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Upper Schoolprogram highlights | faculty | curriculum | assessments/outcomes

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Children change as they learn and grow, and their educationneeds to be the right fit. That’s why Elmwood Franklin’sUpper School program is specially designed to meet theneeds and potentials of fifth to eighth graders. Our programsupports the intellectual, physical, and social-emotionalgrowth of this very special age group in an environment thatis both nurturing and academically rigorous.

UPPER SCHOOL PROGRAM

Our Upper School students shine not just as test-takers, but also asproblem-solvers, collaborators, designers, researchers, inventors, writers,volunteers, athletes, performers, good friends and good citizens. That’sbecause our Upper School program is designed to challenge and tonurture—to inspire as well as to prepare. Our graduates possess self-assurance and a strong foundation for future success.

We invite you to learn more about what makes Elmwood Franklin’sUpper School nothing short of extraordinary.

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PROGRAM HIGHLIGHTSThere are so many distinctive features and facets ofUpper School at EFS that we couldn’t possibly sharethem all here. So take a look at these selectedprogram highlights to see some of the things that setElmwood Franklin apart.

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Outdoor EducationStarting in fifth grade, our Outdoor Education program includesextended trips to Camp Onyahsa, Letchworth State Park, and CampPathfinder. During these excursions, students make important gainsin independence, self-reliance, teamwork and leadership skills, whiletaking part in experiential learning in science, physical education,and health. Beyond that, these trips create lasting bonds of trustand friendship among students.

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Blue-Gray CompetitionAs fifth graders, students are welcomed onto the Blue or Grayteam, of which they will remain a member throughout their UpperSchool years. The Blue-Gray Competition is a 66-year-old EFStradition that builds character, bonds friendships, and teacheseveryone how much fun a little healthy competition can be. Eachyear culminates with the award of the coveted Blue-Gray Cup, amemory that lasts a lifetime.

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1:1 iPad ProgramEach student in Upper School is provided with an iPad to use atschool and at home. The 1:1 iPad program allows for betterintegration of educational technology across the curriculum andexpands opportunities for multi-modal learning, with multimediatools, digital textbooks, educational apps, access to our own e-book library, mobile computing, and much more. Students are alsoable to track assignments, manage their calendar, and connect withteachers using the FirstClass e-mail system.

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SportsOur Upper School boasts 13 interscholastic teams of five differentsports—baseball, soccer, basketball, lacrosse, and field hockey—with the opportunity for interscholastic play starting right at fifthgrade. Intramural teams, skills clinics, and daily physical educationclasses broaden the available options, offering softball, touchfootball, badminton, volleyball, and floor hockey.

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Performing ArtsImmersion in the performing arts is a hallmark of Elmwood Franklin.Upper School students stage two elaborate full-length productionseach year in our state-of-the-art 475-seat Johnston Theatre. Thesixth grade’s study of the Middle Ages culminates in MedievalNight, an annual dinner theater performance for their families.Upper School students also participate in band or chorus and giveregular formal concerts.

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Below is a list of different Optionsclasses that have been offered:

BOOK CLUB

CHESS

ENVIRONMENTAL CLUB

EXPLORING THE TWILIGHT ZONE

FILM WATCHING

GARAGEBAND

HORSEBACK RIDING

iMOVIE PRODUCTION

INTERNATIONAL COOKING

JEWELRY MAKING

JUGGLING

KAN JAM

KNITTING

LATIN FLAMENCO DANCING

MATH CLUB

MAKER BOT 3-D PRINTING

ORATORY AND DEBATE TEAM

PING PONG

POWER WALKING

RUGBY

SCRAPBOOKING

SNOW TOUCH FOOTBALL

STUDY HALL

YOGA AND MEDITATION

ZUMBA

OptionsThe regular curriculum is enriched by Options,a chance for Upper School students to exploretopics and activities in arts and culture, sportsand fitness, science and technology, music,crafts, and more. Students can discover orstrengthen an area of interest while workingwith teachers they may not normally haveclasses with and making friends with studentsfrom other grades.

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LeadershipThe progression from Prep to Lower School to Upper School allows oureighth graders to see themselves as natural leaders, and we prepare themfor that role in a number of ways. Chief among them are the StudentCoordinating Committee (Elmwood Franklin’s version of student council)and Blue-Gray competition, for which officers, captains and co-captainsare elected to direct important activities throughout the year. The BigBrother/Big Sister and Prep Pals programs allow Upper School studentsto act as mentors for younger students. Eighth graders also lead weeklyassemblies of the Upper School student body.

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IDEA ProjectEighth graders get the chance to become true experts on aparticular topic of interest through their work on the IDEA project,an interdisciplinary capstone project. Over the course of manymonths, students utilize a variety of research methods and creativetechniques to produce their final works. Projects are then presentedto teachers, classmates, and parents, as students prove tothemselves and the school community just how much they candiscover and do.

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Program Offerings1:1 iPad ProgramAdvisor ProgramAfterschool ProgramAssembliesArts EducationBandBurchfield Penney Docent ProgramCharacter EducationChorusCodingCommunity Service/Service LearningDigital CitizenshipDramatic ArtsEarly Morning Drop-offExtended Day ProgramExtended Year ProgramField TripsForeign Languages:

Spanish, French, and MandarinGeneral MusicHealth ScreeningsHigh School PlacementInstrument LessonsInternational Food FestivalInterscholastic Sports

Johns Hopkins Talent SearchLaboratory ScienceLeadership SkillsLearning LabLife Skills EducationLunch and Snack (included in tuition)National Junior Honor SocietyOptions/EnrichmentOutdoor Education (overnight)Parent CouncilParent EducationPhotographyPhysical Education (five days a week)Public SpeakingPushing Up the Sky AwardsRoboticsScience and Technology FairSki ClubSpeech TherapySummer CampStudent GovernmentTechnologyTheaterToronto Field Trip (overnight)Yearbook

UPPER SCHOOL

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Grades five through eight—elsewhere called the “middle school”years—are known at Elmwood Franklin as Upper School, and we seethem as very special.

