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.
College Counseling December 2007
Posted by usnl in : November 2007 Edition, College CounselingSeniors
Application Deadlines: All remaining “Pink Sheets” and accompanying Secondary School Reports were due to the College Counseling Office by Friday, Nov. 30, 2007. This deadline applied to all seniors, whether applying early decision, early action, rolling admission, or regular decision. As you know, the last day of classes before winter break is Friday, Dec. 14, 2007, and the College Counseling Office, along with the rest of the school, will be closed until Jan. 2, 2008. Based on the behavior of previous graduating classes (students applying to between 6 – 9 colleges each), we anticipate mailing more than 650 applications before winter break and this, obviously, requires time.
If your child applied early decision, early action, or rolling admissions and will learn of his/her admissions decision before or during winter break, we strongly recommend having his/her other applications ready to go by the above deadlines as well. If your child learns of his/her acceptance to his/her top-choice college, the other applications do not have to be mailed. However, if your child is not admitted to his/her top choice before or during winter break, we believe that it is best to have the other applications ready to be mailed instead of having to create other applications in mid-December. Please contact the College Counseling Office with any questions about this recommendation.
Financial Aid: The Free Application for Federal Student Aid (FAFSA) is encouraging families to apply for financial aid online. The online version is available through the U.S. Department of Education website at www.fafsa.ed.gov. Colleges and universities use the information in the FAFSA to determine whether families are eligible for federal grants, loans or work-study programs. The FAFSA may also allow you to apply for outside scholarships and financial aid through the state. The paper version of the FAFSA is currently available in the College Counseling Office; if you prefer to use the paper version, encourage your child to stop by our office to pick up a copy of the application. The FAFSA cannot be filed until after Jan. 1, 2008, but the general rule of thumb is that the earlier you file the form, the better. If you wait too long, you can jeopardize your chances for receiving financial aid.
The College Scholarship Service Financial Aid Profile (CSS Profile) is required by many colleges along with the FAFSA. The paper version of the CSS Profile is currently available in the College Counseling Office. The form may also be completed online at http://profileonline.collegeboard.com.
Juniors
Junior Seminar: At the start of the winter trimester, juniors will begin meeting weekly with the college counselors for Junior Seminar. This non-credit, non-graded class gives students an overview of the roughly 18-month long college search process. College counselors instruct students in the basics of SAT/ACT, colleges, universities, college guide books, valuable websites, campus visits, interviews, applications and financial aid. Juniors will be assigned to a college counselor in January and can begin meeting with counselors individually at that time. During April and May, the college counselors will schedule family meetings to review college choices and related issues.
College Kick-Off Night: The College Counseling Office will hold its annual College Kick-Off Night for parents on Wednesday, Jan. 9, 2008 at 7:00 p.m. College counselors will give an overview of the college search process and timetable as well as an explanation of Penn Charter’s philosophy. Additional information for this program will be mailed in January.
Campus Visits: It is not too early to start visiting college campuses. Begin locally and get a feel for an urban (Drexel) vs. suburban (Villanova) campus, large (Penn) vs. small (Haverford) student body. The Philadelphia region actually has 87 colleges and universities to explore. Once students begin to develop characteristics that they are looking for in colleges, the College Counseling Office can assist them in expanding their lists. Please be aware that Penn Charter allows a total of five excused absences for visiting colleges during the junior and senior years combined. Juniors may begin utilizing this opportunity after Jan. 1, 2008, but must submit the necessary paperwork before they actually visit the campuses.
Juniors and Sophomores
PSAT Results: The results of the PSAT taken by sophomores and juniors will be available in mid-December. These results will be mailed home along with information about interpreting your child’s score. Please keep in mind that colleges never see the results of the PSAT. For sophomores, the PSAT is a good practice tool for taking the PSAT during the junior year when the results may qualify students for National Merit Scholarships. Additionally, some academic departments at Penn Charter do use the PSAT results as part of their selection criteria for Advanced or AP courses.
