TNCS Head of School Wraps up the 2018–2019 School Year!

Shara Khon Duncan has been Head of School at The New Century School for a full year.  Immersed had another sit-down with her for a nostalgic look back at her first year, what goals she set and accomplished, what went well, what she’s continuing to address, and what she’ll tackle next.

Immediately, Sra. Duncan expressed her pleasure and gratitude for what she called a great year.

It’s really great—I love it. Friends, family, and former colleagues will say things like, ‘you don’t look tired enough,’ or ‘you’re still smiling; how is that possible?’, and it’s because I love what I do. It’s not a job. I love coming to this place everyday, where I have such wonderful people to work with as well as wonderful students and families. I tell people that this is one of the most diverse environments that I’ve been in. It’s a blessing to be here.

Diversity and languages are, indeed, important to Sra. Duncan, who was a Diversity Coordinator at one of her former schools. She is amazed that TNCS doesn’t even need one—it organically attracts a culturally diverse population and is inherently inclusive and respectful of the community’s various needs. And the languages really elevate the school for her; in fact, that’s what originally drew her to TNCS (see TNCS Welcomes Shara Khon Duncan as Head of School for her rich history with languages). She gets to use her adopted language Spanish daily, and she is even picking up some Mandarin, thanks to the perseverance of Li Laoshi. Sra. Duncan joked that, so far, she can tell you whether it’s raining or not. “In all seriousness, though, it’s just wonderful to hear the students speaking in Spanish and Mandarin,” said Sra. Duncan. It amazes me to hear kindergarten students who just started in the fall and spoke only English singing in both languages at the spring concert and sounding like they’ve been doing it all their lives. It gives me chills.”

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Goals Accomplished

The year went really fast in a lot of ways, and in a lot of ways I feel like I’ve been here a long time,” said Sra. Duncan. “It presented some challenges in the sense that there was a lot of work to do just putting systems into place, trying to make it so that we can run more efficiently in the background, which was one of my goals.” She explained that in order to be as visible and out and about on campus as she’d like to be, she needed to first work behind the scenes to establish a framework.

One such system is a new student management system, which the TNCS community will learn about in the coming weeks and will launch for the 2019–2020 school year. It’s called Blackbaud, and it will provide a much more efficient platform for communication—think school delay and closing announcements—as well as much, much more. Staff will be able to readily send out notifications, and teachers will have individual web pages that parents can access to find out what’s going on in the classroom rather than receiving such information from a sometimes unwieldy email platform. Resource boards will also be available to house other kinds of information so parents don’t have to go spelunking through their inboxes to find out, for example, what is the requested dress for an upcoming student performance. It’s right there in one easy-to-access place.

“That process of vetting various systems to see which one would work best for us took a good deal of my time,” said Sra. Duncan, “but we established teams, and I talked to other schools. Things like that take time; you want to do your due diligence. There’s no one system that works well for everyone, perfectly, but our hope is that this one will probably work the best for us.”

Blackbaud will also facilitate the application process as well as the administrative workflow for teachers and other staff so that they can maximize their time. “When you’re a small school, you wear many hats. But anything we can do to make people’s jobs better, so they work smarter not harder, is really important. We can, including me, find ways to use our other skills more effectively,” said Sra. Duncan. Curriculum is one thing that is very much on her mind that Blackbaud will help streamline.

See what other successes the year held in Thoughts on the First Half of the Year from TNCS Head of School Shara Khon Duncan, and read on for what’s to come!

What’s Next

One important change is with the upcoming implementation of i-Ready supplemental work. “We used to use SuccessMaker, but it didn’t really work for us the way we wanted it to this year. What we found through our research is that i-Ready will give students the ability to practice their skills in ELA and Math in a classroom rotation,” said Sra. Duncan. The advantage is that, as a supplemental program rather than a primary curriculum, it will help diagnose any problem areas students might be having and feed that information to the teacher.

Narrowing the focus a bit, with TNCS having graduated its first-ever 8th-grade class this past year, the Middle School is very much on everyone’s mind. One thing that this class showed Sra. Duncan is that test-taking skills are critical. “It’s a double-edged sword,” she said. “Being a school that doesn’t do standardized testing, per se, we nevertheless have to prepare our students for the standardized testing they’ll need to enter high school. So, we’re working on test-taking skills for our middle school students, in particular, and they all took the ISEE test this past year.”

She says she wants to make the TNCS Middle School the best it can possibly be and is focusing on strengthening that program over the summer.

Our goal is to help people understand that we go all the way through 8th grade. We want people to see this as a school that doesn’t end after preschool or even after elementary, it ends at 8th grade, and we want families in for the long haul. Families who enter in preprimary or primary believe that something is good about our program, so why not see how that can continue in their child’s life? They know that language is important, and they get to see it in action. I’m in awe everyday of what our teachers do, but we want that to continue all the way up. So that’s something we are working on.

Another thing the first crop of 8th-graders revealed to Sra. Duncan and to Curriculum Coordinator Adriana DuPrau, TNCS’s “resident expert on high school applications,” is that middle schoolers must get used to doing daily homework, so they increased the amount mid-year. “That may sound like not a popular thing, but it helps them get that time management piece down that they really need in order to be prepared for high school,” explained Sra. Duncan. “Students adapted to it wonderfully, and parents were right along with us!”

With the test pilot of increased homework having gone so well, this new initiative will continue for the coming year. Additionally, research and other long-term projects are on the horizon. “There’s a lot more that we need to teach our students, such as understanding how to use and be critical of technology. There are pieces that they have to learn about the whole process, and what’s important is helping them understand what goes into the process of researching. It’s almost as important as the writing process,” said Sra. Duncan.