Our teachers do too, and they are proud to be experts in the needsand potentials of this age group. Early adolescence is a unique stageof life, full of important opportunities, challenges, pressures, and joys.Our teachers understand this, and they understand how to help theirstudents navigate through it.

Elmwood Franklin School teachers know and care about theirsubjects—whether that’s geology or grammar, algebra or animation—and they know and care about their students. They work every dayand over the span of years to inform and to inspire. More thanteachers, they are role models and mentors, and they bring valuablelife experiences and interests to their teaching.

Get to know the Upper School faculty better here, and feel free to talkpersonally with them about their roles.

TeachersYOUR UPPER SCHOOL

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Claire BarryTeaches: math

Education: B.S. SUNY Fredonia, M.Ed. SUNY Fredonia

At EFS since: 1999

What she likes about working with middle-school-age students:Their honesty. They say exactly what is on their minds and aren’tafraid to ask questions or give advice.

What she loves about math: Everything! I especially love that there’sone definitive right answer but different ways to get to it.

Besides a teacher, she’s also: a mom, a gardener, and an enthusiastic singer.

I am an effective teacher because… I have a real passion for math and Ithink it rubs off on my students. I tell them, my goal is to make thisyour favorite class, and I’m not going to rest until you love math.

Emily BeckwithTeaches: physical education

Education: B.S. SUNY Brockport, M.S. SUNY Brockport

At EFS since: 2015

What she likes about working with middle-school-age students:I like their energy and openness to new ideas. Students come to classwilling, able, and ready to try new things.

What she loves about physical education: Everything! I get to move all day and share my enthusiasm for sports with each student.

Besides a teacher, she’s also: a coach, an athlete, a vegetarian cook,an avid pet-lover (she has two cats and a dog at home).

I am an effective teacher because… I genuinely love teaching physicaleducation and coaching. I bring my past experience as an athlete,teacher, and coach together with the support I have received frommentors along the way to motivate my students.

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Alyssa CharlesTeaches: math

Education: B.S. John Carroll University, M.S. Buffalo State College

At EFS since: 2006

What she likes about working with middle-school-age students:They are still excited and enchanted about learning. They see themagic in new things. Students at Elmwood Franklin, especially, are ableto be creative, inquisitive, and innocent in their thoughts and are notbound by social pressures.

What she loves about math: I love math, and the students make melove math even more. Their questions and insights on solvingproblems are fantastic and are often different from my approaches. Ilove watching the aha! moments that students have when they areuncovering math concepts, solving problems, or learning hownumbers work to master their facts.

Besides a teacher, she’s also: a coach, an athlete, and a caring friend.

I am an effective teacher because… I care about each studentindividually—their needs, their interests, how they learn best. I “sell”math and the cool, interesting, and necessary components so thatthey want more.

Tammy BingelTeaches: Spanish

Education: B.A. Canisius College, M.S. Canisius College

At EFS since: 2009

What she likes about working with middle-school-age students: I love that my teaching doesn't begin or end with Spanish. I lovehelping the students with organization and with building goodlearning and studying habits. We are here to help them with characterbuilding and to support them to be their best selves.

What she loves about Spanish: I love that my subject expandsstudents' minds beyond the four walls of our classroom and allows meto teach students about the world. We aren't just learning how toconjugate verbs. It's so much more than that.

Besides a teacher, she’s also: a godmother, a devoted friend, and anorganizer.

I am an effective teacher because… I try to listen to and “read” mystudents. I teach and work with them, as opposed to teaching at them.

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Cheryl ColpoysTeaches: technology

Education: B.A. Canisius College, M.S. Buffalo State College

At EFS since: 2004

What she likes about working with middle-school-age students:They always challenge me. Just when I think I know more aboutsomething than them, they prove me wrong!

What she loves about technology: There is always something newand exciting to learn. I am always looking for new ways technology canenhance learning.

Besides a teacher, she’s also: a mother, a book lover, and ascrapbooker.

I am an effective teacher because… I am not afraid to learn from mystudents. Sometimes they are the experts, and I love when they canshow me how to do something.

Neil ConnellyTeaches: math

Education: B.A. SUNY Oswego, M.S. Canisius College, M.B.A. Canisius College

At EFS since: 2005

What he likes about working with middle-school-age students:Their enthusiasm and their ability to absorb new knowledge. Whenyou teach middle school students, every day is different.

What he loves about math: Math is like a puzzle and the goal is toput the right pieces together. I like math for its exactness and how itallows us to unlock mysteries. It challenges the mind and teaches ushow to think in general. Math is a powerful tool that helps us interactwith science, art, poetry, sports, music, etc.

Besides a teacher, he’s also: a basketball coach, the LancasterPlanning Board chairperson, and a music trivia buff.

I am an effective teacher because… I make math fun, which motivatesstudents regardless of level or learning style. I am good at convincingstudents that they can be pretty good at math if they give it a chance.I’ve learned a lot of tricks over the years that facilitate their learning.

