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SRV 1930 to 2010
May 2010
80 Years Ago
"All of the teachers and children were in a new environment that made exploration a natural process. We early determined that since we were living in the country, natural science would have to be central in our thinking." (Grace Rotzel, 1971)
SRV students were deeply engaged in active exploration and experimentation every day, much of it outdoors. In the first year or two they diverted part of the stream and built a series of locks and dams. Here a few of the students explore a nearby pond, hunting for frogs' eggs.
May 2010
As the school year winds down, much of what takes place in classrooms is about closure. There is a sense of urgency to finish projects and to fit in the studies that were planned way back in the fall. Rites of passage, from the kindergarten trips to cheer people up, to the Middle Circle overnight and the Oldest Group dancing the Maypole, are undertaken with mixed emotions. Thoughts are turning to the Bead Ceremony and graduation speeches. Summer feels tantalizingly near.
During the past several months while many of you have been thinking about ending this year, we in the office have been focusing much of our attention on plans for next year and beyond. We have been thinking very carefully about and making plans for enrollment, facilities, technology and program, among other things. And overall, things look bright, indeed.
Enrollment – Over a year ago we began to look strategically at the school's enrollment projections for the next ten years, and we determined that the best way to keep our overall numbers healthy is to invest in the preschool, where most of our families enter. While our two–day preschool class was wonderful, not very many families are interested in such a part–time program anymore. We decided to reconfigure the preschool to meet current families' needs and to maximize potential enrollment at that level as a way of building the enrollment in the elementary grades down the road.
So starting next year we will have one three–day preschool class located in the Chip building (above the main kitchen), and two five–day classes in the Rawson building. Enrollment in each of these groups will be solid next year, with potential for growth in the years to come.
We are thrilled to tell you that despite the rocky economy, the overall enrollment in the elementary groups will probably be a little higher next year. Each class will be strong, with 15–20 students. We even have three students who left last year returning to SRV!
Facilities – This winter we also looked very carefully at the school's facilities and what our needs are going to be next year and beyond. As mentioned above, we decided to use the Chip building space for a preschool classroom. This particular room is most appropriate for a group of small children, and we wanted to keep other larger rooms available for the additional groups of elementary children that should grow as the preschoolers do. The renovation work for this space will include installing a new bathroom and will be completed over the summer.
Technology – Reconfiguring the room in Chip is also the result of strategic planning undertaken in the past few years by the administration, staff and two different staff/parent committees – the Technology Committee, which recommended hardware, space and infrastructure upgrades, and the Technology Advisory Committee, which has been thinking about the philosophical and programmatic implications of using technology in progressive elementary classrooms.
The work of both of these committees supports what the teachers have been thinking for some time. This is that the use of technology should be determined by teachers and integrated authentically with what the students are doing in their classrooms. To facilitate this, we have been working towards decentralizing our hardware to make it more immediately accessible to teachers and students in the classrooms. Programmatically, we have been using a more progressive approach to technology – doing more and more of the teaching of technology skills and applications in the classrooms, connected to what the students are learning in other subjects. So practically speaking, dismantling the computer lab this summer is consistent with what we are trying to achieve programmatically, which is to bring technology and technology teaching back to the classrooms.
Program – As for other aspects of the overall program, we made two major changes this year on which we plan to build next year. The first is in Spanish, which we brought in–house this year. Barb has done a terrific job making Spanish instruction more progressive and engaging for all of the students. As a result, the students have been more active and having more fun during Spanish classes, and they are learning more Spanish. Next year we plan to continue with this model, and to add Spanish instruction for the new 5–day preschool group.
This year we also introduced a new math curriculum, Everyday Mathematics, to the Kindergarten and Primary Circle. This program allows teachers to teach new concepts in progressive ways, using manipulatives, games and student investigations of mathematical questions. It also provides a more natural structure of introduction, practice and review, keeping the curriculum moving forward with the students' interests and then circling back for continuing practice, giving them plenty of time to solidify their skills. The response to the Everyday Mathematics curriculum from students, teachers and parents has been quite positive. So next year, we will introduce it in the Middle Circle.
The buzz around campus feels good this spring. Teachers are already talking about next year's partnerships and curriculum ideas. The meetings in which teachers share their perspectives about their current students with the teachers who will have them next year have begun. We're already counting classroom computers, chairs and blocks.
So enjoy the rest of this year, and rest easy. Next year is going to be great, too!
Twelve Turnings
As part of our 80 year celebration, we'll also be revisiting the nature writing of SRV founder Grace Rotzel.
Extravaganza might be the word for what May produces. The dictionary states it is a "composition, as in music or in the drama, designed to produce effect by its wild irregularity". There is certainly much that is irregular in May. The production in October is much more regular and dignified, very impressive in color effects, but it cannot compare with May in music, sparkle and bounce.
This has lovers, villains, prima donnas, humorists, all acting out their stories on a background of vivid color. Everything moves so fast that the gardener who would put every growing thing into a regular pattern has to stretch and struggle to dominate, and only is successful in his enjoyment when he agrees to go along with irregularity.
Primary colors splash the landscape, from the deep blue of the sky to the rich reds of strawberries and azaleas. Even the bird arrivals, the yellow warbler, indigo bunting and scarlet tanager seem like misplaced bits of the rainbow.
The pale wood flowers of April give way to the hardy blossoms of summer, paint brush, dandelion, buttercups, mustard and chicory. Strong color in tough plants, these are no friends of the farmer but they do contribute to the landscape. In gardens the more refined members of the plant world pour out masses of lively color, as if their paint pots had an endless supply. Peonies, iris, poppies, azaleas, lilacs, roses make every day a Decoration Day.
All of this color gives a jolly accompaniment to the pushing and shoving of the burgeoning earth. Every blade of grass is pushing every other blade of grass for its place in the sun; and garlic is a very active contender. If you happen to doubt the horse power in plants, let witch–grass get a head start, and see how much force you can use to catch up with it. It might be difficult to design a dance to illustrate this but the elements are there.
Grace Rotzel – 1960
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