She continued: “We feel very good about our first graduating middle school class, and we learned an awful lot about the whole process. Ultimately, we just want to make sure that we have everything we need to make sure our students are prepared for when it’s time to move on from here.”

It’s a Partnership

With everything that Sra. Duncan and the rest of the school is doing to ensure that TNCS students are learning and flourishing, it’s vital to remember that parents also play important roles in this process. One big theme of Sra. Duncan’s is the importance of two-way communication and that her door is open. When community members hear things thirdhand, for example, but don’t bring their concerns forward, uncertainty spreads. “When people are talking to others about something they’ve heard regarding the school, but they don’t come to me, I can’t address it. If you have a concern, I’m happy to talk to you about it,” she said.

She’s going to be straight with you, but she also really wants to hear what you have to say and is going to be very fair about that. “I know I have more peace of mind if I just say my piece or ask my questions. I don’t want anyone to ever feel like they can’t come talk to us. This is your child. Come talk to us. We may not agree, but we’ve got to talk about it. I get it—I’m a mom, too.”

A second important theme is that TNCS is a work in progress—a very innovative and exciting work in progress—and that there’s no such thing as a perfect school.

The advantage is that we will always keep trying to be better. We are a young school, but that’s a good thing, because we’re trying to figure out how to make this work beautifully every single day. We are trying to learn from every little thing that doesn’t quite work the right way. We fix what doesn’t work, and we figure out how to do more of what goes great. This hidden gem down here is pretty amazing, and when people really find out about it, they are duly amazed.

Final Thoughts

When asked what the main thing she wanted parents to know about her first year at TNCS, Sra. Duncan said: “This is what I was made to do. This is my thing. I’ve been working toward this my whole life, and I didn’t know it. It’s just so wonderful. This is my place. I love it. I really love it.”

And, with characteristic good humor: “Also please don’t run over me while I’m directing traffic. Please.”

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TNCS Upper Elementary and Middle Schoolers Make Their Annual Pilgrimage to Echo Hill!

On May 30th and 31st, The New Century School 4th- through 8th-grade students took their fourth annual overnight field trip to Echo Hill Outdoor School (EHOS), in Whorton on Maryland’s Eastern Shore. Chaperoned by teachers Nameeta Sharma and Ilia Madrazo, girls bunked together in two separate dormitories (older girls, younger girls), and boys bunked together in two separate dormitories (older boys, younger boys). The idea of trekking to Echo Hill originally came from former TNCS teacher Kiley Stasch, who used to go when she was in school and cherished the memories. See the first TNCS trip to EHOS here.

And, for the first time, Immersed got to see the fun firsthand!

tncs-echo-hillEHOS is a very special place. The campus is strikingly beautiful, sitting in forested acres adjacent to the Chesapeake Bay, and it’s brimming over with happy faces—children and camp counselors alike. Birdsong and bullfrog calls are everywhere, and these natural sounds mix in a very interesting way with the sounds of munitions being fired across the bay at Aberdeen Proving Grounds. This only adds to the feeling of having traveled in space but also in time. Also, the beauty is not merely skin deep. EHOS has a clear mission and has been carrying it out for close to 50 years: “We are dedicated to creating a safe and supportive environment for students to feel challenged and successful with the freedom to think, question, and express themselves.”

If those words seem buzzy, they are not just for show. In all aspects of their day, camp attendees are reminded of these values, from waking each morning to going to bed at night and through all of the delightful things that happen in between. TNCS campers were there for just over 24 hours, but weeklong programs are also available.

Types of programs also vary in curricular content. TNCS has so far always opted primarily for the Individual and Group Development curriculum, which matches up beautifully with TNCS’s own school values. It is what it sounds like—each student is asked to set certain goals and encouraged to work toward achieving them, all while maintaining respect for the needs of the group as a whole. This makes for both personal success as well as great bonding experiences. Now, these goals . . . they are not related to work in the traditional sense nor to academics. The Individual and Group Development program takes place on the exalted Adventure Challenge Course, which features experiences like a rock-climbing wall and a zipline, among others.

Because of the size of this year’s group, components of other EHOS programs were also mixed in so that each student got at least four “classes.” So, in addition to lots of time on the Adventure Challenge Course, they were also offered classes from the Science and Ecology curriculum, such as Chesapeake Bay Studies (by boat!), Night Hike, and even time to hang out on the beach.

The overall experience was incredibly rich, and TNCS students will surely not forget it soon. The photos and videos in the post will tell much of the story, and we’ll walk through the general outline of the trip, step by step.

Arrival

tncs-echo-hillTNCS arrived just before lunchtime, and after a 2-hour bus ride were hungry! EHOS counselors know kids, however, and immediately walked the group to a big field to play Sword-and-Shield tag. In this version of tag, if someone touches you with their arm (sword), and you were not able to defend yourself with your shield (arm bent in front of you as if holding a shield), you knelt in your spot with both arms bent and hands facing up. A well-meaning passerby could then high-five you as he or she runs past. You can ask for help, too, if you see that someone is close. Once you get two high-fives, back onto the “battlefield” you go. The kids had a ball with it, and it was not lost on the adults watching nearby that the team-building message had already begun!

Lunch

Next, it was time to feed the hungry hordes. Note that TNCS was far from the only school in attendance—hundreds of kids were there, and everyone dines together. How does EHOS handle such a huge group? We take you now to their giant mess hall, known as the “Whip.” Inside, camper volunteers acting as “biddies” help set up the long dining tables with silverware, plates, and cups and make sure the surroundings are clean. TNCS students volunteered right away!