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Christine Cooke-MacVittieTeaches: English, public speaking, drama

Education: B.F.A. SUNY Buffalo, M.Ed. Medaille College

At EFS since: 2004

What she likes about working with middle-school-age students:I can relate to them on a higher level, and I like being able to usehumor and honesty to help them when they face challenges. I havemany students who have gone on to graduate high school with whom Iam still in contact.

What she loves about grammar: There has never been a time whengood grammar was so important. Today, people know us by our statusupdates, our tweets, our forum contributions. You have 140characters to prove who you are. If you use the wrong "your"—forgetit! Your opinion will never be heard!

Besides a teacher, she’s also: an actress, a mother, and (in someparallel universe) TIME magazine's Person of the Year 2006.

I am an effective teacher because… I work hard to make sure every childgets what he or she needs. A child who has the lead role one year maybe playing a frog the next so someone else can have a chance to shine.

Dee DrewTeaches: history

Education: B.A. Ithaca College, M.Ed. Cortland State University

At EFS since: 1985

What she likes about working with middle-school-age students:They are in that wonderful "in-between" age in which learning can bejoyful, and yet they are eager to take on the responsibilities ofadulthood.

What she loves about history: I inherited a fascination of history, andI have been very lucky to have visited many of the archaeological sitesthat I teach about. History is the story of the people who camebefore us; hopefully, students develop not only an appreciation ofpast cultures, but also an understanding of their own family's history.

Besides a teacher, she’s also: an animal shelter volunteer, a worldtraveler, and a sailor.

I am an effective teacher because… I bring excitement to the classroomand have an excellent depth of knowledge—along with personal pass-around artifacts—that benefits my students.

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Jonathan GarraTeaches: history

Education: B.A. Canisius College, M.S. Buffalo State College (inprogress)

At EFS since: 2008

What he likes about working with middle-school-age students: I stillam one of them, just "grown up." I love that they can be goofy andserious in the same minute. I love that they speak their mind. I lovewatching them learn to become adults and good citizens.

What he loves about history: That there isn't one truth, there areover seven billion versions of it, and as historians we get to figure thatout for ourselves based on the evidence.

Besides a teacher, he’s also: a parent, a home cook, and a buddingcreativity expert.

I am an effective teacher because… I love my job, and the kids pick upon that.

Peggy FatinTeaches: English

Education: B.S. Buffalo State College, M.Ed. Buffalo State College

At EFS since: 1999

What she likes about working with middle-school-age students:Watching them grow. By the time they reach eighth grade they areso grown up—but I remember when...

What she loves about English: It allows me to get to know thepersonal side of each student through book talks and writing. I lovehearing the stories that the kids tell and write (what happens inEnglish I stays in English I!). This subject allows the kids' creativity toshine in so many mediums.

Besides a teacher, she’s also: a mom, an avid reader, and a dog lover.

I am an effective teacher because… I am patient and understanding but firm when I need to be. I explain things clearly and have a senseof humor.

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Joan GoodTeaches: library media

Education: B.A. St. Jerome’s College, B.A. Boston University, M.S. Canisius College, M.L.S. SUNY Buffalo

At EFS since: 1998

What she likes about working with middle-school-age students:They are right at the cusp of adulthood, and you can see the adultsthey are about to become.

What she loves about library science: I have a great love of readingand learning. I want to know as much as possible about everything. Asa librarian, I can help with lesson planning, design and implementlearning activities, and really support and expand the curriculum. I liketo be engaged.

Besides a teacher, she’s also: a writer, a jewelry maker, and a mom.

I am an effective teacher because… I am curious, and I am alwaysexcited about learning new things.

Junye GuoTeaches: Mandarin

Education: B.A. Anyang Normal University, M.S. Sichuan University

At EFS since: 2013

What she likes about working with middle-school-age students:It's great to work with them because they are decent, active,disciplined, and interested in learning.

What she loves about Mandarin: I feel very accomplished and exitedwhen they are able to express themselves in the language I teach.

Besides a teacher, she’s also: a mother, a volunteer, and a worldtraveler.

I am an effective teacher because… I care about st udents, what theywant to know and how they can learn. Furthermore, I am open to anysuggestions and ideas about my teaching methods and activities.

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Pete JohnsonTeaches: physical education

Education: B.S.E. SUNY Cortland, M.S. Canisius College

At EFS since: 1996

What he likes about working with middle-school-age students:They’re constantly trying on new roles, and it’s exciting to watch. Ialways tell them to “fail forward,” to utilize the safety net of theirUpper School years by trying new things, taking risks, and learningfrom their experiences.

What he loves about physical education: I love that it encompassesboth team and individual. I also love the variety and the freedom thatbrings to the curriculum.

Besides a teacher, he’s also: a hockey coach, an outdoorsman,and a dad.

I am an effective teacher because… I love my job, and I love this school.

Amy HartmanTeaches: art

Education: B.S. Buffalo State College, M.S. Buffalo State College

At EFS since: 1998

What she likes about working with middle-school-age students: It isexciting to work with students at an age when they are discoveringpassions and interests that will last a lifetime!

What she loves about art: I love exploring the ever evolving andexpanding field of art and design with my students. Through art welearn what it means to be human, across time periods and cultures,and imagine what the future will be.

Besides a teacher, she’s also: a rooftop gardener, a snowboarder, anda collector of mid-century modern furniture and décor.

I am an effective teacher because… I am always excited to try ideas andtechniques. I make sure that learning is, above all else, joyful.

