not become avoidance techniques.
This is a very hectic time of year for everyone. Hopefully, some of these ideas will help everyone in the household successfully move through the final weeks of school. If you would like further information or want to talk about a specific situation, please contact Elizabeth Coombs, school counselor, at ext. 205 or by e-mail at ecoombs@penncharter.com.
Elizabeth Coombs
School Counselor
8th Grade Health Teacher
E-mail System Switch
Students 6th through 12th grade are provided e-mail accounts which are used in accordance with the school's network acceptable use policy to support the academic program. Recognizing that the current Penn Charter WebMail system was running out of both speed and capacity, we started a process this year to identify a new e-mail system. Along with solving present speed and capacity issues, we felt the new system should position the school for success in the future as new means of electronic communication come into educational use.
After completing an extensive research and hands-on testing schedule, we found Google Apps to be the e-mail choice that best meets the goals we have for a new e-mail system. In addition to being much more responsive than WebMail, Google Apps accounts will have one-hundred times more space than WebMail e-mail accounts and offer advanced features to support school work. The school's e-mail system will be switching from WebMail to Google Apps this summer.Some key things for parents and students to know… E-mail addresses will stay the same (ex. wpenn@penncharter.com)
As they do with their lockers, current 6th – 12th grade students will need to move material they wish to keep out of the webmail.penncharter.com system before summer break. Students can get help with this task from their divisional technology coordinator. Material left in the webmail system after this June will be deleted.
When the switch is completed over the Summer, students going to the Penn Charter e-mail webpage will be redirected to a new location. They will be able log into the new system with the same username and password they were issued at the beginning of this school year.
E-mail lessons will be available to students needing help with the new system.
As in the past, e-mail accounts of current seniors will be removed from the system in July.
Announcements about this will be made in Middle and Upper School assemblies and advisories before the end of this school year.
We are excited to be making these improvements to the school's e-mail system. Please contact me with any questions about this e-mail system switch.
Michael Moulton
Director of Technology
Dress Code Trial Week
This year, our students and faculty have engaged in a collaborative decision-making process designed to examine our student dress code in Middle School. Faculty leaders organized and clerked a student committee of about 20 members representing a wide cross-section of the student body. As students discussed their expectations and hopes for our dress code, faculty embarked on a similar process. Our mutual goal was, simply, to agree on standards of dress that support our learning environment and reflect our strong sense of community life in Middle School.
In the past month, we finished updating the Middle School dress code to incorporate input from all members of the division – our students, faculty, administration, and parents. As a concluding step in our process, we will try this new system for a weeklong trial May 19-23, the last regular week of classes in Middle School. We have also discussed the question of expectations and enforcement – the consequences attached to a dress code violation. During this trial week, we intend to ‘test drive’ both systems, to collect feedback, and to be prepared to start the coming school year with a collective and renewed expectation, stemming from the hard work we’ve done this year!
A copy of the dress code was mailed home in early May, along with a cover letter explaining the process. Please feel free to contact Director of Middle School Rebecca Tatum with any questions or feedback.
Varsity Camps: Ages 5-18; Cost from $180 - $280; Evening and Day Sessions
Enroll your child before it’s too late in one or more of Penn Charter’s Varsity Camps, designed for the more serious athlete who is ready to excel in a particular sport. Advanced, intermediate and beginners will be challenged in this program by our experienced varsity coaches and their assistants. Basic fundamental skills will be reinforced, as well as advanced skills, techniques and strategies. Our program provides opportunities for every player to help realize his or her potential as an individual athlete and team member. We strive to develop sportsmanship, cooperation, dedication, leadership and responsibility. Conditioning, fitness and nutrition will be explored along with motivation and how to get “the edge.”
Softball: June 9-12 (5:30 p.m.-8 p.m.) ages 10-15, Doc Mittica
Boys Lacrosse: June 9-12 (5:30 p.m.-8 p.m.) ages 9-15, Pat McDonough
Tennis (Kids): June 9-13 (9 a.m.– noon) ages 5-17, Rose Weinstein
Tennis (Adult): June 9-12 (6 p.m.-8 p.m.) ages 18 +, Rose Weinstein
Field Hockey: June 16-19 (5:30 p.m.-8 p.m.) ages 8-16, Natasha Pronga
Squash: June 23-27 (9 a.m.- noon) ages 8-15 , Geoff Shields
Soccer: June 23-26 (5:30 p.m.-8:00 p.m.) ages 9-18, Bobby DiBenedetto
Basketball: June 30-July 3 (9:00 a.m.-3:00 p.m.) ages 9-15, Jim Phillips and Diana Caramanico
For more information, e-mail summercamps@penncharter.com or call 215-844-3460 ext. 364. Visit our Web site at www.penncharter.com to download an application.