Once set-up is complete, a bell rings and everyone on campus gathers in a big circle to first offer thanks for individual moments a camper might be grateful for (optional) and then for a moment of silence before the meal (compulsory for all). This circle hints at the Quaker roots of Echo Hill and is a very pleasant tradition.

Groups are next invited to enter the Whip and find a seat. Schools may sit together or they may mingle with other schools. At each table of 10, though, an adult sat at each end. At least one of the adults would be a camp counselor and that counselor served the family-style meal. Only two people are allowed up from the the table at any time, so even despite the crowds, meals proceed in a remarkably orderly fashion. Two campers fetch the dishes and bring them to the table, and one by one the counselor asks each diner what he or she would like and how much. Once everyone is served, diners have the option of going up for salad, fruit, a vegetarian option, and whatever leftovers are available from the leftover table. This is part of why meals are served family style—the food is touched by only one serving utensil to keep it clean so it can be offered again at the next meal. It also helps convey the message that we’re all in this together; let’s enjoy it! There’s even a giant dinner bell!

Campers can eat as much as they want, and many around the Whip had third and fourth helpings. But, and this is a big but, the individual diner is agreeing to eat what is on his or her plate. This being a Thursday, a mock Thanksgiving meal was served complete with all the fixins’.

TNCS students were introduced to the concept of SLOP at their very first meal at EHOS. SLOP stands for Stuff Left On Plate, and stuff left on plate is waste. Campers were always reminded of the impact of wasting food, and all campers strove to reduce their individual contributions to the SLOP bucket. At the end of each meal, the bucket is weighed with the goal of seeing that eight progressively decline over the course of the stay. Bet that has never not happened! Not only does the practice really motivate the kids to reduce waste, but EHOS food is universally considered delicious, so eating it was not a problem!

Orientation

After lunch, the group learned the ropes of EHOS. Camp counselors Elizabeth, Emma, Sahil, and Annie provided an orientation, explaining the rules to be followed and how things work in general. The #1 rule at EHOS, they stressed, is being polite. This includes being respectful and listening. “You are your own mom this week!” Counselors went over everything from bugs (download a helpful pdf here), hygiene, and safe practices to the all-important passports! These included information about classes as well as opportunities for reflection on those classes, handy maps, journal pages, and space for autographs.

Campers were also asked why they were brought to EHOS and gave such answers as, “to interact with nature,” “to have new experiences,” “to have fun,” and “to learn new things.” That pretty much sums up exactly what happened! They were also introduced to the concept of “Echo Hill time,” which basically means letting go of the tyranny of the clock, as in, “What time is it?” “It’s Echo Hill time.” Counselors stressed the importance of being fully present in the experience happening rather than anticipating what is to happen next. The daily schedule is organized by the ringing of a bell loosely corresponding to a general time of day rather than to a specific hour or moment in time. It’s quite nice!

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Orientation ended with “tribes” being assigned. TNCS students were split up into three groups, and each group would remain together as a tribe during all classes. Finally, the group returned to Merrick Hall to set up bunks and settle in. Once they got their belongings in order, they were free to play indoors or out while “extra time” wound down, and afternoon classes began.

Afternoon Classes

And then it was time for class! One tribe went off for Chesapeake Bay Studies, and two groups went for separate Adventure I and Adventure II Classes in the adventure area.

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Tribe 7 wound up at the Pathfinder, “a climbing wall and cargo net topping out at a trapeze, while classmates coach and aid in the belay system.” Not familiar with the belay system? This is part of the security used while campers scale the wall. They are asked to make contracts with the counselors and observe certain rules while on the equipment. They are also asked to make observations about the equipment and then to set goals, “find their path,” and challenge themselves. Students then had to collectively agree on what order they would climb in, with two at a time on the wall. “Rock on” was the signal that they could get to it!

Unfortunately, thunder soon rolled in, followed by drenching rain, so activities shifted indoors. EHOS staff had no trouble keeping everyone happy, entertained, and challenged, however. It took TNCS students a few minutes to get the nuance of the games they were playing, but once they figured out the key, Counselor Cody was no match for them!

Dinner

Before they knew it, the afternoon had passed, and so had the rainstorm. Back to the Whip they went, with another pre-meal circle and some outdoor games.

After another delicious meal—after every delicious meal, in fact—the counselors put on some form of entertainment. Sometimes there’s a message; sometimes, it’s just plain goofy–and the kids eat it up!

Night Classes

From about 7:00 pm to 8:30 pm, students got to take part in one more class. This ranged from Night Hike to learning what it’s like to be a nocturnal animal and have eyes that can adjust to seeing in darkness.

Then it was light’s out at 10:00 pm and all quiet by 11:00 pm.

Breakfast 

Breakfast at the Whip was a much-looked-forward-to affair, and it did not disappoint. Having worked up such an appetite the day before and slept so well Thursday night, by Friday morning, TNCS students were ravenous!

Morning Classes

Friday was a gorgeous sunny day, so all activities were in full swing. The Chesapeake Bay studies group (Tribe 7) actually got to board the boat and head out on the water. Catfish were kissed. The Pathfinder was scaled by many in Tribe 6, and the Zipline was tackled by the Middle Schoolers (Tribe 5). It was a fabulous morning.

The shrieks heard in the background came from the nearby Zipline action. For this activity, campers had to climb up a tree to a platform, transfer to a zipline harness, and then soar on down to the ground. They could opt for all of the above or part of the above, but they had to try at least part. This is part of the “challenge by choice” philosophy and TNCS students pushed themselves past what they thought themselves capable of.

It was also mandatory for anyone stepping inside the “cone zone” to wear a helmet, and all students had to help out at the landing.