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Will MurrettTeaches: chorus, general music

Education: B.A. Canisius College

At EFS since: 2012

What he likes about working with middle-school-age students:Seeing how they can develop their music skills and really connect withthe music.

What he loves about music: No matter what, music is a part of ourlives. We hear it every day, whether on the radio or TV commercials.Music is a huge part of our lives and of our school, too! I want thestudents to be able to go into the world with an awareness and anappreciation of the music that surrounds us.

Besides a teacher, he’s also: a singer, a songwriter, and an Appleenthusiast.

I am an effective teacher because… I strive to give my students thesame experience I had in music class—which was fun and exciting aswell as instructive—and to develop that love for music just as I have.

Jennifer MacDonaldTeaches: science

Education: B.A. Buffalo State College, M.S. Niagara University

At EFS since: 2015

What she likes about working with middle-school-age students:I am a 13-year-old at heart—the students keep me energized by theircuriosity and humor. Their eyes and minds are open to so many newthings.

What she loves about science: Science can be seen in everything andeverywhere.

Besides a teacher, she’s also: an amateur photographer, a runner, abicyclist, a traveler, and a concert-goer.

I am an effective teacher because… I challenge my students and findways to make learning fun. I believe if I can engage them and interestand make the lesson fun, the students will learn more and retain more.

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Jenna PiazzaTeaches: Spanish

Education: B.S. SUNY Oswego, M.S. Daemen College

At EFS since: 1996

What she likes about working with middle-school-age students:They are excited to learn and play, be silly, laugh and have fun, but yetyou can still have an adult conversation with them. They arebeginning to question the answers. They want reasons, as opposed tojust answering the questions. As a middle school teacher, I wear a lotof hats, and therefore I get to know the kids on a variety of levels.

What she loves about Spanish: I love teaching about anotherworld/culture/experience. I love showing them that they can learnanother language and be good at it. I love sharing what I love to dowith them.

Besides a teacher, she’s also: a mother, a photographer, and atraveler.

I am an effective teacher because… I love what I do and I love where Iteach. I am flexible and always willing to try new things, such as newtechnologies.

Marigrace PapagniTeaches: French

Education: B.S. Buffalo State College, M.Ed. SUNY Buffalo

At EFS since: 1979

What she likes about working with middle-school-age students:They are young enough to still possess the wonder and imaginationof a child and grown up enough to be creative with it in amazing ways.

What she loves about French: I can do anything in my classroom aslong as it is in French! This means I have few limits. I love opening upthe world to my students and seeing the enthusiasm in their eyes.Also, I love the francophone culture. Everything is better in French—even food.

Besides a teacher, she’s also: a mother, a photographer, and a gardener.

I am an effective teacher because… I love what I do, and I constantlytry to find new and creative ways to do it.

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Steve RaoTeaches: science

Education: B.A. Kalamazoo College, M.S. Audubon Expedition Institute

At EFS since: 2002

What he likes about working with middle-school-age students:I learn so much from them and they make me smile each day. I hopeto play a small role in these students' lives to make them thinkcritically about their world and to be a more informed and caringcitizen of our community.

What he loves about science: Science teaches us about ourselves,ultimately. Learning about science will, in my view, help humanity. Thelessons learned in science class here at EFS will hopefully inspirethese students to find a cure for a disease or a solution to live moresustainably on our planet.

Besides a teacher, he’s also: a hockey dad and diaper changerextraordinaire, a musician, and a caretaker of home, land, andcommunity.

I am an effective teacher because… I like to make learning fun,engaging, and relevant.

Tom RyanTeaches: physical education

Education: B.S. Canisius College, M.S. West Virginia University

At EFS since: 1984

What he likes about working with middle-school-age students:The variety. There’s a great mix of personalities, interests, goals, andstages of development.

What he loves about physical education: It allows me to haveinteraction with students in a variety of activities, so I get to knowthem better and I get to be a more effective teacher.

Besides a teacher, he’s also: a husband, a father, a coach and mentor.

I am an effective teacher because… At this stage of my career, I knowwhat I don't know and can ask for help from those who do. There ismore than one way to get things done.

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Phyllis SiracusaTeaches: Learning Lab

Education: B.A. SUNY Buffalo, M.Ed. Columbia University

At EFS since: 1993

What she likes about working with middle-school-age students:They are quirky and spunky and downright fun. They never fail tomake me laugh!

What she loves about Learning Lab: I love the challenge of helpingthe students meet their challenges. Because I’m not restricted to onesubject or type of activity, I get to be very creative when working withstudents. My work is also my avocation—I’m fascinated by learningtheory and brain behavior.

Besides a teacher, she’s also: a parent and grandparent, an explorer,and a lifelong learner.

I am an effective teacher because… of the relationships that I build withmy students and the trust that I earn from them.

Steve SzymkowiakTeaches: math

Education: B.A. Boston College, M.S. Canisius College

At EFS since: 2013

What he likes about working with middle-school-age students:They come to class each day with excitement that spreadsthroughout the classroom. It is awesome to watch them get excitedabout solving a difficult problem or grasping a challenging concept.

What he loves about math: I love showing my students howmathematics connects to their lives outside of the classroom. I lovethe fact that mathematics encourages hard work, persistence anddifferent problem solving strategies.

Besides a teacher, he’s also: a wilderness camp counselor, a long-distance runner, and an experienced surfer.

I am an effective teacher because… I take a real interest in my students’lives and interests outside the classroom.

