Family Handbook 2021-2022: Excerpt

(This is an excerpt from the Family Handbook which highlights some of the material germane to school philosophy and processes.)

(Adapted and edited March 15, 2022; please review the complete handbook at [link])

Soundview School is approved by the WASHINGTON STATE BOARD OF EDUCATION and licensed by the WASHINGTON DEPARTMENT OF EARLY LEARNING

Soundview School is a subscriber member of NORTHWEST ASSOCIATION OF INDEPENDENT SCHOOLS. 

The Soundview International Baccalaureate (IB) program includes our fully authorized Middle Years Program (MYP). The MYP is designed for students in sixth- through eighth grades.

The Primary Years Program (PYP) is for students in preschool through fifth-grade. 

Soundview School is a Candidate School* for the Primary Years Programme (PYP) certification. Soundview is pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that Soundview School believes is important for our students. 

*”Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP).  Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes., Visit https://www.ibo.org/

6515 196th Street SW, Lynnwood, WA 98036

Telephone: (425) 778-8572 | Fax: (425) 640-9416 | www.soundview.org

contact@soundview.org

Welcome,

The purpose of this excerpt from the Family Handbook is to provide you with an easily accessible overview of who we are, what we believe, and our policies. While this excerpt should function as a useful tool, please do not hesitate to speak with us directly about the mission, vision, and policies of our organization.

Soundview Mission

Soundview School educates intellectually motivated students to become knowledgeable, compassionate, and ethical citizens and leaders.

We cultivate international-mindedness, creativity, and passion for learning through inquiry, integrated projects, and meaningful assessment in academics, the arts, service, and self- expression.

We embrace diversity and work to build our school and local communities around reflection, caring, respect, and trust.

Soundview Student Bill of Rights

• I have the right to be treated with respect and care. 

• I have the right to be myself. 

• I have the right to be safe.

• I have the right to be heard.

• I have the right to learn about myself.

• Just as I claim these rights for myself at school, I realize that I must allow my schoolmates to claim these rights for themselves, as well. If our rights come into conflict, I commit myself to resolving conflict in a peaceful way, trying to see others’ points of view and looking for “win-win” solutions.

At the beginning of each school year, teachers and students will review these rights with students. Together they will clearly articulate the meaning of these rights and “brainstorm” a developmentally appropriate list of what these rights “looks like” and “sounds like,” and how to live by these expectations. 

Soundview as an Organization

Soundview School is a coeducational, nonsectarian, and independent day school that educates students from early childhood through the eighth grade. It is a non-profit corporation in the state of Washington under the direction of a board of trustees. The school is approved by the Washington State Board of Education and the Department of Early Learning and is a subscriber school of the Northwest Association of Independent Schools (NWAIS). Soundview School is an International Baccalaureate World School, authorized to teach the International Baccalaureate Middle Years Program serving students sixth- through eighth-grades. Soundview is also a candidate for the Primary Years Program serving students from early childhood through fifth-grade.

That Soundview is an independent school, means we are self-governing, self-supporting, define our own curriculum, self-select our students, and self-select our faculty and staff. These are important characteristics for members of the Soundview community to learn about and revisit . These are the ways that we are independent of public and parochial control and the reason we can incorporate our best practices and our commitment  to ongoing improvement and innovation.

International Baccalaureate Organization Mission

The International Baccalaureate Organization (IBO) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IBO works with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment; these programs encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.

Soundview’s Educational Approach

Soundview’s educational approach may be summarized  as an integration of the arts and academics. In other words, we strive to educate the heart and the mind. We believe that this kind of well-rounded education lays the foundation for international-mindedness, global citizenship, and successful leadership.

Soundview School is an IB World School, authorized to teach the International Baccalaureate Middle Years Program (MYP) to our sixth- through eighth-grade students. While we are not yet authorized to teach the Primary Years Program (PYP) under the formal auspices of the IB, our Early Childhood through fifth-grade students are engaging in the IB curriculum. as we take steps towards authorization (a multi-year process). The International Baccalaureate curriculum promotes an integration of all subject areas, including the arts and language acquisition. As stated in the IB mission, the aim is to, “develop inquiring, knowledgeable and caring young people.” 

To provide this education, we teach students how to ask a variety of different kinds of questions, we provide them with the tools to find the answers to their own questions, and guide them as they use their learning so as to contribute to their community. All IB programs use the IB Learner Profile (see below) as a guide for intellectual development:

• Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

• Thinkers: We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

• Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

• Risk-takers: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

• Knowledgeable:  We develop and  use  conceptual  understanding,  exploring  knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

• Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

• Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

• Open-Minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

• Balanced: We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

• Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Language Policy and Philosophy: Primary and Middle Years Programs

Soundview School believes that the foundation for all learning lies in the study of language. Language study is transdisciplinary, develops international understanding, reinforces cultural identity, enhances personal growth, and promotes effective communication. All teachers, regardless of discipline, are teachers of language, and all parents are essential contributors to the language learning process.

