From the Director’s Chair April 2008
Posted by usnl in : From the Director's Chair, April 2008 Edition“Grit is defined as the perseverance and passion for long term goals.”
Angela Duckworth
As I have been thinking about teaching pedagogy and curriculum, I find myself repeatedly returning to an article in the Fall/Winter 2007 edition of Penn Arts & Sciences titled “True Grit:Perseverance and Passion”. In it, Penn associate professor of psychology Angela Duckworth shares her research about the non-intellectual traits she has observed in successful professionals in a variety of fields. Through interviews with many prominent individuals, she noted one personal characteristic that all seemed to share – grit.
In this article and in her paper published in the Journal of Personality and Social Psychology, Duckworth defines grit as “…perseverance and passion for long-term goals.” While grit is closely related to self-discipline, she characterizes self-discipline as “the ability to resist temptation and to stay focused on accomplishing tasks immediately at hand.” Self-discipline helps high school students complete nightly homework, organize for the next school day, and create a plan to tackle a large project like a term paper. “Self-discipline has proven to be an excellent predictor of academic achievement,” according to Duckworth. Going further than self-discipline, an individual with grit remains focused on very long-term goals, even when faced with failure or adversity.
Through her research with study participants, including Penn undergraduates, West Point cadets and 2005 Scripps National Spelling Bee finalists, Duckworth developed a grit scale that related one’s grittiness to other characteristics and achievements. Grittier individuals tended to have higher GPAs, to practice and review more, to have more
formal education, and to have more physical and intellectual stamina. At the end of her paper, Duckworth writes, “…in every field, grit may be as essential as talent to high accomplishment. If substantiated, this conclusion has several practical implications: First, children who demonstrate exceptional commitment to a particular goal should be supported with as many resources as those identified as ‘gifted and talented.’ Second, as educators and parents, we should encourage children not only to work with intensity, but also with stamina. In particular, we should prepare youth to anticipate failures and misfortunes and point out that excellence in any discipline requires years and years of time on task. Finally, liberal arts universities that encourage undergraduates to sample broadly should recognize the ineluctable trade-off between breadth and depth. To paraphrase Benjamin Franklin, the goal of education is not just to learn a little about a lot, but also to learn a lot about a little.”
So, in this age when children seem to want immediate results and are unsure of how to handle minor setbacks and when parents seem to over plan their children’s schedules and over-protect their children from experiencing challenges, how can we develop children with true grit? Duckworth’s advice is valuable. We need to support our children’s goals. We need to help children live the old adage “practice makes perfect.” And, we need to insist on schooling that balances exposure to many ideas with time for young people to study certain things deeply.
Beth Glascott
Director of Upper School
In the Classroom April 2008
Posted by usnl in : In the Classroom, April 2008 EditionSongwriting at PC
Let’s just say that you have this original song that’s been clunking around in your head for the past several years. You’ve been singing it over and over, just so you don’t forget it. You’ve even written the words down on an old scrap of paper. But you’re not a musician, or you stopped taking lessons when you were 13, or you don’t think anyone will like it anyway, or you don’t have a great voice, or you don’t have a tape recorder or, or…
Well, technology has come to the rescue with a dandy little Mac application called Garage Band. Yes, there are similar programs for the PC, but GB was designed not only for the professional songwriter who wants a quick, down-and-dirty tool for capturing his or her latest tune, but also for the amateur, or less-than-amateur songwriter. It’s the best thing out there to date.
Penn Charter kids, and tens of thousands of kids and adults around the world, in schools and at home, have been successfully using this amazing music writing/recording tool. It is packed with thousands of prerecorded loops and sounds of just about every instrument there is. You can play them yourself, or you can drag them onto a linear grid that is so easy to manipulate that even the youngest folks (try kindergarteners and younger) can be up and recording with as little as a three-minute tutorial. I have had fourth grade students from our Lower School gently ask me to go away so they could get started after just a short minutes or so of instruction. Of course, they called me back as soon as they were aware that there was more that they could do. And for those of us who have mastered the basics, there are a plethora of options available for tweaking and pampering our songs to make them sound quite amazing. Yes, your final product can actually sound very polished with a professional finish to it.
Some of Garage Band’s exciting features allow you to plug in your own microphone or your favorite electric guitar if you are already a singer or player, and you don’t have to worry about loading in more software, or configuring any of them. You can add thousands of extra sounds, including hip-hop beats, exotic instruments from India and the Orient, and an almost unlimited array of sound effects from train crashes and tornados, to applause and baby cries. There are prerecorded concert grand pianos (in three different sizes) and perfectly played guitar riffs from classical to heavy metal, as well as lush orchestral strings, brass and percussion. How about a tympani intro for your next movie score? That’s right, without being a trained musician, but knowing what you want it to sound like, you can experiment with GB’s extensive collection of sounds and assemble an original, magnificent soundtrack for your latest video production, or write and record a commercial for the next Campbell Soup television ad.
Think this is all just too much to get your mind around? Well, think again. Penn Charter kids and adults with nothing more than a passing knowledge of music and a cursory awareness of how to use a Mac are doing all of this, and more, even as I write. And you can, too. Anyone who owns a Mac has this spectacular application already installed, and I am privileged to have the opportunity to teach our kids and adults here how to use it, and how to be inspired through it.
Please feel free to stop in to the Upper School choral room 109 for a quick tutorial. Bring 10 kids at a time with you if you’d like, and have a Garage Band party. You may even walk away with a recording of that song you’ve been hearing in your head for the past decade. You know, the one that Usher or Celine will beg you to let them record; the one that will earn you a cool million and a Grammy; the one that will bring the world to tears.
Joe Fitzmartin
Upper School Music Teacher
PHAT Physics Competition 2008
Penn Charter Physics students engaged in their first physics-engineering competition on February 20. With nearly 100 competitors and approximately 400 spectators, this event proved to be a spectacular demonstration of science in action! With a very short list of acceptable materials, 28 student teams were challenged to design and construct a device that would climb a hill, cross the crest of the hill, and prevent their opponent from crossing in the opposite direction. The objective was to end the match with their device, and their opponent’s, on the opposite side of the competition field (hill).