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Cheri TruaxTeaches: band

Education: B.M. University of Miami, Frost School of Music

At EFS since: 1989

What she likes about working with middle-school-age students:It's never boring. They are different every single day... sometimes somature and sophisticated and other times still like little kids. One daythey are 8, the next day they are 30, and they are never all the sameage on the same day!

What she loves about music: Music is such a stress release for me.What could be better than making music with kids every day?

Besides a teacher, she’s also: a member of the Western New YorkCloggers Hall of Fame, an avid scrapbooker, and a parent of two highschool students.

I am an effective teacher because… I LOVE what I do! And my goal is tohelp others love it as much as I do. I set the kids' performance goalshigh but try to keep it fun. If we get halfway to that goal and the funis still there, I've succeeded. If I reach the performance goal but thekids hate it, I've failed.

Margot VincentTeaches: English

Education: B.A. Colgate University, M.Ed. SUNY Buffalo

At EFS since: 1993

What she likes about working with middle-school-age students:They are open to ideas and willing to try new things, receptive tomodeling, and are "grown up" but not grown up. I like being a coach. Iget to help to foster independence and growth. I get to be creative—something I love.

What she loves about English: I get to swim in words daily. Iencourage my students to appreciate the power of words—written,spoken, or sung. We learn about ourselves as well as others throughreading and writing.

Besides a teacher, she’s also: a mother, a gardener, and a writer.

I am an effective teacher because… I am passionate about what I do. Itry to balance nurture and rigor, to make things accessible andmeaningful, and to be approachable and open to new ideas.

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Libby WidemanTeaches: Spanish

Education: B.A. Houghton College

At EFS since: 2015

What she likes about working with middle-school-age students: I love being a part of this transitional period in their lives while theyare developing their own identities and ideas.

What she loves about Spanish: I love sharing a new language andculture with the students and see them get really excited about it.

Besides a teacher, she’s also: a hiker, a rock climber, and an outdoorenthusiast.

I am an effective teacher because… I take the time to help eachstudents in the way they need me to.

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In Upper School at Elmwood Franklin, rigor and nurture gohand-in-hand. Reading, writing, and speaking span thedisciplines, as do technology and art. Math and science areadvanced and accelerated, culminating in high school levelcoursework. Foreign language, music, drama, and athletics play aprominent role. Good study habits are instilled, research skillsare emphasized, and creativity is valued and engaged.

And all of this is done in a safe and caring atmosphere in whichstudents are given the support they need to ask questions, totake intellectual risks, and to grow into the best possibleversions of the young adults they are becoming.

Take a look at an overview of what our Upper School studentsare learning, and let us know your questions.

CurriculumUPPER SCHOOL

5th Grade 6th Grade 7th Grade 8th Grade

English Expository WritingGrammarCapitalization/PunctuationStudy Skills Intro to PoetrySpelling and VocabularyCreative Writing

Expository WritingGrammarStudy SkillsSpelling and VocabularyIntro to PoetryCreative WritingResearch Process

Creative/Expository WritingPoetic VocabularyStudy SkillsGrammar and SpellingResearch ProcessShakespearean ComedyShort Story AnalysisWritten Response to Text

Creative/Expository WritingGrammar and SpellingResearch ProcessStudy SkillsAnalysis/Writing of PoetryShakespearean TragedyWritten Response to TextIDEA Project

Reading Comprehension SkillsInferential SkillsVocabulary DevelopmentLiterary TechniquesResponse to ReadingReading for PleasureGenre Study/Intro to AnalysisSyntax and Context Cues

Comprehension SkillsInferential SkillsGenre AnalysisVocabulary DevelopmentLiterary TechniquesCritical Analysis/Response to Reading

Reading for PleasureSyntax and Context Cues

Literary Elements/DevicesInferential SkillsGenre AnalysisReading for PleasurePassage Analysis

Literary Elements/DevicesInferential SkillsGenre AnalysisReading for PleasureCritical AnalysisReading & ResearchIDEA Project

Mathematics

Gr.8=HighSchoolAlgebra

Operations with WholeNumbers,Fractions and Decimals

Critical ThinkingExponentsIntroduction to PercentagesPerimeter and AreaMean, Median, ModeIntegers

Introduction to AlgebraOperations with IntegersSolving 1 and 2 Step EquationsDecimals and FractionsRatios, Proportions &PercentagesStatistical AnalysisGeometry/Polygons and Circles

Problem Solving Using AlgebraRational and Irrational NumbersPythagorean Theorem/TrianglesApplications of PercentagesProbability/Utilizing GraphsSlope/Coordinate GraphsAngle Relationships/Geometry

Introduction to FunctionsWrite and Solve EquationsSolving SystemsInequalities/Absolute ValuePolynomial/Rational ExpressionsQuadratic EquationsSimilarity/Intro. TrigonometryIDEA Project

History Prehistoric HistoryAncient Mesopotamian CulturesAncient EgyptHistory of JudaismClassical GreeceRoman EmpireResearch Skills

Fall of Roman EmpireImpact of Christianity and IslamThe CrusadesRenaissance and ReformationThe Age of DiscoveryModern World ImplicationsResearch Skills

American RevolutionCivil WarIndustrializationWorld War II and The HolocaustCold WarCivil RightsWriting and Research

Current Global IssuesIsrael/PalestineIndia/PakistanAfghanistanRussiaChinaWriting and ResearchIDEA Project

Science

Gr.8=Gr.9 Earth Science

Science Process SkillsExperimental DesignCell StudyAdaptationsVertebrate Biology/DiversityHuman Body SystemsEnvironmental Education