Sophomores and Freshmen
Academic Performance: The primary focus during the freshman and sophomore year should be strong academic performance. Your child’s performance these years has influence on his/her course selection during 11th and 12th grades. Admissions officers consider rigor of curriculum (for example: the presence of Advanced and AP courses) and academic performance throughout high school to be the most important part of an application packet.
Freshmen
Coffee with the College Counselors: The College Counseling Office is pleased to announce its annual Coffee with the College Counselors program for the parents of ninth graders. The program will take place during the week of Jan. 28, 2008 (8:00 – 9:00 a.m.) in the Overseers Room. These informal coffee hours will introduce the parents of the Class of 2011 to the college counseling team, give an overview of the Penn Charter college counseling philosophy, and reduce anxiety (we hope), while also providing an opportunity for your questions to be answered about this very important process. Additional information for these morning programs will be mailed in January.
An Important Correction
In the News from the College Counseling Office in the fall newsletter, a section of type was inadvertently dropped from a paragraph about college admissions. The omission resulted in an error. The paragraph in the newsletter said: "Last year, 61 percent of the 613 applications submitted for the Class of 2007 reported that they would be attending one of their top-choice colleges." However, the complete and accurate paragraph had said: "Last year, 61 percent of the 613 applications submitted for the Class of 2007 resulted in acceptances. Even more impressive is the fact that 94 percent of the Class of 2007 reported that they would be attending one of their top-choice colleges."
We hope this information is helpful. Please feel free to contact members of the College Counseling Office with any questions. You may also visit our office online at:
http://www.penncharter.com/Content/academics/us/collegecounseling.asp
Daniel F. Evans
Director of College Counseling
Quaker Principles & Practice December 2007
Posted by usnl in : November 2007 Edition, Quaker Principles & Practice Throughout last year, Penn Charter undertook a Quaker Self-Study in order to examine the ways that our community lets its values speak through our daily actions, and to think about ways that we can even better embody Quaker values and testimonies that lie at the heart of our mission and community. As a part of the process, the Self-Study committee sought to gather ideas from all of the constituencies of the school, including students, alumni, Overseers, faculty, staff and parents. When we sat down with a group of students to discuss how best to engage the whole student body in a reflection on Quakerism, the students generated the idea to bring the question to a “Meeting for Business” session that would be held during the regular Meeting for Worship time. The reflections that came out of that Meeting last year were fruitful in helping to refine the report of the committee, and also helped to spark an interest in bringing “Meeting for Business” into the Upper School more often.
Recently a group of teachers, Overseers, administrators and students from both the Upper School Religious Life & Values Committee (RLC) and the student council gathered in the evening to discuss how we could envision a space for gathering the community in a spirit of worship in order to grapple with important issues. The discussion was thoughtful and wide-ranging, with students often taking the lead in asking questions and proposing ideas. Among other topics, we talked a lot about what it should be called, noting the differences between Quaker practices such as Meeting for Business and Threshing Sessions. What became clear, even if the right name was not, was that we were excited about the opportunity this would provide for the community to engage with pressing issues that affect all of us, and could lead to decisions and changes that could affect the life of the school. In addition, a clear consensus was established to work to have a Meeting for Business three times a year in the Upper School, and to continue the partnership between the student council and the RLC in steering this practice.
I am particularly excited about the opportunity for meaningful and respectful conversations that this initiative will provide to our community. The opportunity to engage in a thoughtful and open dialogue about issues that affect our daily lives seems of particular value in a community grounded in the belief that there is that of God in each of us.