Yes, that’s a miniature ukulele you hear in the background.

Even Mrs. Sharma went for it!

Some students made it look easy; others had to work up their courage, but they were all happy with their outcome.

Goodbye, Echo Hill!

Although no one wanted to leave, it was time to depart after lunch on Friday and head back to TNCS to close out one truly memorable school year. And we’re so glad to have gotten that special time with TNCS’s first-ever graduating class of 8th-graders. What a send-off!

Got Middle Schoolers? Navigating High School Choice in Baltimore

With The New Century School on the verge of graduating its first class of 8th-graders, what comes next—that is, high school—looms large. Fortunately, that cohort is squared away thanks in large part to the efforts of Curriculum Coordinator cum High School Liaison Adriana DuPrau.

How to raise healthy, happy older children in downtown Baltimore is foremost on the minds of many city parents, however, if the turnout at Downtown Baltimore Family Alliance (DBFA)’s recent “Meet the Big Kids” event is any indication. On Wednesday, May 15th, DBFA hosted their annual presentation in a new format. For 2019, the event was held at Mother’s FedHill Grille, and DBFA provided food for parents and kids as they socialized prior to the joint presentation by the Fund for Educational Excellence (FFEE) and Heather Stone, Assistant Principal at Afya Public Charter School on navigating school choice for middle and high school. Staff from Baltimore City Public Schools (BCPS) was also on hand to answer questions during the presentation. While the presentation was happening, the “Big Kids” helped out by interacting with the younger students, answering their questions and being their heroes. Families were encouraged to stick around afterward to socialize and ask questions of the older students. Said Tony Stephens, DBFA’s Executive Director, “[Younger children] will have the chance to meet other children who have gone ahead of them, while parents will also learn what important steps they can take toward preparing for and navigating the selection process to middle and high school.”

So, if you weren’t in attendance but are curious (or even stressed) about how high school choice happens in Baltimore, not to mention how downtown parents manage “without yards, two-car garages, and shopping malls,” read on—Immersed breaks it all down! (Note that the focus will be on public high school options.)

What School Choice Means

To start with, Baltimore is unique in “matching” students to schools much like is done for medical students looking for a residency hospital. There are few neighborhood-zoned schools remaining. All 8th-graders pick five schools and rank them according to preference, then make their choice among those that awarded acceptance based on application, portfolio, or audition. It’s a bit complicated, but it means that your child goes to school where he or she wants to, which must make a dramatic difference in the overall high school experience. A few schools do offer a lottery-based acceptance.

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The high school process is not easy, according to parents and kids alike, but it’s well worth it—moreover you’re amply prepared for it in middle school; every school has a liaison dedicated to helping families through the process of applying to high schools.  Public choices are comparatively slim, but those we do have are actually pretty great. Baltimore Polytechnic Institute, Baltimore City College, Baltimore School for the Arts, and Western High School, for example, are current or past Blue Ribbon schools nearly universally considered outstanding.

You’re probably asking yourself the logical next question: If my student has to apply and is competing for a limited number of spots at a given school, what are our chances of success? According to FFEE, for the last 5 years, students have been placed in their first- or second-choice school 70%–76% of the time. Encouraging, yes, but just how is that possible? As one dad explained it, the available spots in the top schools are enough to ensure that kids in the upper quartiles of eligibility will land one. “The fact that you’re here, concerned about your child’s education,” he continued, “says your child stands a pretty good chance.” Don’t worry—we will go over just what goes into eligibility.

Getting Ready: Managing the Timeline

Managing the preparation timeline is important, because key dates cannot be missed. BCPS advises starting to plan for high school in 7th grade, so here’s what to keep on your radar. No later than October of your child’s 8th-grade year, begin researching schools and attending open houses and shadow days. You probably know by now who your high school liaison is at your child’s middle school, but find out if not. As mentioned, that ministering angel at TNCS is Mrs. DuPrau. Make an appointment with the liaison to discuss options and get help with registering for open houses and shadow days.

The difference? Open houses provide an opportunity to see the school and meet staff, often when school is not in session. Shadow days, on the other hand, allow students to experience the school first hand by going through a typical school day along with a currently enrolled student.

Making Choices

Given your child’s individual talents and strengths will help you find the right school. Use DBFA’s handout to start evaluating and narrowing choices. Choosing a school is based on academic as well as many nonacademic aspects, and you and your child will make the choice based on what’s right for you and your circumstances. The number one piece of advise here is: Make sure your #1 choice is truly your #1 choice, and so on down through the ranks.

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Back to that timeline, in November, your child will get his or her first-quarter report card. This is the final grading period that will become part of your child’s composite score. Composite score??? Take a deep breath; it’s actually not as terrifying as it sounds.

Composite Scores

Most Baltimore public high schools will be looking at the composite score to determine a student’s eligibility. This is made up of final report card grades from each quarter of 7th grade; first-quarter grades from 8th grade, as mentioned above; and standardized test score. This could be the Partnership for Assessment of Readiness for College and Careers (PARCC) test and the iReady and, possibly (depending on your target schools), the Independent School Entrance Examination (ISEE).

Note that for TNCS students, Mrs. DuPrau has an important piece of news: “TNCS will begin using the iReady curriculum in both reading and math next school year, 2019–2020. This will help support our existing curriculum and help better prepare students to take the iReady exam in the fall that will be a part of their composite score,” she said. Also new for the 2019–2020 school year, it will be mandatory for all TNCS middle school students to take the requisite standardized tests. “This will help with practicing taking the test,” explained Mrs. DuPrau, “and some schools actually look at your test scores from 7th and 8th grade.” Current TNCS 8th-graders agree that this practice will be very helpful for the future middle schoolers facing this transition to high school. They also urge their successors to start prepping early!