General Science SkillsEnergyNewton's LawForcesMagnetism and ElectricityStates of Matter and SolutionsAcids and AlkalisScience Fair/

Wind Turbine Inventions

Cell DivisionLaboratory/ResearchEvolutionClassification and Diversity of Life

Ecology and HealthCommunitySustainability

General Science SkillsEarth Science: Geology,Meteorology/AstronomyOceanography

Climate ChangeIDEA Project

Spanish

6,7,8=1yr.High School

Nouns - Gender/NumberAdjectives - Gender/NumberSubject Pronounsar Verbs/Present TenseGreetings/FarewellsSchool VocabularyCardinal/Ordinal NumbersResearch Report

Articles - Definite/IndefiniteContractions - al/ delVerb Tenses - Present TenseIrregular Verbs - Ir/ SerResearch Project on Famous

Hispanic PersonCalendar/Dates/SeasonsSchool - Schedule/

Subject AreasTime/Places to Go

Adjectives - Gender/ Number/ Placement

Direct Object PronounsDemonstratives/PrepositionsQuestion Wordser/ir Verbs and ConjugationsVerbs Ser and EstarTener/Special UsesScrapbook Project/

Current Events

Bilingual Children's StoriesPast and Present Tense of VerbsStem Changing and Reflexive Verbs

Phrases with Poder/QuererNegationHealth/Body PartsTV/Movies/CommunityMexico/Spain ProjectPreparation for NSE

French

6,7,8=1yr.High School

Nouns - Gender/NumberSubject Pronouns - etreAdjective AgreementGreetings/NamesTelling Time/CalendarDescribing PeopleFrancophone Regions of

the World

1st Group Regular VerbsNegation/Word OrderPossessive AdjectivesFamily Life/RelationshipsRooms in House/ApartmentNeighborhoods/Popular FoodsMusic/Holidays

Irregular Verbs - Present Tense2nd & 3rd Group Regular VerbsNear Future with AlierPassé Composé with avoir -

Regular VerbsMarkets/Shopping/Stores/ Town

Clothing/Designers/ Transportation

Ecology/Meals/African Clothing

Passé Composé with étreIrregular Reflexive VerbsDistinction Between Savoir and

ConnaitreDirect/Indirect Object PronounsWord Order/ConversationSports/Seasonal Activities/ Leisure

Museums/Arts/CinemaWriting Poetry/Paris

5th Grade 6th Grade 7th Grade 8th Grade

Mandarin VocabularyChinese Character LiteracyPinyin TablePronunciationWriting in MandarinChinese Culture

VocabularyChinese Character LiteracyPinyin TablePronunciationWriting in MandarinChinese Culture

VocabularyChinese Character LiteracyPinyin TablePronunciationWriting in MandarinChinese Culture

VocabularyChinese Character LiteracyPinyin TablePronunciationWriting in MandarinChinese Culture

Art Cave Art StudyGreek ImageryDrawing TechniquesColor Theory and CeramicsArt Analysis and CritiqueEgyptian Forms/FunctionMythological Creatures

Medieval Art and ArchitectureRenaissance ArtDrawing of Human FormSpace in PerspectiveStop Motion AnimationWire Sculpture/3-D DesignArchitecture3-D Computer RenderingArt Analysis and Critique

Contemporary and Pop ArtMuseum StudiesPainting From Still Life andDigital Art/

Photoshop ElementsRelief PrintmakingComputer DesignArt Analysis and Critique

Large Scale Grid PortraitsMulti-Color Relief PrintmakingContemporary Art HistoryDigital ArtThemes in ClayMultimedia Artist ResearchArt Analysis and CritiqueIDEA Project

Music Chorus or BandRehearsal and PerformanceMusic Theory and HistoryRhythm and Sight ReadingTone Quality and ProductionPerformance EtiquetteMusicality

Chorus or Band or BothRehearsal and PerformanceMusic Theory and HistoryRhythm and Sight ReadingTone Quality and ProductionPerformance EtiquetteMusicality

Chorus or Band or General Music (alone or in combination)

Rehearsal and PerformanceMusic Theory and HistoryRhythm and Sight ReadingTone Quality and ProductionPerformance EtiquetteMusicality

Chorus or Band or General Music (alone or in combination)

Rehearsal and PerformanceMusic Theory and HistoryRhythm and Sight ReadingTone Quality and ProductionPerformance EtiquetteMusicality

Technology RoboticsAccount ManagementGraphingMultimedia PresentationsE-mailDigital Citizenship

Robotics and CodingTopic Webs/OutlinesScience SimulationsMultimedia PresentationsE-mailDigital Citizenship

Coding and App DesignBloggingGraphingMusic and Movie EditingAnimationBuilding Block ProgrammingInternet SafetyMultimedia PresentationsE-mailDigital Citizenship

Coding and Web DesignBloggingGraphic DesignSimulationsMultimedia PresentationsE-mailDigital CitizenshipIDEA Project

Library Citations/NoodletoolsCopyrightOnline ResearchOnline SafetyPlagiarismWebsite EvaluationDatabases

CopyrightCitations/NoodletoolsOnline ResearchOnline SafetyPlagiarismWebsite EvaluationDatabases

CopyrightOnline ResearchCitations/NoodletoolsOnline SafetyPlagiarismWebsite EvaluationDatabases

CopyrightOnline ResearchCitations/NoodletoolsOnline SafetyPlagiarismWebsite EvaluationDatabasesIDEA Project