While the materials list was short, the list of topics embedded in the challenge was long! This major project required Upper School physics students to master complex concepts, including Newton’s Laws, rotational dynamics, simple machines and mechanical energy, in order to successfully complete the task at hand. Integrating physics, mathematics and engineering practices, these students worked both independently and cooperatively toward a common goal – to become Penn Charter’s first PHAT Physics champions!
Cheering spectators, awe-struck Middle and Lower school students, live Internet feed, and good-natured competitive bantering marked this festive event. Teams identified themselves by dressing in costumes to match their device’s theme, and some created and performed theme songs or chants to intimidate their opponents! Indeed, creativity matched enthusiasm on this first of what will undoubtedly be an annual event at Penn Charter.
In addition to the physical competition, teams were required to submit project portfolios that included detailed descriptions of their device, technical drawings, and scientific reports that reflected thorough understanding of the essential physics concepts as well as their applications to the device’s design and performance. On site in the Old Gym, teams were required to set up a “pit” where they might work on their device between rounds and stand ready to be interviewed by volunteer judges, including Penn Charter faculty and administrators. The interview process mandated that each team describe and defend the device’s design in terms of the science that drove it. Taken as a whole, the competition, portfolio and pit interview afforded students the opportunity to learn physics in a unique way and demonstrate their mastery of the learning objectives in a non-traditional manner.
Project-based learning (PBL) is a challenging method of instruction for students that necessitates strong habits of mind and practice, as well as the employment of higher-level thinking skills. In the PBL environment, students must first master the required concepts and skills, and then apply them to a particular task or problem. Creativity, teamwork, diligence and critical analysis define both the experience and the final product. The PHAT Physics Competition proved that Penn Charter students are well-suited for the demands associated with PBL and, indeed, for a future that will certainly challenge them to think “outside the box!”
The success of the project was a direct result of the hard work and enthusiasm of the students involved. Wielding power tools, glue guns and physics knowledge, these talented students produced extraordinary results without exception! While every team is to be commended for its performance, special congratulations go to:
First Place: Mario Cart Racing
Marquessa Gray, Eliza Garrison, Julian Williams
Second Place: Camouflage
Sebastian Lundy-Thomas, Robin McDowell, Caroline Snite, Carolyn Vahey
Third Place: The Eagles
Blaise Fullen, Daniel Maravankin, Kashif Smith
Indeed, these teams have set the standard for physics students at Penn Charter in the years to come!
The students and teachers of Upper School physics would like to thank The Franklin Institute, Sargent-Welch Science Education Equipment, Tim Lynch and the Upper School science department, Beth Glascott, and the PC Bookstore for donating prizes for our winners!
Lorre Gifford
Physics Teacher
Changing History?
Under the leadership of Jason Yaffe, Andy Zuccotti and Sarah Sharp, the decades-old Model United Nations Club got a facelift in September 2007. Students now have the opportunity to experience a much broader menu of simulations and other forums primarily focused on the use of history in our contemporary world. The Upper School’s new History Club enables students to look to the past and better appreciate their own roles in changing the future. Perhaps even more important, the new activities have generated momentum and energy that we have not seen in the past in the club’s various activities.
Early in the school year, in order to assist Penn Charter students in developing their understanding of issues that affect modern Cambodia, we watched segments from “The Killing Fields.” We then held lunch-time discussions about the film and Cambodia’s history. We also heard Stormie Romero, and other current Penn Charter students who visited Cambodia this past summer, discuss their observations about the country. More recently, club members listened to Anne Caramanico, Penn Charter Overseer, discuss not only her visit to this war-torn country but also her family’s support of a new school in a rural area there. Mrs. Caramanico operated as a source of new information and insight into global awareness and involvement. Our club has certainly held such forums before about global issues, but PC’s connection with Cambodia has created a stronger bond.
Definitely the club’s newest activity is participation in the John S. Bradway High School Mock Trial Competition. Starting in October with attendance at Temple University’s “boot camp,” our students began to prepare to act as attorneys and witnesses in an imaginary case involving the alleged criminal kidnapping of a high school student by a youth group leader. While we did not advance past the local round, we clearly demonstrated that we could compete — primarily due to the generous support and guidance provided by two local attorneys and a law student. Beyond learning about witness affidavits, exhibits, laws of evidence and the rules of the competition itself, our team of sophomores, juniors and seniors, learned to work as a team, absolutely understanding how all members’ presentations complemented each other.
Students have continued participating in the Model United Nations program sponsored by the World Affairs Council of Philadelphia. To begin with, after registering and receiving the names of various countries and committee designations, schools attended a Preparatory Conference on March 4 at La Salle University. Along with students from more than 30 other schools, we heard experts from local universities and groups discuss the UN’s hot-button issues such as reform of the Security Council as well as the provision of basic guarantees of health care, and education, among other topics. We also attended workshops covering resolution writing and parliamentary procedures. We will soon submit resolutions with our new knowledge. On April 28 at the Museum of Archaeology and Anthropology at the University of Pennsylvania, students will come together again to debate the results of their work.
At one point in her presentation, Hollister Knowlton, representing Quaker Earthcare Witness of the Americas, asked her audience what our countries needed to know from each other us that would enable us to better adapt to global climate change. She moved from encouraging us to think like Americans to our roles as delegates from dozens of other nations. Ms. Knowlton urged interdependence as nations, large and small, and a forward-looking approach to developing renewable energy sources.
Finally, as we consider Penn Charter student involvement in the History Club, a fundamental question arises: how much does a young person need to know to change his or her orientation to the world? We have learned that we simply change the past by knowing more of it. We have received opportunities to stay involved globally through contact with organizations that enable us to think systematically about laws and advocacy. We have refined our understanding and appreciation of American and global citizenship.