Attendance in 8th grade may also be factored in but isn’t always. In addition, each school weights aspects of the score differently, depending on the thrust of the school (i.e., science or art driven). Important points to bear in mind about composite scores include:

  • Composite scores consist of final course grades from 7th grade, standardized test percentile, 1st-quarter grades in 8th grade, 8th grade attendance (sometimes).
  • There are a total of schools seven that require a composite score: Baltimore Polytechnic Institute, Baltimore City College, Carver Vocational-Techmical High School, Edmondson Westside High School, Mergenthaler Vocational-Technical High School, Paul Laurence Dunbar High School, and Western High School.
  • Minimum composite scores range from 475 to 610. In 2018, however, Poly’s lowest-scoring admission was 701.4; City’s was 672.6.
  • The minimum composite score does not guarantee admission. Eligible students are admitted by highest rank.

Citywide Choice Application

A “citywide” school does not have an attendance zone and serves students all over the city. You may choose to apply to schools in or near your neighborhood, or, you may apply farther afield, in which case, free transportation services may be available. This is where the “choice” in citywide choice becomes apparent because you are not limited by city region to what schools are available to your child.

But then again, you do have to apply. This application is where you rank your five choices, again, in order of importance. It can be submitted to the school by the liaison, completed online, or mailed to the Office of Enrollment Choice and Transfers.

Note that some schools do not require a composite score, and admission is determined by lottery if the number of applicants exceeds the number of available spots.

The takeaway message here is to get that application in and verify that it made it on time. What happens if you don’t? Your student will still be able to attend high school, don’t worry, but will face a Round 2 application period. During Round 2, even fewer optimal spots will be available, having already been snatched up in Round 1.

Types of Programs

Baltimore has choices. BCPS advises, “Think about who you are, what interests you, and what motivates you to go to school in the morning.”

Ingenuity Project

Then there’s Poly’s Ingenuity Project, a free, STEM-based, highly accelerated and challenging curriculum. Applying for this program means you’ll be jumping through a few extra hoops: there is an additional application usually due in December of the 8th-grade year, applicants must rank Poly as their #1 choice on the Citywide Choice Schools Application, and they must take the Ingenuity Ability Test in January of their 8th-grade year.

Work-Readiness Programs

Baltimore is home to many Career & Technology Education (CTE) schools as well as graduating high school with an Associates degree in a P-TECH school, both of which ready graduates for the workforce and easing the transition to it.

Charter Schools

Charter schools are yet another option, and these are independently operated. They may, therefore, have different approaches to instruction. Visit each school’s website for details on application requirements. They may hold a lottery if applications exceed spots, but know that neighborhood children will get priority placement.

Key Dates Wrap-Up

  • 7th-Grade school year: Keep those grades up and absences down!
  • October of 8th-grade year: Attend Open Houses and Shadow Days to start your selection process.
  • Fall of 8th-grade year: Take applicable standardized tests.
  • Early December of 8th-grade year: Consider attending the annual Choice Fair at the Baltimore Convention Center.
  • Mid-December of 8th-grade year: Ingenuity Project application is due (if applicable).
  • Early-Mid January of 8th-grade year: Take the Ingenuity Ability Test (if applicable).
  • Late-Mid January of 8th-grade year: School Choice Application is due.
  • Late January of 8th-grade year: Audition for Baltimore School for the Arts (if applicable).
  • Early March of 8th-grade year: Look for a letter from BCPS telling you what high schools you were placed in.
  • Late April of 8th-grade year: Submit your Statement to Decline High School Choice Placement of the schools you opt out of (probably because you got your #1 choice!).

Reeling from all of this info? DBFA plans to host the Meet the Big Kids program again in the fall. Also, BCPS has created a handy guide to school choice that you can download here. Ultimately, said presenter Ms. Stone, “if you have a student in 4th grade or younger, focus on getting good the best education possible. In 5th grade on, really focus on grades and readiness for standardized assessment. After you get through 7th grade, it’s time to start homing in on your high school choice. If you chunk it up that way, it becomes a little bit more manageable.”

TNCS 4th- through 8th-Graders Build Their Own Robots!

In the past couple of weeks at The New Century School, 4th- through 8th-graders explored a very special new mini-unit in science—robotics. Robotics is the interdisciplinary branch of technology involving the design, construction, operation, and application of automatons (you know, robots). It integrates mechanical, electronic, and information engineering as well as computer science for the development of ‘bots in addition to the computer systems that control them, captures their sensory feedback, and processes the information they gather.

Benefits of Robotics Class

Cool, right? Even cooler in school, right? You bet your motherboard. Robotics in education is one way that schools can prepare this generation for a (near) future in which technology is ubiquitous and, frankly, has already changed the way we do almost everything, almost everywhere. (“Siri, look up the history of robotics.” “Alexa, play some background techno.”) Students are going to need to be prepared in adult life with the programming and other skills required to . . . pilot a spacecraft to Mars, say.

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Much more importantly, though, is how robotics gets students really thinking creatively—from designing their ‘bot to building it—this baby is all theirs, and the level of concentration they bring to executing their ideas is a testament to how engaged they are. Speaking of concentration, research shows that hands-on learning activities (like robotics) actually enhance concentration and attention levels. And then there’s the perseverance that robotics demands. Problem-solving and trouble-shooting through any obstacles along the way helps students develop determination. There’s a built-in payoff after all—if they work through their frustration and maintain a mindset of try, try again, they get a working robot out of the deal!

Depending on the particular activity, collaboration and teamwork—two more super buzzwords—might also come into play.