The most conducive environment for language learning is a positive and encouraging one which gives students opportunities to engage in authentic and meaningful learning experiences. Soundview values differentiated and varied instruction, which integrates listening, speaking, reading and writing. Language instruction is flexible and considers students’ individual development. Students’ needs are best met when language is learned in a meaningful context rather than as a series of skills to be mastered.

All students at Soundview:

• are encouraged to maintain and value their mother tongue and to value the languages of other students

• receive a balanced program of English instruction including listening, speaking, reading, writing, media literacy, and non-verbal communication and expression across all subject areas 

• are encouraged and supported to learn Spanish as an additional language 

• are well-prepared to continue language study in an IB Diploma Programme, high school, and college 

• are assessed regularly to determine their individual language learning needs

• are given access to support services as appropriate and, in some cases, according to a specific learning support plan

• are encouraged to develop a love of language and literature in all tongues and reflecting a variety of cultures

• are encouraged to develop a wide range of strategies to comprehend, interpret, evaluate, respond to and appreciate texts and media messages

• have access to, and are taught through a variety of technological and information resources provided in classrooms, libraries, and media resources

• are encouraged to view language as a tool for learning

Assessment Policy & Philosophy: Primary and Middle Years Programs

Assessment is the use of a variety of tools and strategies to inform every stage of the teaching and learning process that enable students to share their learning and understanding, and to provide parents opportunities to support and engage in their student’s education. Soundview students are assessed on the five essential elements of an International Baccalaureate education:

• acquisition of knowledge

• understanding of concepts

• mastering of skills

• development of attitudes and the Learner Profile

• decision to take action

In addition to the elements noted above, all teachers are required to assess students’ inquiry process, looking for an increase in the substance and depth of each student’s inquiry. The Primary Years Program scope and sequence provides the benchmark for knowledge, content, and skills to be learned. 

Each subject area in the Middle Years Program has specific Learning Objectives articulated in each subject area guide which are all addressed  annually.

Examples of different assessment tools and strategies:

• classroom observations

• projects that require the application of new skills

• Fountas and Pinnell Benchmark Reading Assessment at the end of each trimester for kindergarten through fifth-grade students

• math progress and “level” is measured at the beginning and end of work on each mathematical topic, which is typically every two to six weeks

• formative assessments are given throughout a unit of study to determine progress and inform teaching

• summative assessments measure a student's overall understanding of the concepts and skills taught at the end of a unit

Teachers are mindful to spread assessment out between and across subjects to ensure balanced demands on students and teachers. In many cases, students are involved in determining the criteria for success on a given assessment. In other cases, students apply the criteria from the International Baccalaureate assessment rubrics. Teachers provide regular feedback to students in a variety of ways including reading journal responses, individual conferences for pieces of writing, or scored math quizzes. Students also engage in structured peer assessment and regular self-assessment.

Learning progress is formally shared with students and parents two times per year in a report card. Soundview uses two different grading systems, one in the Primary Years and one in the Middle Years. Across all subjects in the primary years, students are assessed on their skills, such as knowledge, research, and comprehension, using the following system:

• B Beginning: Beginning understanding of concepts and application of skills

• D Developing: Some understanding of concepts and application of skills in a familiar context

• C Consistent: Solid understanding of concepts and consistent application of skills in familiar contexts; some understanding of concepts and/or application of skills in unfamiliar contexts

• E Extending: Thorough understanding of concepts and application of skills in familiar and unfamiliar contexts

Students are given feedback on their development of the Learner Profile traits and attributes in narrative form. In middle school, we apply the IB Middle Years Program’s grading scheme in all eight subject areas. This grading system is based on a set of international standards, which supersede state and national U.S. standards. Refer to your MYP subject area guide for further explanation of middle school grades. All final grades are translated from the IB grading into traditional A-F grading systems for middle school report cards.

Between report cards, student assessment information is shared with students and parents at conferences, on returned assignments and tests, and through feedback on projects. MYP assessment results are available online to both students and parents through our course management system, Toddle.

Academic Concerns

When a student is not meeting academic expectations, not making developmentally appropriate progress, or shows possible markers for a learning difference, the teacher or an administrator will contact your family and schedule a meeting about the concern. Outcomes from the meeting could include:

• administrative support

• an academic support plan

• recommendation for extra time with the teacher

• recommendation for an assessment or outside tutoring

• a schedule for monitoring and communicating academic progress

Inclusion Policy Student Support

Soundview’s instruction and curricular design allows for much differentiation within the classroom. However, under certain circumstances, it may be necessary or desirable to implement special accommodations or interventions for students who need them in the form of a Student Support Plan. The Student Support Plan is intended to focus on supports that will make it easier for the student to achieve sustainable ongoing success and well-being in the classroom.