PhysicalEducation

Competency in Physical ActivityIntegration of SkillsAdjust Skill TechniqueStrategy in Game PlayKnowledge of Body SystemsCooperation/ Collaboration

Adjust Skill TechniqueSelf-AssessmentAdvancement in SkillGoal SettingTeamworkSportsmanshipTraditional Team Rules

Conditioning in FitnessProblem SolvingLeadership DevelopmentWellness Knowledge andApplicationConflict ResolutionGame Play

LeadershipSport Education ModelWellness Application/ Development

Strategic Game PlayTeam ResponsibilitySportsmanship

Life Skills/OutdoorEducation

All grades-Character

Education andService

Learning

Basic Orientation/ Water SafetyCompass Navigation and Cartography

Outdoor CookingFiremakingHuman Body SystemsPuberty Education

Boating SkillsCompass Navigation andCartography

Outdoor CookingFiremakingOutdoor Sanitation

PathogensWellness FitnessNutritionInjury Care and PreventionSurvival Skills/Outdoor Shelter/

Outdoor Living SkillsSubstance Abuse

Injury Care and PreventionChallenge CourseOrienteering/Earth CoreAdvanced Boating SkillsRefusal Skills andAssertiveness Training

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The ERB Comprehensive Testing Program (CTP) is a rigorousassessment of student achievement of academic standards andlearning domains. At EFS, it is given in verbal reasoning, readingcomprehension, quantitative reasoning, and mathematicalunderstanding and problem-solving, starting in fourth grade.

ERB assessments are administered by the top 20% of schools,both independent private schools and public schools with highachievement goals. They are aligned with standards of theInternational Reading Association, the National Council ofTeachers of English, and the National Council of Teachers ofMathematics, and consistent with the Common Core standards.

ERB is a not-for-profit member educational services organizationthat has provided rigorous, level-appropriate assessments ofstudent progress in meeting essential academic standards formore than 80 years.

AssessmentsUPPER SCHOOL

Acad

emic assessments of E

lmwo

od Franklin Schoo

l’s eighth grad

e stud

ents in 2012 and 20

13 as

compa

red to th

e high

est s

corin

g stud

ents in both other ind

epende

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nd th

e natio

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Mean Score of Eighth Grade Students at the 75th Percentile (Top 25%) 2013

Mean Score of Eighth Grade Students at the 75th Percentile (Top 25%) 2012

It is important to note, the mean performance of Elmwood Franklin school eighth graders is far above the national meanof all schools (public and private combined) in all four areas assessed. Eighty-one to ninety percent of our eighth gradersscore above the national mean with the average percentile rank for our eighth grade students ranging from 81 to 92. Asshown below, Elmwood Franklin students ranking in the 75th and 90th percentile perform at similar levels as the highestachieving eighth graders in independent private schools across the country.

47

Mean Score of Eighth Grade Students at the 90th Percentile (Top 10%) 2013

Mean Score of Eighth Grade Students at the 90th Percentile (Top 10%) 2012

48

National Meana EFS Mean% of EFS

Students AboveNational Mean

AveragebPercentile Rank

at EFS

Verbal Reasoning 334 370 90% 92nd

Reading Comprehension 344 364 81% 81st

Quantitative Reasoning 337 360 84% 85th

Mathematics 1 & 2 325 351 87% 85th

National Meana EFS Mean% of EFS

Students AboveNational Mean

AveragebPercentile Rank

at EFS

Verbal Reasoning 334 366 89% 90th

Reading Comprehension 344 364 83% 85th

Quantitative Reasoning 337 362 83% 89th

Mathematics 1 & 2 325 352 83% 89th

2012 Grade 8 Skills Summary

2013 Grade 8 Skills Summary

a 50th percentileb median

49

Outcomes and AchievementsUpper School at a Glanceaverage grade size: 28average class size: 14student-teacher ratio: 1:5number of faculty: 26accreditation: National Association

of Independent Schools

Academic AchievementsJohns Hopkins Center for TalentedYouth uses above-grade-level tests(such as the college SAT for middleschool students) to provide a clearpicture of advanced students’ mathand verbal abilities. For the past 10years, nearly half of our eighthgraders qualified for the search, whichmeans that they scored at or abovethe 95th percentile on national tests.

EFS students score in the top 14percent of the nation on the Otis-Lennon School Ability Test. Theaverage score nationally is 100; theaverage EFS score is 121.

EFS Upper School students regularlyplace in the NYS Math Leaguecompetition. EFS eighth gradeparticipants placed 18th in the state,and fourth in our 13-county region.Individually, our students took severaltop spots, including first, second,third, and fourth in our 13-countyregion; and sixth in the state.

EFS seventh graders participating inthe Brother Edward Martin MathContest regularly take top spots inthe competition, including first placein 2015, first place in 2014, first

place in 2013, second place in 2012,and first place in 2011.

EFS Upper School students haveearned the High Achievement awardfor the past six years for theirparticipation in the MathOlympiads, a worldwidecompetition.

EFS seventh and eighth grade teamsplaced first and second at the mostrecent St. Francis Annual Math Bowlagainst 10 other middle school teams,and a seventh grade student earnedthe top overall individual score.

Participating against up to 100 othermiddle schools from across westernand central New York, EFS has had awinning team at least once in each ofthe past four years, and in seven outof the past eight, in the StockMarket Game, a stock tradingcompetition in which teams ofstudents are allotted $100,000 invirtual money to invest in stocks ormutual funds to buy or sell over aten-week period.