Above all, kids love robots! R2-D2, WALL-E, HexBugs, Iron Man . . . robots and robot gear have clearly fascinated them for decades. (Don’t even get us started on Leonardo Da Vinci, who began constructing robots as early as the late 1400s . . .). The point here is that when kids enjoy an activity, they want to do more of it, which, in the case of robotics, translates to exponentially more and better learning.

Domo Arigato, Mr. Robotics!

That’s where TNCS dad Travis Hardaway enters the picture. “I’ve been building a robotic lawnmower since last fall because we have a very steep and dangerous hill to mow,” he explained. “Last summer I rolled my John Deer and decided I’d see if I could come up with a different approach to cutting the grass. Both of my children have taken an interest in watching my progress, and we’ve gone to several classes at The Foundry (which has sadly closed down) in 3D printing, laser carving, and other things.”

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So, he brought his ideas to Mrs. Sharma’s middle school science class to see what the 6th-, 7th-, and 8th-graders would do when handed a soldering iron! “Robotics is an important and growing field and will play an increasingly bigger part in our lives in day-to-day interactions, and other unseen ways,” said Mr. Hardaway. “I believe that robotics now is in a similar state to computers in the 80s and early 90s, and kids who get involved early on will be in a position to help shape the field. Robotics is also great for kids because they get to make physical things and learn about fundamental electronic principals.”

DFRobot, the company who makes the kits Mr. Hardaway used says this of its product:

Meet Mr. NEON, the light chaser beam robot that can help kids or novice electronic enthusiasts learn about things like soldering and simple knowledge of circuit. Mr NEON is designed to look like a three-leg monster whose eyes or tentacles glow in accordance with ambient light level. The stronger the light is, the faster it moves. There is no programming involved and all soldering is intuitive and rookie-friendly. So it is perfect for novice electronic enthusiast. Also you can give Mr. NEON different face through changing the expression stickers.

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The middle school session was such a huge success that Mr. Hardaway returned to do a session with the 4th- and 5th-graders. This time, though, he says, “I thought I might solder the transistors in place beforehand to save time and give the younger students a greater chance of success.”

When asked what prompted him to take on such an ambitious project with TNCS students, given that his “real job” is in the field of music, he replied in this way:

I don’t have an education in robotics or electronics, but I’ve been taking things apart and tinkering for my entire life. I got a BigTrak when I was a kid for Christmas and spent hours programming it to drive around our house. In high school, I was interested in both music and computers, and, although I took the AP in computer science and did several summer internships, much to my parents dismay, I chose to pursue a degree and career in music. While I haven’t tried to tie music and robotics together yet, it is appealing. When I was teaching at Hopkins, I did have my students invent their own electronic instruments to perform on, and they came up with some pretty clever ideas.

And his impression of the experience?

It was a lot of fun! The experience at TNCS was fantastic and exhausting. I learned a lot about working with younger kids in the classroom. I was really impressed with how quickly they picked everything up. Some of them didn’t follow the instructions exactly and had to improvise, but they came up with interesting adaptations. Not every robot worked, but there is a lesson in that, too, and they had a great attitude about failure, which is definitely a possibility when you are building something for the first time.

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Want more robotics for your kids? Baltimore does not disappoint. Digital Harbor Foundation, FutureMakers, and Baltimore Robotics Club are just a few of the opportunities available for kids to explore and create in the innovative world of ‘bots.

Kids and Internet Safety: Start the Conversation!

At The New Century School, technology is an important component of the curriculum. But, with technology, comes cyber activity—at least a little anyway. Though the practice is kept to a minimum, sometimes TNCS students go online to research a project, participate in interactive learning games, or enter a learning portal such as SuccessMaker. Parents should know that TNCS has oversight, internet restrictions, and firewalls in place—students are not given independent time to surf the ‘net. Activities are overseen by teachers and correspond to a classroom lesson. TNCS has integrated some very high-tech systems that are regularly updated.

Home Agreement on Internet Usage

School probably isn’t the only place where children probably spend some time online, though. To tie together home and school usage, an email from TNCS homeroom teachers to parents went out on Friday, April 5th providing an overview of a very important topic that upper elementary and middle school students have been exploring with Dean of Students Alicia Danyali during Quarter 3. Students in grades 4–8 reviewed their online habits, learned what constitutes cyber-bullying in various scenarios, and were encouraged to broach the topic at home with the adults in their lives.

The email also included this suggested template for a “home agreement” on internet usage. “By no means is TNCS navigating or superseding rules currently in place at home, but if you are seeking some guidance regarding talking points that ensure everyone in your home is aware of expectations, you may consider this document as a “jumping off point,” explained Mrs. Danyali. “It’s not limited to what is shown here, but this is a good place to start.”

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School and Home Partnerships for Safe, Healthy, Happy Children

This Immersed post will delve a little deeper to explain how and why the discussion arose and why TNCS feels the conversation should be ongoing. We’ll walk through the document to provide a little commentary on each part. First, here is Mrs. Danyali’s rationale for this initiative:

Señora Duncan and I worked together to create this message. It’s a big topic that we feel should have a spotlight, especially for the 4th- through 8th-graders. It’s about having those bigger conversations of technology oversight in the school house and what that looks like in your house. It’s not a judgement of what people are doing—there’s no right or wrong. We’re just saying that we strongly encourage having the conversation. Maybe there are things parents haven’t thought of before because they might think their children are still too young for the conversation to be relevant. We want students to have an open line of communication with their parents at home, that they know they can to go to them with questions and concerns.

It’s hard to believe, but even at the age of 9, what a child does online is creating a permanent footprint. We all need to better understand what that means, and they need to know that there’s a safe place with the adults in their lives to go to.

