At Forest Bluff School, the Secondary Level is a two-year program for adolescents, in which they continue their self-formation through more rigorous academic study as well experiential learning that includes service and wilderness trips. The Secondary Level has all the hallmarks of a Montessori adolescent program, with a focus on independence, responsibility, self-directed learning, community and collaboration, and practical life skills.
Social and Emotional Development
How can I expect my Secondary Level child to change as they enter adolescence?
Students enter a new developmental plane when they become adolescents. Dr. Maria
Montessori described adolescence as “the time when the child enters the state of
adulthood and becomes a member of society” (From Childhood to Adolescence). At such
a transitory time between childhood and adulthood, they are also quite vulnerable and
deeply emotional. They are working to discover who they are in relation to their peers, to
their parents, and to the other adults in their lives. Therefore, they might try on different
hats and worry more astutely about how they are perceived by others. David Elkind, a
child psychologist and professor emeritus at Tufts University, describes this
hyperawareness as the “imaginary audience.” Adolescents feel that their peers are
constantly watching and judging them, as if they are on stage all day every day.
At this stage, they have an entirely new set of needs and characteristics. They need to
feel that their work is valued and relevant, that their contributions to the community are
seen and appreciated, and that they can be trusted with more responsibility from adults.
Our model is one of side-by-side work, such that we facilitate large-scale, adult-level
projects (e.g., the trips, Holiday Boutique, etc.) so that they understand what it means to
function within an interdependent society. All of this work allows them to build a
foundation of inner confidence and trust in themselves in the world that will serve them
for the rest of their lives.
Why is the class so small compared to conventional school? Do adolescents need more social
exposure at this age?
Our program is intentionally small so that students hone their ability to successfully
navigate social situations. In a larger community, a student might have the opportunity to
ignore a problematic social situation and never learn from it, whereas in our program,
they must work to reestablish trust and camaraderie in real time. This is especially true
because the adult-level work we do in the program necessitates trust and collaboration
between all members, adults included. By utilizing conflict resolution and communication
strategies, students practice the quintessential skills of working alongside people who
operate differently from you.
Why is this program so different from conventional middle school?
The Secondary Level prepares students not only for high school but for life. In addition to
learning the academic skills required by high schools, the students have myriad
opportunities to develop their “soft skills,” concentration, and executive functioning.
Some, but not all, of the soft skills they develop, which are difficult to develop consistently
in other environments, include goal-setting, organizational skills, decision-making,
communication, teamwork, resilience, patience, problem-solving, financial management,
critical thinking, adaptability, stress management, time management, leadership,
Academics
What math content is covered in the curriculum?
Mathematical studies at the Secondary Level prepare students not only for high school
but also for mathematical competence in everyday life as engaged members of society.
Students explore a wide range of mathematical concepts through independent and group
study, didactic lessons, and practical integration with economic production and exchange.
In Math Seminar, students present on topics in Geometry, Algebra, Statistics, and Logic.
Additionally, they work through a textbook at a pace determined by their individual
learning goals. For most students, high school-level Algebra I forms the core of their
mathematics study at the Secondary Level, though they also have the opportunity to
explore high school Geometry, Trigonometry, Statistics, or Pre-Algebra based on their
individual needs, pace, and learning profile.
How do students learn about literature at this age?
We build upon their love of reading by analyzing literature and seeking deeper meaning
from texts. For example, students participate in regular book discussions, during which
they identify and discuss elements of literature, such as symbolism, themes, tone, point
of view, rhetorical devices, etc. Example texts include A Tale of Two Cities, The Odyssey,
The Pearl, All Quiet on the Western Front, The Alchemist, and selections from Shakespeare.
We also read aloud to students for the last half-hour of the school day.
What writing do students do?
Writing is a daily requirement for our students. They write structured periodical responses
to an article of their choosing, personal reflections, essays/analytical responses in
conjunction with book discussion books, and independent study projects (ISP), which are
long-term, formal research papers, to name a few examples.
When topics such as history, civics, art, and literature are taught, how do students learn to
evaluate point of view and nuance?
Students learn to analyze historical events through multiple perspectives and develop their understanding based on their reading of direct, primary sources. Our formal seminar is an essential tool in allowing the cohort of students to develop their own unique perspective on historical artifacts and documents. During Formal Seminar, readings from multiple and often opposing perspectives are presented. The students will read various primary sources and then come together for a student-driven discussion analyzing the text and developing their own conclusions.
How are periodicals chosen and handled for class reading?
We subscribe to a range of periodicals to expose students to a wide variety of
perspectives, as well as keep them abreast of current events. Students regularly analyze
the effectiveness (and potential bias) of an author’s presentation of their ideas in a
structured, thesis-driven periodical response. These responses include an introduction,
summary paragraph, analysis paragraph, and conclusion. The periodical responses
function as miniature, formal essays.
What exactly are ISPs and how do they function in the classroom?