Sarah Sharp
Social Studies Teacher
Cambodia School Service Project Update
The Upper School students and faculty have continued to actively support the all school service project designed to support the two rural Cambodian schools which have been founded by two Penn Charter families. Fund raising efforts have included:
- a croissant sale by the French club
- the request that any holiday gift donations be made to the fund
- a Chupa Chup lollipop sale
Overall, the Upper School has raised about $2,500 to contribute to the all school fund. Upper School students in the History Club enjoyed a lunchtime discussion with parent and board member Anne Caramanico, on of the Cambodian school founders, about her school in Cambodia. Jim Ballengee and students in the Seminar on Poverty course have also developed a spring service project with the Logan Hope School, a nearby school with a significant Cambodian student population. Tenth graders from the school will be visiting PC on Friday, April 18th for the first time.
As the Cambodian School fund grows with contributions from projects in all three divisions, discussions have begun about how we might best support our two Cambodian schools. Students have expressed interest in supporting a victory garden at each school so that students can have nutritional lunches and funding the purchase of computers and Internet services so they might be able to communicate directly with the Cambodian student.
Throughout the spring, look for ways you and your child might get involved with this exciting project. And look for the service booth at the all-school carnival on May 3rd to learn more about the Cambodian school service project.
Survival Suggestions for Final Exam Preparation
“Lost, yesterday, somewhere between Sunrise and Sunset, two golden hours, each set with sixty diamond minutes. No reward is offered, for they are gone forever."
Horace Mann, educator
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 third trimester?
Lately there have been news stories and research on the need for managing distractions, particularly the need to disconnect 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 suggestions from the experts can guide parents 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 the student begin to collect and organize the year’s work. Remind the student 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).
- Approximately three 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 where 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. Enough sleep, exercise and good, healthy eating cannot be underscored.
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. 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, but with planning and careful preparation, the results will be as satisfying as possible for all.
Dana Toedtman
Learning Specialist
News You Can Use April 2008
Posted by usnl in : News You Can Use, April 2008 EditionSpring Course Planning
All students in grades 8 – 11 received The Upper School Course of Study a few weeks before spring break and have completed preliminary course planning sheets requesting course choices for the 2008 – 2009 school year. Throughout the months of April, May and June, the administration and department chairs will finalize Upper School staffing and Sandy Portnoy, the registrar, will build the Upper School schedule based on student requests and staffing decisions for courses. Department chairs and course teachers will review student requests for advanced, AP and/or oversubscribed classes to select students for these courses. Please contact department chairs if you have questions about their departmental selection processes for courses. As the process moves forward this spring, Sandy Portnoy will be in touch with students who need to resolve conflicts and/or select alternative courses to complete their schedules. It is our hope that students will begin summer vacation with their 2008 – 2009 roster completed for September.
Student Leadership Opportunities
Many Upper School leadership positions change throughout April and May. Student elections for Student Council and class officers will take place in April. In order to get on the ballot for either position, students need to fill out and return a petition form to Travis Larrabee, dean of students, no later than the Monday preceding the election (elections are April 9 for student council and April 16 for class officers). Petition forms are available on the student message board or from the dean of students. Speeches are required; the elections will immediately follow the speeches. The grade advisors will count the ballots and the results will be posted the following day.
Encourage your son or daughter to get involved in extracurricular areas that are of interest to him or her. Please remember, however, that Upper School students are permitted to hold only one major leadership position per year, so that as many students as possible may experience official leadership roles at Penn Charter. If you have any questions about the various options available to students and/or the process used to select student leaders, please contact Travis Larrabee.
Completing Activity Requirements Reminders for the 2007-08 School Year
The Upper School activity credit requirements underscore the belief that extensive involvement in the life of the school is an integral part of a student’s Penn Charter education. All students in grades 9 through 12 are required to participate in one sport per year. All students are also required to participate in a second activity, which could be a second sport or a 40-hour activity. Failure to fulfill these requirements is serious. Returning students who do not fulfill their activity requirement will have them automatically added to their activities requirement the next year (and they will not be eligible for privileges; please see page 17 of the Student Handbook). Seniors who do not fulfill their activity requirement will have to complete the work over the summer and will not receive a diploma at graduation (because graduation requirements have not been met).
Most students have little difficulty meeting the activity requirement. The sport and 40-hour activities are listed on pages 19 to 25 of the Student Handbook. If you have any questions about the status of your child in any of the activities (e.g., how many hours left?), please call the 40-hour advisor listed in the Handbook or one of the athletic directors (for sports). If you have general questions about the activity requirement, please call Travis Larrabee, dean of students.
Summer Reading Book Swap
The Upper School parent community is sponsoring a summer reading book swap. Planned and organized by Jennifer McGoldrick (mother to Eliza, Class of 2011), the idea is to let students share with each other books that they have read from the summer reading list. Students will hand in their books to their English teachers for a ticket. The collected books will be arranged in the library so students can browse through them and take one in exchange for their ticket. The idea is to get students to not only share books with each other but also to talk about the books they have read in the past. The summer reading list will be made public on May 12, so students are meant to bring in their books after that date. If anyone wants to bring a book in earlier, they should bring it directly to Jesse Dougherty, the chair of the English department, in the humanities office on the first floor of the main building. The book swap will occur from May 28 through May 30 in the back of the Gummere library. The more participants the better, so please bring in your books. If you have questions or would like to offer your help, please contact Jennifer McGoldrick or Jesse Dougherty.
Selling Used Books
One of the advantages to purchasing your textbooks through MBS is the option to sell the books back after your student has finished the course. MBS will buy back any book that they can resell at approximately 25 percent of the retail price. The books must have been purchased through MBS. Books will not be accepted with the following conditions:
- Stains of any sort
- Disfigurement due to water/fluid exposure
- Missing, torn or loose pages/cover
- Excessive writing, marking or highlighting
- Broken spine/binding
If you wish to sell your books back, go to http://direct.mbsbooks.com/ penncharter.htm and click on “Sell Books.” You can also go to the MBS site through Penn Charter’s website. You will need to have the books with you so that you can type in the book’s ISBN number. MBS will provide a return label for free shipping and will mail you a check when the books are accepted. Please contact Hal Davidow in the business office if you have further questions.