What they are suggesting is a family agreement. This starts with reflecting on internet usage in your home. “Some of the reflection questions are meant to get parents thinking about their own online usage—again, not as a judgement—but because we are partners in the students’ education, safety, and well-being,” said Mrs. Danyali. Having studied the topic in school, it makes sense to also have a complementary or supplemental conversation at home. Questions such as, What is the amount of time we agree on? What are the boundaries? What are parental controls on your children’s devices? Do you know how to set parental controls? can really deepen awareness and even expose some areas that might need tightening up. “I have a tracker that tells me how much time I’m spending on my phone, which I really like, because it helps me avoid mindless use,” she explained.

As is likely the case at most schools, TNCS students run the gamut regarding home usage, from students who do not go online at all to students who are managing their own SnapChat and Instagram accounts. “Maybe their parents don’t always know what they are putting on these sites,” mused Mrs. Danyali. “Even though it sounds like everyone is being safe, the reality is, having that parent oversight is vital.”

Something some parents may not be aware of is that even some online video games have a chat feature, and home gaming systems can have an online chat feature. Do you know how to disable that, if necessary?

Once parents have reviewed their own usage habits and that of their children, the agreement part comes in, and this is where you are building trust. In effect, you are saying to your children: “I trust you to be on here for our agreed-on time period and to conduct yourself safely.” You are also telling them that you want to make sure they are protected: “If someone asks you for your address, come and tell me so we can block that person.”

“This is well worth investigating,” said Mrs. Danyali. “You are preventing predators from being able to come in that are savvier than we might realize. Even if your child does not go online at all at home and is not allowed to play video games, it’s important for this to be on you radar because it will become part of their world at some point.”

More on this in future, but sex ed expert Debbie Rothman recommends having a conversation about online pornography starting as early as age 8. Some parents may find that shocking, but children need to know how to distinguish fact from fiction when it comes to what constitutes a healthy intimate relationship. “It’s important to have the conversation and get out ahead of the issue—there’s probably not many children who haven’t been exposed to some form of pornography by the time they hit high school, whether they sought it out or not. We are not having that conversation in school because that one is more appropriate at home, but we do have resources to support parents if they need it,” said Mrs. Danyali.

Social and Emotional Learning at TNCS

As Dean, Mrs. Danyali has always been deeply invested in the “invisible curriculum” at TNCS and on the values of the school and its students—social and emotional learning (SEL), basically. She became aware that social media apps led to problems in relationships among students, some of whom may have misinterpreted what was actually being conveyed, and this was stressful for students. “When that face-to-face component is missing, you can’t pick up on facial cues,” she explained. “That has led to misunderstandings.” To address this as part of the unit wrap-up activity, she divided the whole cohort into two groups so they could engage in some role-playing to explore how to effectively communicate. They very quickly saw how face-to-face communication provides information that a text cannot convey . . . no matter how many emojis are included.

“I also worked with a TNCS family who has helped in this area in the past, and they shared an FBI site called Safe Online Surfing that has links to online safety curricula, formatted as games tailored to grade so it’s appealing to students,” said Mrs. Danyali. This screen shot of the 4th-grade portal takes users in an interactive journey through 1. Safe Surfing, 2. Personal Information, 3. Crossing to Safety, 4. Computer Health, 5. Treasure Hunt, 6. Word Search, and 7. Marine Matching.

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Each TNCS student had to answer a set of questions about internet safety to assess their level of background knowledge. They then did the game itself independently.

Where Do We Go from Here?

And where did this idea spring from in the first place? Mrs. Danyali has long been incorporating best practices that she has gathered from a multitude of articles and from researching dozens of websites recommended by other educators. “I keep a file of these recommendations to draw from, and they are all different based on individual preferences,” she explained.

One recommended website is InternetMatters.org, which even offers this downloadable poster on Internet Manners.

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Consider printing this and posting it near a home computer or by your child’s desk. Positive habits encouraged in your children today may lead to a less dystopian cyberspace for all to enjoy safely participating in.

Cooperative Learning at TNCS: Reading Buddies, Budding Readers

Peer mentoring is a built-in, powerful tool at The New Century School, arising as a very natural consequence of its philosophy and mission. Classes comprise mixed-age groups quite deliberately, a big difference between TNCS and traditional classrooms, in which each grade level corresponds to a single age. A vital element in TNCS’s approach to education is that older children assist younger ones, and younger children not only learn from their mentors but also develop better social skills through this interaction. The older children also benefit greatly; another key element of TNCS’s approach is consideration for others. Practicing compassion and kindness for their younger classmates teaches the older children how to conduct themselves graciously in any social milieu. Yet another advantage to mixing ages in this way is that students remain with the same teacher and many of the same children for more than just a year, developing trusting, long-term bonds.

Incidentally, the teacher also comes to know each child very well and gains an intimate knowledge of how each child best learns.

Not only does social and emotional learning (SEL) increase from the mentor–mentee relationship, but academic gains are also made. Furthermore, there is scientific evidence to back up the suggestion that mentoring and being mentored provide cognitive advantages that conventional teaching does not. A 2017 study from the Journal of Educational Psychology demonstrates that partnering with higher-achieving peers can have a positive influence on a student’s learning, and students who are older, more capable readers can be these peers for young students.

Reading Buddies at TNCS

That’s where Reading Buddies comes in. This practice pairs different grade-level classrooms for community reading time—an upper-grade homeroom connects with a lower-grade one, and students pair up for time with books.