The Independent Study Projects (ISPs) constitute a series of three formal papers that
students write during their two years in the Secondary Level. These thesis-driven
research papers require the students to write a proposal for their chosen area of study,
do extensive research via academic databases, local libraries, as well as reputable online
sources, and then develop an evidence-supported thesis statement. From there, students
generate notecards to track the information from their sources, create a formal outline,
make an MLA Works Cited page, handwrite a rough draft with in-text citations, edit and
type a final draft, bind the essay into a book with original cover art, and finally present the
topic to their peers using a visual element and a twenty-minute presentation.
Do the students have homework?
In the Secondary Level, work at home includes academic study, reading, household
chores, and self-enrichment. The standard for homework is two hours of concentrated
work each night. We recommend at least one hour of reading, with the other hour
devoted to personal enrichment, household contributions, or school work, depending on
the needs of the student. Personal enrichment can include developing a skill, such as
playing an instrument, or studying a topic of personal interest. The overall goal is to
create a routine at home focused on bolstering capacity for concentration, while also
developing a skill or ability. The use of high stimulation media or technology has proven
to have dramatically negative effects on students’ ability to concentrate and perform well
across all areas of their life. It is for these reasons that we strongly discourage all
engagement in the consumption of short-form, passive media during those two hours.
Independence and Accountability
What happens if a student misses a deadline? How is accountability handled?
We design the classroom such that there are natural consequences for missing
deadlines. For example, we often assign research projects that culminate in a
presentation to the class. If a student is unprepared for that presentation, it is quite
obvious to everyone in the room. Additionally, we communicate with students directly if
we notice a missed deadline and work with them to schedule a new deadline. In some
cases, we might modify their choices of work until that missed assignment is done.
We understand that certain times of year can be busy for students, and unusual
circumstances can arise, so we encourage students to ask for an extension if needed.
Self-advocacy and communication are essential skills in any work environment.
Do students use journals or planners?
In the Secondary Level, students plan their day using a weekly / monthly planner. This is
different from the Upper Elementary classroom, in which students record what they did at
the end of the day in a journal. Instead, Secondary Level students start their morning by
setting goals for themselves and tracking deadlines in their planners. Planning how they
will use their time helps develop strong executive functioning and prepares them for
managing their work endeavors through high school and into their adult life.
Journals, on the other hand, are used for periodical responses, creative writing, personal
reflections, note-taking, etc.
What are the checkpoints for students when they are doing independent work to make sure they
are getting work done?
We observe students closely to see how they are spending their time and what work they
might be avoiding. We check in with students regularly and schedule longer meetings
with them to discuss their goals and work habits.
Do the students really do two hours of homework every single night?
Two hours is the standard we set for work at home. Students will need varying lengths of
time to form this habit. We know that their high school experiences will require at least
two hours, and likely more, for homework, alongside extracurricular activities. To best
prepare them for this reality, we work to develop the habit of quiet, concentrated work at
home. As parents, you will need to help your students form that habit by enforcing
boundaries and emphasizing it as an important value in your home.
What is the accountability for getting homework done if a student resists the two hour work
period at home?
Collaboration between teachers and parents is critical if this situation arises. Adolescents
are apt to push back against boundaries. We view the parents’ job at home to enforce the
habit of a quiet, concentrated work period, rather than to manage what they work on. Still,
if a student is struggling to build the habit, please reach out to us for support and we can
help identify strategies and logical consequences. For example, perhaps they cannot go
to a friend’s house until they participate in their work period for a set period of time.
Parents should feel comfortable holding strong boundaries in this area, as we know they
will need a developed work habit going into high school and beyond.
Preparation for High School
Are there tests and quizzes?
Tests and quizzes are one form of assessment that we use in monitoring student
progress. In addition to being an assessment tool, the students are introduced to tests
and quizzes so they can become accustomed to the process and be better prepared
when they encounter them in the future. We help students develop study strategies that
work for their individual needs. Tests and assessments function as mirrors to learn how
to better study next time, not as definitions of a student’s value.
Do students learn how to take tests?
Yes. We introduce a variety of study strategies and help students determine the
strategies that work best for their learning style. Additionally, students get ample
repetition and practice through their work in the classroom, so the tests are celebrations
of what they already know, as opposed to opportunities to memorize or cram the
information into their short-term memory.
How does this program prepare students for high school?
The work of Secondary Level prepares students for high school both academically,
socially, and through the refinement of executive functions. Academically, the students
are challenged with high school level mathematics, literature analysis, key skills and
regular presentations of their knowledge. Socially, the students are presented with myriad
opportunities to refine their “soft skills” and social-emotional development. Executively,
students manage their time, build and manage profitable businesses, set learning goals,
and work closely with us to bolster their capacity to accomplish their goals.
What does the transition to high school look like for individual students?
Students that graduate from the Secondary Level program are prepared to transition
strongly into any high school they choose to attend. Our alumni and their new teachers
have reported excellent transitions into high school and beyond. Many students have told
us the hardest part of the transition is figuring out how to use the combination lock for
their new high school locker.