Teacher Requests for 2008 - 2009
As we enter into the scheduling process for next year, please understand that we would be happy to discuss your child’s academic progress this year and your perceptions of what types of teaching styles might best fit your son or daughter’s learning needs. However, we are unable to honor specific teacher requests from parents. (Asking that your child not have a certain teacher also is viewed as one of those requests we cannot keep!) While you act as your child’s advocate, please recognize that we must put together the best academic program possible for approximately 440 students in the Upper School.
Student schedules and class lists are closely reviewed by department chairs, Sandy Portnoy and Beth Glascott to ensure that we are creating the best learning environment possible for all of the students in the Upper School. If you would like to further discuss your child’s specific learning needs and what type of classroom environment might further enhance his or her learning, please e-mail or call Beth Glascott.
Summer Planning Information for Fall Athletes & Families
Fall sports practices for varsity and junior varsity will begin August 21, 2008 at 9:00 a.m. On the first day, all teams except cross country will practice twice, in the morning and afternoon. Athletes should bring a lunch and plan to be at Penn Charter until 5:00 or 6:00 p.m. Fall sports include cross country (boys & girls), field hockey, football, soccer (boys and girls), tennis (girls), and water polo (boys and girls).
All students in grades 9 – 12 are encouraged to participate in preseason practice. The initial practices are seen as tryouts, and selections for varsity and junior varsity will be announced during preseason. In situations where the preseason schedule creates a hardship for a family, the parents are asked to call the athletic department office and/or the head coach of that sport. In past years, special considerations have been made, especially pertaining to ninth graders or students who are new to Penn Charter. Students who cannot make preseason practice will be placed on the junior varsity team and will join practices starting on the first day of school. Parents and athletes are encouraged to contact the athletic department office with questions about the preseason practice schedule.
Varsity and junior varsity teams are provided for all fall sports. Varsity and JV teams practice together for boys and girls cross country, field hockey, football, tennis, and boys and girls water polo. Boys and girls varsity and junior varsity soccer practice as four separate teams.
Coaches for fall sports will provide more detailed information in August. The following is a list of coaches and their contact information.
Boys Cross Country - TBA
Girls Cross Country
Jim Ballengee
(215) 247-7435
jballengee@penncharter.com
Field Hockey
Natasha Pronga
(610) 368-8634
npronga@penncharter.com
Football
Jeff Humble
(267) 664-6412
jhumble@penncharter.com
Boys Soccer
Robert DiBenedetto
(215) 669-0339
yobobbyd@aol.com
Girls Soccer
Eddie Mensah
(215) 432-0867
emensah@tsf.org
Girls Tennis
Rose Weinstein
(610) 265-7440 prefers phone calls
Boys Water Polo
Charlie Brown
(215) 884-3735
cbrown@penncharter.com
Girls Water Polo
Diana Caramanico
(215) 378-1101
dcaramanico@penncharter.com
For any questions regarding the Upper School athletic program, please contact Paul Butler, Director of Athletics, or Tori Small, Director of Girls Athletics.
Out-of-School Sport or Activity Credit for the 2008-09 School Year
In very rare circumstances, Penn Charter will waive all or part of the activity requirement for students who have demonstrated interests so specialized and talents so extraordinary that they cannot be maintained within the context of our program. Weight is given to the requests of older students. In every case, exemptions of any kind are rare. Our goal is to help students find meaningful ways to stay involved in the school, and students and parents will find Penn Charter’s offerings varied and our programs flexible. Decisions on exemption requests for the current school year have already been made. Proposal forms and instructions for the 2008-09 school year may be obtained from the dean of students. Completed proposals for exemption are due no later than August 1, 2008.
College Counseling April 2008
Posted by usnl in : College Counseling, April 2008 EditionSuggested Readings
The college section of your local bookstore is now large enough to cover an entire wall. In an effort to help families distinguish some of the helpful books from the glut available, the College Counseling Office has assembled the following reading list:
- Letting Go: A Parents’ Guide to Understanding the College Years,
Karen Coburn & Madge Treeger
- Colleges That Change Lives, Loren Pope
- The Fiske Guide to Colleges, Edward Fiske (OPC’55)
- Less Stress, More Success: A New Approach to Guiding Your
Teen Through College Admissions and Beyond, Marilee Jones
& Dr. Kenneth Ginsburg
- Taking Time Off, Colin Hall & Ron Lieber
Seniors
The Class of 2008 submitted more than 700 applications to more than 200 colleges, but the long wait has ended and seniors have their college acceptances in hand. Well done! Now comes the next big decision: where will your child enroll? For many, this decision can’t be made until the colleges send out their financial aid packages. All information regarding admissions and financial aid should be known in April. If you have applied for financial aid or scholarships and you have not heard anything, we recommend contacting the college(s). The College Counseling Office can assist in this process.
If your child is debating between several colleges, he/she may want to visit each of them again in April, spending the night on campus, attending classes, and getting a “gut feel” for whether or not he/she would like to spend four years at the college.
All students must select one college and have their enrollment deposit postmarked by May 1, 2008, which is the National Candidate Reply Date as established by the National Association of College Admissions Counseling (NACAC). You may not send a deposit to more than one college or university for any reason. The practice of double-depositing is considered highly unethical in the world of college admissions, and colleges have been known to rescind an offer of admission if they learn of such behavior. How will colleges find out? Many colleges exchange matriculation lists with one another after May 1. Furthermore, most colleges send matriculation lists to the College Counseling Office. Because we cannot jeopardize our relationships with admissions offices, we reserve the right to notify colleges that a student double-deposited, if it comes to our attention.
Regarding the wait list, students should inform their college counselor if they want to remain active on a wait list so their college counselor can contact the college and advocate for the student. Of course, it is also important for the wait-listed student to self-advocate (ie: sending a brief letter to the college that reinforces your interest in attending). Aggressive colleges may decide to move students into their freshman class from the wait list as early as mid-April while others may wait until June or July. Again, the College Counseling Office will help you negotiate this process.