In addition, the energy around this new practice seems to me to be a testament to the way that our community is committed to engaging with (and in) Quaker values and practices. Throughout, I have been humbled and impressed by the way that meaningful conversation between individuals of all ages and roles has shaped the decisions; the deep respect that has allowed student voices and ideas to help guide the conversation has been remarkable and powerful. One of the real privileges and opportunities for me as a teacher in a Quaker school is the challenge it provides to put real responsibility in the hands of students. So, it is with this in mind that I look forward to Meeting for Business in the Upper School, knowing that the process that it took to get here has already modeled much of what is important about our commitment to community, integrity and equality.
Ben Dziedzic
Clerk, Upper School Religious Life & Values Committee
Community News December 2007
Posted by usnl in : November 2007 Edition, Community News It is hard to believe we are moving into the second trimester already. Thank you to all the parent volunteers who made Back-to-School night, the parent socials and the Juried Art Show a success. While we’re basking in the glow of a glorious PC/GA Day, remember that there are always many opportunities to volunteer at Penn Charter. The “Parents” page on the website lists events and contacts. If you have questions, you can always contact your class chairs; they are also listed on the Parents page. And – please ignore your children’s dire threats and offer to chaperone a dance this year.
At the November Community Meeting, the head of each division spoke about stewardship and the way that the theme will be carried out this year. The Community is also participating and has formed a Stewardship committee to work with the faculty to promote the incorporation of stewardship into the every day life of the school. An Upper School parent, Elizabeth Bailey, is co-chairing the committee. If you are interested in helping out or have ideas to contribute, please contact her. You will receive notice of an upcoming meeting in the near future.
Parents are always welcome and are encouraged to be involved in service activities at Penn Charter. Martin Luther King, Jr. Day may be a day off from academics but it is a day full of service opportunities at Penn Charter. Parent volunteers will be needed for the planned activities. Please mark your calendar now so you will be available to participate in the wonderful array of community projects scheduled for Jan. 21, 2008.
Although the Wrapping Paper Sale officially ended in October, you can still purchase gift wrap, ribbons and other items from Innisbrook. There is a link to Innisbrook.com on the Parents page. The Penn Charter Community receives credit for your purchases and then utilizes the proceeds from the sales to defray the costs of student trips. As the items are shipped directly to your home, ordering online is a convenience much appreciated during this hectic holiday season. Encourage your friends and relatives to purchase through the Penn Charter link, too.
The next Penn Charter Community meeting is scheduled for Thursday, Jan. 10, 2008, at 8:15 a.m. at Timmons House. The meetings are open to all Penn Charter parents and offer an excellent opportunity for you to learn about school life. To further tempt you, coffee and snacks are provided. Please join us and become an active member of the Community.
Happy Holidays!
Babe McGarvey & Jill Schuman
Upper School Community Co-Chairs
Save the Date November 2007
Posted by usnl in : November 2007 Edition, Save the DateDecember
6 - Upper School Band & Choral Concert, 7:30pm (MR)
7 - 9th grade Parent-Mentor Conferences, 8:00-11:45am (OG)
January
3 - Parent Meeting for Worship, 8:15-9:15am (MR)
9 - College Kickoff Night for Class of 2009 Parents, 7-9pm (MR)
24 - Small Ensemble Concert, 7pm (Memorial Church of the Good Shepherd)
26 - Winter Dance, 7:30-10pm (OG)
28, 29, 30 & 31 - 9th grade Parents Coffee with the College Counselors,
8-9am (OR)
31 - Parent Meeting for Worship, 4:15pm (MR)
February
7 - Friends/Multicultural Day, special schedule
- Alumni Society Downtown Reception, 6pm (Union League)
16 - Soph Hop, 7:30-10pm (OG)
22 - Musical, 7:30pm (MR)
23 - Musical, 2:30pm (MR)
March
5 - Parent Meeting for Worship, 8:15-9:15am (MR)
7 - Winter Sports Athletic Banquet, 6pm
10 - Family Visiting Day, 8-11:45am
13 - All-school parents meeting with FCD, 8:15am (RFMS)
15 - Junior Prom, 7-10pm (Philadelphia University)
April
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)