What is the timeline of high school related activity?
This can vary depending on the school, but we recommend thinking about your student’s
choices for high school in seventh grade and communicating those ideas to us as soon
as you know. We recommend working in partnership with your student to find the best fit
and limiting their choices to three schools to avoid overwhelming the student.
Certain high schools require standardized tests, such as the SSAT or HSPT. If any kind
of standardized test coach is of interest to your family, beginning those sessions in the
summer or early fall of their eighth-grade year is recommended. Standardized tests are
generally administered in October, November, and December of their eighth-grade year.
Depending on the school, application deadlines fall in December, January, or February of
that same academic year. Decisions for high schools typically arrive in March.
Are all students prepared to enter public high school, or do teachers sometimes recommend
smaller private schools for certain students?
Due to the rigor and scope of the Secondary Level, those that complete the program are
well prepared to enter not only the local public high schools, but also many other
excellent private school options. We are happy to make recommendations for each student to guide them towards a high school that will best suit their needs if your family is exploring options beyond our well- regarded local public schools.
What is the process for making placement decisions, particularly for a child who may have opted
out of taking a high school placement exam, such as the PreACT 8?
The PreACT 8 is the placement exam offered by Lake Forest High School (LFHS) in the
fall of a student’s eighth grade year. While our students tend to do very well on this
standardized exam, it is not required by LFHS. Instead, we work closely with the LFHS
admissions team to recommend placement for students choosing to enroll there. Our
recommendations are the largest determinant of where they are placed. These
conversations typically happen in the spring of their eighth grade year.
Experiential Learning Trips
Why are the trips so important?
Montessori education can be framed as a succession of increasingly robust stages of
independence that help the children actualize skills and aspects of their personality. In
the Secondary Level, these trips represent the ultimate stage of independence that they
can achieve while in a pre-high school learning environment by providing them with
difficult, adult-level work.
Only when students are away from the family and overcoming challenges with their peer
community can they truly experience the individual valorization (i.e., seeing their own
innate value positively affecting the community) that comes with completing a trip
successfully. This gives individual students the experience of working with peers to meet
the needs of the group and, in turn, the group meeting the needs of the individual, all
outside the protective shelter of the family environment. They gain a level of confidence
in themselves that will be ingrained in their personality for the rest of their lives.
The trips are an essential component of the program because they give students
extensive opportunities to build resilience and confidence, as well as develop their
executive functions and planning skills. Additionally, through these trips, students
overcome challenging circumstances by working together. This collaboration creates
deep bonds of trust and respect between members of the community that is leveraged for
positive community collaboration throughout their work year-round.
What are the dates and locations of next year’s trips? When do we receive that information?
Students and parents receive our Secondary Level calendar in their summer packet,
which includes all of the trip dates. Once the fall trip dates are scheduled, we will
disseminate that information to parents the preceding spring. The locations and details
about each trip are discussed with parents at Secondary Level Parent Evenings
throughout the school year.
When will returning and incoming parents receive information about important trip details, such
as location and activities for each trip, packing lists, and estimated cost of packing list
procurement?
As budding adults, the Secondary Level students are entrusted with much of this
information as the trip approaches (while the timing of this varies by the trip and other
logistics, we typically begin preparations about four weeks before we leave). They are
then responsible for communicating those details to their parents and showing them the
packing list as an added level of responsibility. We also discuss those details with parents
at the Secondary Level Parent Evenings, which fall about one or two weeks before the
trip. We are always available to answer questions by phone or in-person.
Home Life and After School
Should my child be doing organized sports and physical activities at this age, and, if so, how do
you recommend fitting it in with school, homework, and socializing?
Regular exercise is an important part of adolescent development and so all students are
encouraged to prioritize their physical well-being every day. Team sports can be one way
this is achieved, but we encourage parents to be discerning about the team culture in
which the students participate.
Team dynamics that have a dependency on social media for communication, toxic
competitiveness, or culture of teasing should be avoided. These types of team cultures
will present obstacles to your student’s social-emotional development, negatively affect
their academics and concentration in school, and the work of others in the classroom.
Overscheduling can also present obstacles for students so be sure that whichever
extracurricular activities are participated in, the student has enough time to complete their
school-related responsibilities while staying well-rested and avoiding burn-out.
How are contributions to the home stressed and expanded upon in the Secondary Level?
As a student ages, they should be given additional responsibilities at home. The specific
responsibilities may look different for every family, but it is important that parents expect
their students to contribute in meaningful ways at home. Students who engage actively in
the home tend to demonstrate better time management and executive function skills.
Additionally, now that your student is participating in trip planning, making lunches for the
class, etc., they are more than prepared to engage in that kind of work at home. For
example, perhaps they plan a trip for your family or cook dinner twice a week. This kind
of parallel work in the home and in the classroom is highly beneficial.