Juniors
In December, the Class of 2009 registered on Family Connection, the application tracking software used by our office. It is extremely important that Class of 2009 parents also register on their students’ accounts. If you do not have your registration code, please contact me directly at devans@penncharter.com.
The Class of 2009 completed its Junior Seminar and was assigned to a college counselor. Initial individual meetings between students and counselors took place in February and March. Following Spring Break, family conferences will take place throughout April and May. Please try to honor the date and time of your scheduled family meeting as it takes a great deal of effort to coordinate schedules for these meetings. Your meeting date and time are determined primarily by your child’s free period.
On Wednesday, April 16 (7:00 p.m.), juniors and their parents are expected to attend the annual College Admissions Workshop. This program is designed to give you first-hand information from Penn Charter seniors as well as experienced admissions officers. We will cover such topics as maximizing campus visits and interviews, preparing the most effective applications, and practical advice from students who have just completed the process. More information on this program will be mailed under separate cover.
Juniors who have not yet taken the SAT should plan to take it Saturday, May 3. All juniors should plan to take SAT Subject Tests on Saturday, June 7. The College Counseling Office recommends that students take at least two SAT Subject Tests of their choosing.
Juniors and Sophomores
Tuesday, April 29, 2008, 6:30 – 9:00 p.m., The Main Line College Fair at Villanova University. This is the region’s premier spring college fair, so plan to arrive early as the program tends to be crowded.
Additional information on regional programs and receptions will be listed on each junior’s Family Connection account as well as posted outside of the College Counseling Office.
Already have plans for the summer? The College Counseling Office receives a tremendous amount of information regarding summer opportunities for high school students. Programs range from academic programs on college campuses to community service opportunities both domestic and abroad, to outdoor adventure programs across the globe. Simply contact the College Counseling Office if you are interested in learning more. Of course, the summer is also a wonderful time to visit colleges.
Freshmen
More than 60 families attended the annual “Coffee with the College Counselors” during the week of January 28, 2008. These informal coffee hours with counselors introduced parents of the Class of 2011 to the College Counseling program at Penn Charter and, hopefully, answered all of the questions that parents have while also reducing anxiety and stress.
We hope this information is helpful. As always, feel free to contact the College Counseling Office with any questions. Please remember that the college search process must begin with a student conducting a thorough self-assessment. Equally important, please recognize that finding the ‘best fit’ college is a team effort that does not have to be stressful.
Daniel F. Evans
Director of College Counseling
Quaker Principles & Practice April 2008
Posted by usnl in : Quaker Principles & Practice, April 2008 Edition In the December Upper School newsletter, I was excited to be able to describe the process and energy that had been put into implementing Meeting for Worship for Business in the Upper School at Penn Charter. In the months since, we have had our first two Meetings, and I have been interested to see how this new opportunity for engaging the community in dialogue and empowering student voices has continued to evolve.
It can be nerve-wracking to open up an uncensored forum on a community issue to a group of 400 students. It is an act of faith, to be sure, not only in the good will and good sense of the students, but in the strength and vision of the student leaders who help to guide the conversation. Fortunately, our faith in the student leaders and the student body have proven well-founded, and we have done a good job of learning together what kinds of strengths, challenges and opportunities are offered in Meeting for Business.
So far this year, we have met twice, opening up two very different topics. In November, we gathered to discuss how we experience and embrace difference at Penn Charter. Students met the week before in advising groups to discuss this topic, and then brought these thoughts to the larger group meeting. This is a big topic, and a charged one, and students who rose to spoke talked about their experiences, and the ways that the community does offer opportunities to connect with others from different backgrounds and with different perspectives. Although this Meeting seemed to stick to what is good about our community life, conversations that grew out of the Meeting also noted that there are challenges and tensions that are equally important, and plans have begun to structure more conversations on this topic, this year and next.
More recently, we gathered to reflect on a topic that is somewhat more mundane, but that also affects all of our lives at the school. A committee has been formed to investigate the advisory program at the school, and as a part of laying the groundwork for this discussion, we posed the question to students: “What should the role of an advisor be at Penn Charter?” Currently, the 9th grade mentor program is distinct from the 10th – 12th grade advising program, so we met separately in these two groups. In the larger group, a lively and thoughtful exchange of ideas helped to get at a number of the key issues, including timing, course planning, grade advisors, course planning, relationships and logistics. Being in a smaller group seemed to allow ninth grade students a good opportunity to make their voices heard and, after some initial shyness, a variety of thoughtful reflections were shared, touching on similar topics, with a particular focus on time usage in advising and relationship-building.
These Meetings for Business have been important in their own right for opening up space where we can hear a variety of voices together and move toward a more connected and unified community. They are also exciting to me as part of a process that has allowed all of us to engage in a Quaker practice that will continue to develop and bear fruit for our community in the years to come.
Ben Dziedzic
Clerk, Religious Life & Values committee
Community News April 2008
Posted by usnl in : Community News, April 2008 Edition Another academic year is drawing to a close, but the Penn Charter Community calendar is still packed with events. Remember to check out the school calendar and the Parents section of the website for up-to-date information on activities. If you have any questions about events, feel free to contact us or your class chairs. You can find the contact information on the website.
The All-School Carnival is scheduled for May 3 and volunteers would be greatly appreciated. You can contact Sandee Cataldi (sandeefitness@aol.com) to offer your help. The Community plant sale will occur on May 8. Even though the sale is based in the Lower School, this is an all-school event. Color Day, an event in which all Penn Charter students participate, takes place on May 23. Each class chair will seek volunteers for the various booths, so please contact your class chairs and offer an hour or more of your time. The parent/child dance scheduled for April 26 has been cancelled.
The final Community Meeting is on May 1 at 8:15 a.m. All parents are encouraged to attend, and please think about volunteering for committees for the 2008-2009 year. Laura Bryan and Lola Sergeant-Wilkinson will serve as the Community Chairs for the upcoming academic year.