This cooperative learning method happens all over the campus, in all divisions. In a check-in post from earlier this school year, TNCS Dean of Students/Head of Lower School Alicia Danyali enumerated many of the initiatives she was undertaking for the 2018–2019 school year, including establishing various class partnerships for service learning purposes—read more on that here. And the roots of the school community deepen as classes across campus work and share together. Because of the success of Reading Buddies, in particular, we’re revisiting this lovely tradition in more detail.

“Every second Wednesday, my 4th- and 5th-grade homeroom students go to Ge Laoshi’s K/1st class to participate in service learning by reading to their young friends,” explained TNCS teacher Nameeta Sharma. When asked what he liked about the Reading Buddies program, one of her 4th-grade students replied, “Everything!” “It’s fun to read to the little kids, and they really listen to me while I’m reading,” he continued. “Sometimes the teachers pair us up, and other times we just go read to whoever we want to. We all like to read Dr. Seuss books while we’re there.”

Benefits Abound

Reading Buddies also promotes reading. It allows younger readers to see what being a fluent reader looks like, as they have a peer model demonstrating reading skills. Older students become positive role models as well as develop patience and empathy as they work with their younger buddies. As the year progresses and the skills of the younger readers increase, students take turns reading to each other. In some cases, the mentee goes on to become the mentor of an even younger student. The relationship is thus bidirectional and enormously enriching.

The benefits are profound. Both sets of students get excited about Reading Buddies time because it’s a chance to do something different, visit another classroom, have fun, and make new friends. Even the Middle Schoolers love it!

Strengthening Community

Cooperative learning is also a great way to build community in the school, a primary part of TNCS’s mission. Another benefit of cooperative learning is simply that the Upper Elementary and Middle School students would not have another opportunity to get to know their younger schoolmates without this special time together. The upper and lower classrooms are situated in different buildings, and even lunch and play spaces are kept separate, as appropriate. Thanks to Reading Buddies, though, younger students recognize their role models around campus and can wave hello. It’s so nice to see, and these relationships can extend beyond the reading partnership. They can even have a positive impact on disruptive behavior. Younger children yearn for the respect of their older heroes and tend to comport themselves with more self-awareness in their presence. Older children develop a sense of protectiveness and want to nurture their adorable young friends. It’s easy to imagine how these SEL moments take root and flourish in a child’s character.


The practice of sharing a book is a delightful gift in and of itself; Reading Buddies deepens the enrichment exponentially. Now that’s a happy ending!

TNCS March Madness: Science Fair 2019!

A lot happens at The New Century School in the month of March—no brackets needed—but perhaps no event is more anticipated than the annual Science Fair. This year’s projects by TNCS 4th- through 8th-graders were hand’s down the best yet, remarkable for their creativity and all-around innovation.

So, can a human kill a megalodon underwater?

These March-Mad Scientists were clearly inspired by their inventive hypotheses and pursued answers to their problems with tenacity and vim! TNCS Science teacher Nameeta Sharma deemed “the budding scientists with their proud presentations” a success and thanked families for taking out time to attend the event on March 13th.

An important part of Science Fair at TNCS is that students must present their projects to any interested party who approaches. They must demonstrate a thorough understanding of the science underpinning the project as well as the process that got them to their conclusions—the Scientific Method.

Parents and family members were invited to join as well as Kindergarteners and TNCS faculty and administrators! Head of School Shara Khon Duncan said, “I loved the enthusiasm with which the students shared their projects with their parents and visitors. You could tell that they were proud of their work!” Mrs. Sharma also remarked on the enthusiasm she saw in her students.

As the ice melted, the balls bounced, the mixtures mixed, in addition to following the tenets of the Scientific Method, students also had to evaluate their work to determine how they could eliminate any confounders next time around.

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Fan Favorites

Of course all students worked diligently on their projects (and, thanks, TNCS—all work was done during school hours so they had no excuse not to!), but some projects stood out, whether for the idea itself, the artful presentation, or the enthusiasm of the budding scientist. Mrs. Sharma, who invoked Neil Degrasse Tyson, saying “The good thing about science is that it’s true whether or not you believe in it,” as the spirit of this year’s Science Fair, found these lines of inquiry to be quite interesting:

  1. Does the rate of electrolysis increase with table salt or baking soda?
  2. What is the specific heat of different liquids?
  3. Which salt works best in melting snow (or ice)?
  4. Which compound/salt would work well in an ice pack?
  5. Which basketball (indoor or outdoor) bounces highest?
  6. How does anxiety affect memory at different ages?
  7. Does age of children affect the bacteria found in their hands?
  8. Does music help in the growth of plants?
  9. Does activated charcoal help in water filtration?
  10. Which soap extracts the most DNA from a strawberry and a tomato?
  11. Which vinegar dissolves eggshell fastest?

Topics ran the gamut of scientific disciplines, from chemistry, biochemistry, physics, and biology to psychology, ecology, and economics, to robotics and engineering. Immersed presents the visual highlights here, in alphabetical order.

Anemometry

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Anxiety’s Effects on Memory

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Athletic Shoe Rankings

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Balls and Polymers

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Ball Distance

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Battle of the Sexes

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Behavior Change in Rats

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Boiling Point

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Bounce, Balls, Bounce

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Building a Better Bridge

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Cleaning Solution

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Cold Pack Safety

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DNA Extraction

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Dog Calling

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Egg Teeth (a.k.a. The Three Little Eggs)

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Eggshell Dissolution

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Electrolysis

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Environmentally-Friendly Cars

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Filtration System

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Fire-Proof Cup

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Flower Songs

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Gender Illusions

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Growing Pains

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Hot Snacks

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Human versus Megalodon

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Ice Melt: Liquids

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Ice Melt: Salt

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