Frequently Asked Questions
St. Mary’s is so excited about 2.0 and what it will bring to our students. It represents a big change and we are aware many parents and students have questions. Below are several frequently asked questions regarding 2.0. Hopefully, these answers will help you understand 2.0 better and the how it will make the lives of our students better.
- Do other independent schools use a modular schedule?
- How will St. Mary’s 2.0 improve school for St. Mary’s students?
- How does St. Mary’s 2.0 impact the students’ homework load?
- How will St. Mary’s 2.0 impact athletics and other extracurriculars?
- Will Advanced Placement classes still be offered? Will students be prepared for the exam?
- How do colleges look at St. Mary’s 2.0? Will my student’s transcript look normal?
- How will St. Mary’s 2.0 affect the number of credits required for graduation?
- Will high school students still have breaks, morning meeting, and adviser group?
- Will my student still have a summer break?
- How will the new schedule impact St. Mary’s curriculum? For Middle School? For High School?
- Can I take two science classes or two math classes in the same academic year?
- What is the August Mod?
- What will be the impact on foreign language? What if my son or daughter takes Spanish II in mod one and then again in mod four? What is the impact on his or her retention?
- How will Advanced Southern Credit (ASC) through Southern Oregon University work in 2.0?
- How will the college application process work in 2.0?
- How will grade reporting work in 2.0?
- How does our current class schedule with year-long courses translate into the module system?
- What if my student has trouble adapting to the 90-minute period?
- How often will students take exams in 2.0?
- What to Expect
The new schedule will create benefits for our entire community, including the following:
- Students will have greater flexibility, which will encourage them to explore their passions and try new things.
- Faculty members will work with far fewer students during each module; as a result, they will be able to devote more time to each of them.
- A more diverse array of classes
- Mixed grade-level opportunities
- Six inter-mod breaks allowing more time for students to recharge
Yes and yes! You will see a robust offering of AP courses in St. Mary’s 2.0. We believe the module schedule will support the deep learning required in upper-level courses such as AP courses. The entire curriculum supports the growth of a student’s critical thinking skills and we believe scores will improve as they have at other independent school that offer the module system.
College admission officers look at end results: courses taken and grades on the transcript to assess a student’s performance, not at the school's schedule structure. Transcripts will look much like they look now and every transcript is sent with a St. Mary’s School profile that gives an overview of the academic and extracurricular programs at St. Mary’s.
The college counselor updates the school profile annually to ensure that colleges have an accurate picture of the high standards to which St. Mary’s holds itself. Indeed, the feedback we’ve received about 2.0 from colleges has been very positive.
Yes. St. Mary’s 2.0 is NOT year-round school and students will still have summer and spring breaks. Indeed, a glance at the academic calendar will show that students have a break, called an inter-mod break, after every module, six times a year. Simply put, 2.0 creates a more humane and better-paced school year for the students.
St. Mary’s 2.0 brings several important enhancements to our academic curriculum and the overall well being of the students.
- It reflects current research on how adolescents learn best by providing fewer, longer classes of 90 minutes in length that offer a better balance between the mastery of individual topics and interdisciplinary learning.
- It provides for more in-depth study of individual disciplines, with a greater emphasis on applying knowledge both to solving problems and to fostering creativity.
- It allows for better integration of our academic subjects with diverse modes of assessment, that allow students to shine
- The 2.0 schedule for middle and high school students is different as 2.0 keeps the age appropriate qualities needed for both divisions. For middle school students, 2.0 creates a schedule which creates consistency and allows time for adviser group each day and also allows structured time for students to receive extra help. For high school students, 2.0 creates more class options and more choice for students.
One of the goals for St. Mary’s 2.0 was to create a schedule that provides deep learning. Independent School Management (ISM), a leading educational consulting firm, completed an extensive examination of research on class time, and its observations in many schools supports the following findings:
From ISM's article "How Much Time is Enough?” Ideas & Perspectives, vol. 32 no. 5:
- When teaching in-depth (rather than breadth) takes place in classrooms, students suffer less short-term memory loss and little long-term memory loss.
- In-depth teaching is typically associated with more intense experiences and varied teaching approaches carried out in longer class periods.
From CAL Digest, "Scheduling Foreign Languages on the Block" October 1998:
"Anecdotal accounts of students' language retention seem to point out that the loss of language is no greater after a one or two semester break than it would be after the summer recess.” Canady and Rettig quote research dealing with retention rates at the college level: "Students retain 85% of what they had originally learned after 4 months and 80% of what they had originally learned after 11 months." Students tend to forget factual information quickly but have significantly higher retention rate with information they learned through critical thinking because the information is not just memorized but internalized.
Canady, R.L. & Rettig, M.D. (1995). Block scheduling: A catalyst for change in high school. Princeton, NJ: Eye on Education.
Every seven days teachers will notify parents by giving a snapshot of what is going on in class and what assignments have been given. This will culminate with a final grade at the end of each module in each class. St. Mary’s will continue to use MyBackpack to keep parents and students informed of assignments and a grade in progress.
A year-long course is the equivalent to three modules in St. Mary’s 2.0 with a few exceptions like AP Chemistry and AP Calculus which are four module courses. Some classes only need to be taken one module based on the level of difficulty of the subject matter. The beauty of the module system is that the school can shape the length of each individual class based on its degree of difficulty.
Our teachers work closely with students, regularly monitoring their progress. As is the case now, if a student has an academic problem, he or she will be supported by the teacher, adviser, and the division head. The longer class periods are ideal for students to engage actively in the learning process. Having more time allows teachers increased opportunity for differentiated approaches toward student mastery of concepts as well as increased opportunity to provide a variety of learning activities. Teacher attention to differentiation and variety will support student focus, we believe. Moreover, teachers will have a smaller student load each mod, therefore they’ll be able to devote more time to individual students.
Students will be assessed at the end of each module, depending on the class. Each department will determine the appropriate assessment method for its courses. This could take the form of an exam, but may also be an assigned research paper or other appropriate demonstration that the student has learned the course work.
ISM's research recommends that independent schools "maintain conditions that facilitate high levels of student performance throughout the year," noting that exam periods "interrupt and interfere with those conditions."
"Although most colleges still have exam periods, most do not require exams be given during the scheduled time, and more than 60% of professors opt for alternative assessments." This is based on ISM's "College Student Assessment Study 2009."
"There is no evidence that exam periods advance learning or retention. […] It is clear that students cram for the test and that long-term memory is rarely involved." This is based on "Optimizing Distributed Practice: Theoretical Analysis and Practical Implications," Experimental Psychology, 56(4), 2009, 236-246.
- Engaging hands-on learning
- Interesting courses
- Freedom to choose
- In-depth learning
- Six inter-mod breaks allowing more time to recharge
- Ability to focus on their desired subjects
- Enriched project-based learning
- More travel opportunities
- Guest teachers for specific courses
- Dynamic interdisciplinary courses
- Diverse modes of assessment, that allow students to shine