We cannot end the year without thanking all of the parents who volunteered their time this year. From Back-to-School Night to Family Visiting Day, many parents worked together to make these events successful. No matter how busy you are, help out at an event and let your children know that Penn Charter is an important part of your life, too.
We wish you all a wonderful summer vacation, and best of luck to the Class of 2008.
Babe McGarvey and Jill Schuman
Upper School Community Co-Chairs
Save the Date April 2008
Posted by usnl in : Save the Date, April 2008 EditionApril
8 - Parent Forum, 8:15-9:15am (OR)
10 - All-school Meeting for Worship (FH)
- Small Ensemble Concert, 7pm (Memorial Church of the Good Shepherd)
16 - Juniors and Parents College Admissions Workshop, 7-9pm (MR)
23 - Cum Laude Assembly, 8:10am (MR)
- Senior Comprehensive Project dinner, 6pm (DH)
26 - Parent-Child Dance, 7:30-10pm (OG)
May
2 - 116th Alumni Reunion Banquet (TH & MR)
3 - Alumni Reunion weekend
- All-School Carnival starts at noon
9 - Upper School Band & Choral Concert, 7:30pm (MR)
12 - Bert Linton Alumni/Parent Golf Outing, 11am
17 - Senior Prom, 6-11:30pm (Sheraton Society Hill),
Post Prom, 12-5am
19 - Senior Comprehensive Project dinner, 6pm (DH)
22 - Spring Sports Athletic Banquet, 6pm
23 - Upper School Prize Assembly, 8:10am (MR)
- Color Day, 1pm
27 - Senior/Alumni Society Barbecue, 4pm (TH)
28 - Senior Comprehensive Project presentations, 6pm
29 - Senior Comprehensive Project presentations, 6pm
June
3 - Graduation rehearsal, 3pm (MR)
4 - Annual Fund Volunteer Thank You Dinner, 6:30pm (HR)
5 - 9th grade class trip, noon
- Senior Family Meeting for Worship & Picnic, 6:30pm (MR & TH)
7 - Commencement, 10:30am
From the Director’s Chair December 2007
Posted by usnl in : November 2007 Edition, From the Director's Chair“We all tell stories. The kinds of stories we tell about the past help determine the way we behave in the present and how we orient ourselves to the future. It’s one of the ways we identify who we are, who I am and who all my groups are — by telling stories.”
Lorene Cary
Author of Black Ice, The Price of a Child, and Free! Great Escapes from Slavery on the Underground Railroad
My grandmother was a great storyteller, and I truly cherish the time we spent together before she died about 10 years ago. My first plane ride by myself was to see Momma Stone. She carted her three Yankee grandchildren all over rural Tennessee to small towns with names like Sugar Tree and to the cemeteries in these towns so that we could “meet our relatives,” as she liked to say. Every Christmas, we made gallons and gallons of eggnog and took it to the soup kitchen where we all cooked and served Christmas lunch to the homeless of Nashville. She taught me so much about forgiveness and unconditional love when I was getting divorced and, later, when she had terminal cancer. While I still miss her terribly, especially at Christmas, I know that what she taught me through our family stories significantly shaped who I am today.
As we move into this holiday season, I find myself thinking about family, service and the time to devote to both. At a recent faculty meeting, the Upper School faculty had a lively, poignant discussion about the possibility of a no-homework holiday over winter break. While we all agreed quickly that we want to spend time with our own families, thoughtful perspectives were also shared about what we might do to help keep “kids’ heads in school.” Teachers reflected on what research says about lengthy school vacations and student retention of what has been taught. After much discussion, it was the sense of the Upper School faculty that any assigned winter break homework would be short assignments to remind students about what they are studying in each class; no larger than a nightly assignment, taking about 20–30 minutes at most to complete. Ideally, students might complete these assignments a day or two before returning to school on Jan. 2 so that they can refocus on the concepts they have been studying in various classes. Students who have chosen to be in AP courses, however, should expect longer assignments in those courses; this is necessary to maintain the pace of the AP curriculum so that these students will be well prepared for their AP exams in mid-May.
While this might not be the total no-homework holiday that some of us had hoped for, it is a start: two full weeks to spend time with our families, to reconnect with old friends, to catch up on our sleep, and, most importantly, to hear each others’ stories. And so I share with each of you the joy and peace of this holiday season and hope our time away from Penn Charter is a time to care for others and ourselves.
Beth Glascott
Director of Upper School
In the Classroom December 2007
Posted by usnl in : November 2007 Edition, In the ClassroomA Richer Ninth Grade Social Studies Program
One of the ongoing challenges facing social studies teachers everywhere is how to balance the desire to teach a myriad of important and fascinating topics while having time to delve deeply into studies. After trying to do it all for many years, last spring several ninth grade social studies teachers opted to revamp the Ancient History class (SS 110). In the end, depth won out over breadth of study. Required of all ninth graders, the altered course includes a comprehensive study of three civilizations in their ancient and medieval eras. Students now examine the distinct cultures of Greece, China and the Islamic world, devoting a trimester to each.
There were several reasons behind this curricular shift. First, the ninth grade course used to address seven units of study ranging from ancient Greece to China, Mesoamerica and Medieval Africa. While students were exposed to a diverse array of histories and cultures, as teachers we wondered about student coherency even though essential questions were in place to help connect all of the assorted units. Furthermore, the pace of the course did not lend itself to thorough intellectual pursuits. Often times, just as students found themselves immersed in a topic, it was time to move on. What was also lost in that approach was a holistic study of the political, economic, religious, social, intellectual and artistic developments of the time periods. There simply was not enough time to investigate all of those historical components. As more and more ninth grade teachers struggled to cover all of the selected topics, the more questions arose. It seemed as if we were we stretching ourselves too thinly by studying so many episodes in ancient history. Spurred on by Andy Zuccotti’s proposals, the idea of devoting an entire trimester to Greece, China and the Islamic world was finally hatched.