Looking Ahead to 2008-09: New Faces in Middle School
Amanda Dunlap will teach Middle School math beginning in September. Dunlap has taught 7th grade math and AP Calculus at Penn Charter this year. She has a B.A. from Bucknell University, where she majored in math and math education. Dunlap will continue to coach Middle School swimming.
Heather Larrabee will be a part-time learning specialist in the Middle School beginning in September. Larrabee currently works as the K-12 learning specialist at Baldwin, and also served as a reading specialist at the National Presbyterian School in Washington, D.C. Larrabee has a B.A. from Trinity College and a master’s in education from Lesley College.
French Trip
The Middle School French, Spanish and Latin students, along with their French and Spanish teachers, spent their spring break visiting France. For some this was the first flight overseas. For others, the challenge was using their language skills to hear and function within the culture.
We landed at Charles De Gaulle in Paris on a cold and windy day. Our second flight took us to Marseilles, in the south of France, where we met our guide and the sun shinning brightly on the Mediterranean. While in Arles, we visited many sites depicted in Van Gogh paintings, viewed the Roman ruins, and watched as townsmen released the bulls for the Corida. In Montpellier, many of us went to Easter Sunday Mass. Some had a guided tour of the old city. Our use of public transportation included the tramway, buses, the metro, and, finally, the TGV. We went from the south back to Paris on the TGV in three hours. We were amazed with everything, but the view from l'Arc de Triomphe was most memorable. It was a good spring break for us all. We thank the William Penn Charter School for supporting this unforgettable experience.
Elizabeth Pago-Taylor
Middle School French and Spanish Teacher
Middle School Track Coach
Community News May 2008
Posted by msnl in : Community News, May 2008We are truly in the home stretch! The weeks since spring break have been busy and filled with community activities. Thanks to all those parents who contributed their time, resources and spirit to our community and school events throughout the spring.
Middle School parents joined their children for breakfast, a lovely Meeting for Worship, and a parent forum on Thursday, April 17. The following day brought beautiful weather for the second annual Darryl J. Ford Day of Service in Middle School. Students served in over 20 locations, including personal care homes like Stapeley and Hassel Home, local Fairmount Park locations like McMichael Park, and neighborhood programs like Habitat for Humanity. The morning’s speaker, from the Susan B. Komen Foundation for women, spoke about services supporting preventative mammograms and other care for women without adequate insurance. Parents and student leaders supported various fundraisers, including a t-shirt sale and bake sale which netted over $1,000 for the foundation.=
Spring brought both music and theater, with the Small Ensemble Concert, the Middle School evening of short plays, and the Spring Band and Choral Concert. On the playing fields, our teams challenged rivals in girls and boys lacrosse, tennis, baseball, softball and track. Spirit games were well-attended and celebrated our athletes’ hard work and perseverance.
Our academic celebrations this spring included a lovely 8th Grade Memoirs Celebration, punctuated by laughter, reflection and the eloquent words of our soon-to-be-Upper Schoolers. Next Tuesday, May 20, marks the culmination of 6th graders’ Shakespeare studies with an evening of scenes from "A Midsummer Night’s Dream," performed across the campus. See you at 6:30 p.m. for this special event!
As always, the life of our school depends on the support, good cheer, and help of our parents, at home and in all of our many events. Thanks to all who packed a lunch, drove a missing instrument to school, brought cookies or water to a game, or just showed up to cheer on our young people.
Save the Date May 2008
Posted by msnl in : Save the Date, May 2008May
15 Middle School Band and Choral Concert,
7:30 p.m. (MR)
20 6th Grade Shakespeare Festival, 6:30 p.m. (RFMS)
23 Color Day, 1 p.m.
26 Memorial Day
27-30 Special Schedule
June
2-5 6-12 Exams
5 Middle School Closing Assembly,
10:00 a.m. (MR)
9 Summer programs begin
16 Day Camp and Sports Camp begin