For the past six years, EFS eighthgraders have placed either first orsecond in Western New York in theLevel 1 (advanced high school level)of the National French Exam, andmore than half of those participatingplace regularly in the nationalrankings.

EFS has consistent representationamong its Upper School students in

the national rankings of the NationalSpanish Exam.

High School and BeyondEFS eighth graders are routinelyoffered admission to every school towhich they apply, and roughly half areoffered merit scholarships inrecognition of their achievement andpotential. Recently, one EFS studentearned the highest-ever score on alocal high school’s entrance exam.

Over the past six yea rs, ten EFSalumni were named to the All-Western New York Academic Team,a listing compiled by Business Firstrecognizing students withoutstanding records of academicexcellence, school leadership, andcommunity involvement.

Over the past three years, five EFSalumni were name Academic All-Stars by The Buffalo News. To receivethis designation, a student must rankamong the top three academically intheir high school.

We receive regular reports from areahigh school of the awards andachievements earned by ourgraduates, including honor rollrecognition and induction into theCum Laude Society. Recently, forexample, six of the 17 inductees atNichols High School were EFSgraduates. While EFS graduates madeup less than 20% of the senior classat Nichols, 35% of that year’s CumLaude Society attended EFS through8th grade.

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At the heart of Elmwood Franklin

Elmwood Franklin School is the oldest preschoolthrough eighth grade independent school in WesternNew York. This configuration is an essential elementof the mission of our school. Our environment andculture, our curriculum, our modes of teaching, andthe particular training and strengths of our teachersall flow from this formation. Here are ten reasons whyour configuration is so vital to our school and sobeneficial for our students.

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1. Leadership: Lower and Upper School

In preschool through eighth gradeschools, the students in fifth to eighthgrade are not “middle schoolers.” Theyconstitute our Upper School, and theytake on leadership roles andresponsibilities often not available inschools with a combined middle andhigh school configuration. They alsoenjoy the right to earn privileges. In thisenvironment, grades 5 to 8 are not theforgotten “middle” or “lowest” grades.They are, in fact, the culmination of thework of the school. To prepare ourstudents for these Upper Schoolleadership expectations, leadership skillsare developed in the Lower School.

2. High School ChoiceSchools that end in eighth grade areorganized to provide expert anddetailed high school guidance andcounseling so that children and parentscan make the best possible choice forsecondary education.

In schools offering grades 9 to 12, theexpectation for their eighth gradestudents is for them to continue intheir system at the high school level.Therefore, they may not have organizedsecondary school counseling offices.

3. Unique School EnvironmentThe Lower and Upper Schools deliversophisticated intellectual education in asmall, nurturing, kind environment thatis child-centered and still celebrates theinnocent pleasures of learning anddiscovering ideas for the first time.Elmwood Franklin is a place wherestudents may reclaim their right toenjoy a safe haven as they growthrough childhood.

We also strive for a culturally and socio-economically diverse student body, forwe believe that such a setting is essential

for a complete education. Our goal is toprovide each student with the means toface the future with self-confidence andenthusiasm and an understanding of ourglobal environment.

4. Academic Home after Graduation

Many of our students—who oftentimesspend 10 years at our school—returnto Elmwood Franklin while they are inhigh school and college to receiveacademic and career advice. EFS oftenserves as an academic home for itsgraduates—no matter their age—where they can take advantage of ourcommitted faculty’s expertise. Ourteachers can serve as objective,respected advisors.

5. Developmentally Appropriate Pedagogy and Tone

We believe that the pursuit of academicexcellence is achieved through adiversified curriculum that is based onthe developmental stages of children.Since our school does not includegrades 9 to 12, we can specialize inearly childhood and early adolescenteducation and development. These agesdemand unique methods of instructionand particular curricular structures.They also require a distinctive tone inwhich expectations are articulated in aclear and gentle manner.

6. Faculty CommunityThe faculty of a preschool througheighth grade school tend to be a close-knit group in which students are at thecenter of their vocation. They takegreat pride in watching each studentgrow and develop through successivestages and grades.

7. Parent CommunityThe parents at Elmwood Franklin arevery involved with the progress of their

children. Because of the specific agerange of their children while they attendEFS, our parents tend to rely on eachother for support and knowledge.

8. Academic Excellence and Sophistication at an Early Age

Among the children at EFS, it isconsidered “cool” to do wellacademically. The academicexpectations and classroomatmosphere create an environment inwhich children are expected to performabove national grade level norms as aminimum. We are a language-richschool where students at a very earlyage are researching and problem-solving in all disciplines. Technologyand research expectations are notreserved fo r the older students. Ourthree-year-olds are already learning andusing these skills.

9. Early Childhood Educational Environment

Our children in Prep and Lower Schooluse all of the facilities of the school,including the Library Media Center, thegymnasium, the art and music rooms,and the theatre. These students enjoyall aspects of the Elmwood Franklinexperience. They progress to our UpperSchool with the habits of hard work andresponsibility, and the social andacademic skills needed at advanced levels.

10. Emphasis on ValuesAt Elmwood Franklin, we believe that awell-educated person with values is apowerful person. In all forums, fromassemblies to classroom projects, weemphasize the core values of respectand compassion for all individuals. Thegoal of an EFS education is to acquireskills necessary to make the world abetter place.

For more information or to schedule a tour of our Upper School, contact Admissions Director Elaine Acker at (716) 877-5035 or eacker@elmwoodfranklin.org.