With the first trimester now complete, ninth grade social studies teachers are rejoicing about the benefits that have emerged from the overhauled course. Additional time has led to a greater emphasis on skills such as reading analysis and writing. All eight sections were able to devote sizable time to reading Greek mythology earlier this fall. That was a significant step because stories about Zeus, Athena and Hephaestus are crucial to understanding Greek behavior. An added bonus from the mythology was the foundation it laid for English class and the reading of Homer’s The Odyssey. Some classes have taken on interdisciplinary research projects about the Hellenistic period (800 – 100 BCE), an assignment that was not previously in place. All in all, early signs indicate that students are having a richer and more coherent experience when it comes to their ninth grade social studies.
As ninth grade social studies students move forward with the course, there are plans to fold former units of study into the remaining trimesters about China and Islamic empires. For instance, whereas students once learned about Timbuktu through the eyes of Mansa Musa and Ibn Battuta, those individuals and their experiences will be incorporated into the Islamic trimester. The long-standing term paper and Hajj project are still very much a part of the course, too. As with many educational pursuits, we trust that this learning experience will prove to be even richer than in past years.
Jake Morrow
Lee Payton
Sarah Sharp
Jason Yaffe, Social Studies Department Chair
Andy Zuccotti
Exploring the Physical World
Two new electives were added to the Upper School science course offerings this year. The first, Modern Cosmology, used the work and writings of renowned physicist Stephen Hawking as a vehicle for discovery. Students of this course studied the historical underpinning of our current knowledge of the universe and then tackled the cosmic mysteries surrounding its future. While the focus was primarily set on astrophysics and cosmology, the story told was one of science in general. Indeed, understanding our place in the universe involves understanding the process by which we have gained that knowledge. Favorite topics included the big bang, black holes, the Information Paradox, worm hole and string theory.
In addition, Modern Cosmology participants were asked to work on a special interdisciplinary project
for the recent Juried Art Show. This was both an unexpected and a unique opportunity, blending science and art, to research, design and construct a room-sized camera obscura. Considered the grandfather of modern cameras, the camera obscura allows live images from outside a large box to project onto an interior wall by passing those images through a lens and a small aperture. Early scientists, including Johannes Kepler, used this type of device to trace celestial images for astronomical applications. In addition, the camera obscura has been used for centuries by artists to trace landscapes.
The execution of this project was driven entirely by the students. Starting with nothing and crunched for time, these highly talented and motivated students manufactured not one, but two working camera obscuras for display! Physics, engineering, art and construction skills (Wh
o knew that wielding a saw could be so much fun?) merged to produce spectacular results. It was an amazing feat that required teamwork, discipline, determination and a lot of hard work. Ultimately, however, the success of this project was measured by the squeals of excitement from Lower School students as they recognized moving and still objects from across campus as the images projected on a white background within the dark room!
The second new elective, The Physics of Science Fiction, is designed as an intersection of popular science fiction media with physics concepts. The course offered in trimester 2 will use science fiction books and films as a vehicle to explore both classical and modern physics. Students will analyze book or movie scenes as active scientists, proving the reasonability of the science depicted, or de-bunking the science as either completely impossible or at least unlikely given what we currently know to be true. Students of this course will be doing science as scientists do it: conducting experiments and research, testing their own ideas, discussing their results, and linking their findings to science fiction with the purpose of evaluating its validity. The course will be an opportunity for students to play “science detective” as they investigate potential crimes of science!
The theme for this course has been inspired by Lawrence Krauss’ book, The Physics of Star Trek, and the sequel, Beyond Star Trek. These two books analyze the science, especially the physics, behind popular science fiction in Star Trek, Independence Day, The X-Files and other popular science fiction. In addition, the course will explore selected scenes from Contact, I Robot, Star Wars and more! To supplement class activities, students will be encouraged to explore the physics of their favorite science fiction story and will be required to produce an original piece of science fiction
Whether taken in sequence or independently, these two physics electives will provide students with a rich opportunity to learn about topics not normally covered in the traditional physics curriculum. They represent the ideal science elective track for those who have an interest in exploring the exotic sciences and, at the same time, enjoy exercising creativity of thought and practice. Indeed, the potential for these electives is out of this world!
Lorre Gifford
Physics teacher
Executive Functions = Successful Learning
With trimester 1 coming to a close, it’s time to help your students reassess and create fresh goals. Researchers and psychologists have been focusing lately on the theory of executive function (EF) as another tool to help students become strategic learners. It is important to understand this model, especially as it relates to the role of the frontal cortex in the developing child, which we know is not fully mature until age 20+. The newest research tells us that it is important for teachers and parents to be helping students by explicit and direct instruction with self-management skills.
Lynn Meltzer, a professor at Harvard and founder of the annual National Learning Differences Conference, has compiled a recent book of research entitled Executive Function in Education. Many distinguished contributors describe ways to help all students learn skills for independent, self-directed learning. “Executive functioning involves activating, orchestrating, monitoring, evaluating and adapting different strategies to accomplish different task. It requires the ability to analyze situations, plan and take action, focus and maintain attention, and adjust actions as needed to get the job done” writes one educator. Accomplishing all of these functions well is not easy for many students, since we know their brain functions are still maturing at different rates.
Mark Horowitz, of Yale Medical School, adds that there are clusters of cognitive functions in executive functioning. The clusters involve six elements: activation (organizing), focus (shifting attention), effort (sustaining, pacing), emotion (regulating), memory (recalling) and action (monitoring). All of these are often rapidly shifting according to the tasks at hand.
It is no surprise then that we strongly encourage all students to devote time to their daily planners and to strengthening these EF skills. As a parent, you may find the executive function information useful as a framework for helping your students understand the strengths and weaknesses of their self-management and to set some new goals for executing tasks more effectively.
By now, most students are aware of their learning styles and preferences. Students can be encouraged to evaluate, again, their strengths and modify their approach to “study time” at home. First, have them check the planner and print out the syllabi for the week. Record what is required each day for homework and upcoming assessments. Estimate and record how long each task will take. Prioritize the order of study. Review quickly the daily notes from class before beginning the night’s homework. Then, literally, check off each task as it is completed. Practice using different strategies for different tasks. Keep motivation high by breaking tasks into manageable chunks. Remind students that studying is hard work but that consistent, daily completion will provide successful results. Help your students know that hard work without a strategic plan has limitations; using executive function techniques will greatly improve efficacy in learning.
Dana Toedtman
Learning Specialist
News You Can Use December 2007
Posted by usnl in : November 2007 Edition, News You Can UseCambodia School Project
Many families show their appreciation to P.C. faculty and staff by giving gifts around the holiday season. Although we are appreciative of such gestures and expect no gifts, we respectfully ask that if it is your inclination to give a gift, consider giving to the Cambodia school project this year in honor of that special teacher or staff person. As part of our stewardship efforts, the entire K – 12 community is working to support two schools in rural Cambodia to which we have connections through the organization American Assistance for Cambodia. As part of the Rural School Project, our goal is to raise between $4,000 - $7,500 to help improve these two schools. The projects in which students have expressed interest include funding a full-time trained English/computer teacher, providing school resources like books and computers, and supporting a “Victory” vegetable garden which would provide nutritious school lunches for students.
If you would like to donate to our efforts on behalf of the Rural School Project, please send in a check made payable to Penn Charter. Also, note who the gift is honoring. We will make sure that that special person receives a card noting that a gift has been made by you in their honor to the Cambodia school project. Send donations to Beth Glascott and also direct any questions to her.
End-of-Trimester Attendance Reports
Included with your child’s grade report is an attendance report. If you have any questions or concerns about your child’s trimester 1 absences or tardiness, please contact Bridgette Bonner-Fennal, in the Upper School office, in writing. It is much easier to correct attendance errors now; please do not wait until the end of the school year to request changes. Remember that attendance is part of your child’s permanent record and both excused and unexcused absences and lateness are listed on your child’s transcript.
Mid-year Assessments for 9th & 10th Grades Additionally, the grade data from the mid-year assessments did not definitively show that taking these tests helped to improve student performance on final exams. Before the winter break begins, Upper School teachers will announce to 9th and 10th grade students that we will cancel the mid-year assessments scheduled for January and February 2008. Our cumulative final exams are a more traditional type of assessment; we will continue to administer those final exams, and to provide preparation for the tests so students can achieve success.
Following a review of the mid-year assessment process for 9th and 10th graders, we have decided to cancel mid-year assessments this year. The Department Chairs Group - which is, as the title implies, a working group comprised of the chair of each academic department - reviewed the relevant data for the two years during which we administered these mid-year tests. It was the sense of that group that the positive aspects of the mid-year assessment process, which include students getting more practice on large, cumulative traditional assessments or becoming more familiar with the format and language of these types of tests, did not outweigh the challenges. The group identified those challenges as:
Keeping Healthy This Winter
Cold and flu season has begun. It’s 6:00 am. Your family’s morning routine is in full swing. The mad rush to pack lunches, gather books, brush teeth and make the bus or car pool on time has begun. However, your son is not looking, nor feeling, quite well. The morning routine comes to a screeching halt!
Here are some quick guidelines to help you determine if your child should attend school:
- Stay home for acute stomach pains/diarrhea
- Stay home for 24 hours after the last episode of vomiting
- Stay home for 24 hours after the last elevated temperature
(Normal temperature = 98.6°) - Stay home for 24 hours after antibiotics are begun for strep or other bacterial infections
- stay home for persistent cough
The presence of many children with fever, nausea, vomiting, coughing and malaise interferes with the educational objectives of the school. The acutely ill child also has difficulty concentrating and cannot possibly benefit from his or her day of school. There is also an increased risk that other students and faculty may contract your child’s illness.
The best advice to keep your child healthy during cold and flu season is to ensure that they receive adequate rest, eat nutritious meals, practice good hand-washing techniques and stay home when not feeling well. Grandma’s chicken soup may help too!
Debbie Foley, RN, MSN, CPNP
School Nurse
Adolescents & Medication
In recent years there has been increased awareness and information regarding adolescent use of prescription and non-prescription medications for purposes other than prescribed or intended. We felt it was important to provide some basic factual information to families.
According to SAMHSA (Substance Abuse Mental Health Services Administration) abuse of prescription and non-prescription medications is on the rise in the adolescent population — specifically methylplenidate (Ritalin) and amphetamine (Adderall and Dexedrine). Young people, all across the country, are obtaining these medications from friends and classmates. Why are ADD/ADHD prescribed medications being abused? The U.S. Drug Enforcement Administration states that “these medications are sought after by individuals who want them for their psychoactive effects: to get high, to stay awake for extended periods of time to study or party, to lose weight or to mix with alcohol or other drugs to enhance their effects.”
In accordance with the Penn Charter Policy on Alcohol & Other Drugs, no student is permitted to carry or administer prescription or non-prescription drugs while here at school. The exception to this policy is emergency medications such as epi-pens for severe allergic reactions and metered dose inhalers for asthmatics. All other necessary medications are required to be logged into the Health Office and administered by the school nurse. Any student who is found to be sharing or selling prescription medications is in violation of the school’s drug and alcohol policy, as well as breaking the law.
We believe it is important to be clear about the policies and consequences around the issue of all medications, but this is, first and foremost, an issue of student health and safety. For those students who are accurately diagnosed and follow the prescribed use of these medications, they can be beneficial. But for students who abuse these types of medications, the health consequences can be serious. Our hope is that you will take the opportunity to discuss this timely issue with your son or daughter. Any parents or students who have questions or concerns regarding this information should contact one of us.
Elizabeth Coombs, School Counselor
Debbie Foley, School Nurse
Travis Larrabee, Dean of Students
Our New Format
We hope you find this new newsletter format as easy to use as the old paper newsletters. In addition to the main newsletter, you will notice tabs for Division Details and Educational Links:
- By clicking on to the Division Details tab you will find quick access to important Upper School documents like the Course of Study and the Senior Comprehensive Project Handbook.
- In Educational Links, articles of current interest in education have been posted to help educate all of us regarding current issues around curriculum in Upper School. If you have any questions about either section, please get in touch with Beth Glascott.