Such accommodations might include, among other things:

• preferential seating, extra time to complete assessments/assignments

• removing consideration for certain aspects of written work (for example: neatness, handwriting, or spelling) in grading

• more explicit teacher guidance and coaching on process, deadlines, and expectations

• consistent communication and collaboration with a private tutor or specialist

• waiver from language requirements

• incentive charts

• emotion regulation coaching

• structured breaks

• scheduled check-ins

• “lunch bunch” with our counselor

• accommodations that Soundview is unable to provide might include, among other things:

  • one-on-one ongoing classroom instruction

  • dictation services

  • oral assessments

  • use of an alternative curriculum

Soundview implements Student Support Plans for students with academic or medical concerns which are documented through formal assessment. Interim Behavior or Academic Agreements will be established for students that are in the evaluation process. 

In some cases, Soundview may recommend a student as a candidate for the Skills Collaborative program.

Process 

When teachers and/or parents first have concerns about a child’s academic progress and/or disruptive behavior in the classroom, parents and teachers develop strategies to help the student succeed. If a student continues to experience difficulty, the teacher will schedule a meeting with parents and the Assistant Head of School. The following steps will then be taken:

• agree upon and document appropriate intervention, ongoing format for communication between school and home, and agreed-upon measurements for success and progress

• determine whether formal assessment is necessary to understand the specific learning or behavioral needs of the student

• for students with documented learning differences and/or behavior challenges, parents must share assessment information with the Assistant Head of School as soon as the information is available. Soundview administration will then:

  • review documentation.

  • draft Student Support Plan based on documentation and available resources.

  • review draft with parents.

  • schedule a Team Meeting (parent, teacher, and administrator) to present the Student Support Plan to teachers and parents; outside specialists may be involved in these meetings.

  • maintain communication between teacher, family, and administration. The teacher has the primary responsibility for this communication.

  • periodically review the Support Plan to evaluate its effectiveness and make any necessary revisions.

Tutoring at Soundview

Soundview students work with tutors and specialists for a variety of different reasons. In the event that a student's Support Plan includes a tutor or specialist working with the child, Soundview teachers will maintain ongoing communication to support the growth and development of the student. When families choose to hire tutors when it has not been recommended by the school, we cannot guarantee the same level of communication.

Soundview School reserves the right to refuse the disruption of tutoring during school hours and may ask parents to make arrangements outside of the school day and off-campus. If a room and time is provided at Soundview for a tutor, the Soundview will enter into an agreement with the parents to indemnify the school for any liability arising out of the tutor’s presence at school or use of the room. Liability coverage will also be required from the parents or tutor. A background check or results of a background check may also be requested by the administration.

Daily Homework

Our goal is to build the positive habit of learning at home from kindergarten through second-grade, build the skills and habits of independent academic practice in grades three through five, and the skills, habits, and flexibility to independently plan and execute more complex projects, assignments, and skills practice in grades six through eight.

Building a strong habit of lifelong learning at home and completion of homework requires dedicated time and space. This can begin with a small reading or creative corner for three- and four-year old children and evolve into a well-equipped office space for middle school students. We recommend the following as a foundation for positive homework skills building, and we are here to help:

• some kind of visual timer; we like the Time Timer

• quiet and well-lit space that can and should be supervised at all times, even for middle school students

• properly sized desk and chair; books, workbooks, notebooks, pens, and laptops all need to be able to be accommodated comfortably

• regularly scheduled, developmentally appropriate chunks of daily time (articulated below), not too close to the end of the school day and not too close to bedtime 

The following are the homework procedures and practice. There may be some exceptions to these practices based on the school, class, or pod calendar or special events:

Homework Early Childhood

• Teachers provide daily conversation prompts based on the current unit of inquiry and activities. These prompts are both emailed (posted to blog with notification) and written on a whiteboard in the front of the classroom.

Homework First- and Second-Grades

• Teachers provide daily conversation prompts based on the current unit of inquiry and activities. This prompt is both emailed (posted to blog with notification) and written on a whiteboard in the front of the classroom.

Homework Third- through Fifth-Grades

• Teachers provide a homework “menu” each Monday to be finished by week’s end that requires approximately 30 minutes of work a night, Monday throughThursday.

• As students enter fourth-grade, they will be assigned daily literacy and/or math homework to reinforce their current topic for an additional 10 minutes, for a total of approximately 40 minutes of homework per night, Monday throughThursday.

• As students enter fifth-grade, an additional, an additional 10 minutes of work (in a variety of subjects) per night will be assigned, for a total of 50 minutes of homework a night, Monday throughThursday. During their Exhibition Unit, fifth-graders will devote time to Exhibition preparation, which may include some weekend work.

Homework Middle Years

Students in sixth-grade will have a total of 60 minutes of homework each night, Monday throughThursday and 60 minutes of homework to be completed between Friday night and Monday morning:

• 20 minutes of homework each night in humanities

• 20 minutes of homework each night in math

• 10 minutes of instrument practice

• 10 minutes of Spanish practice

Students in seventh-grade will have a total of 70 minutes of homework each night, Monday throughThursday and 70 minutes of homework to be completed between Friday night and Monday morning:

• 25 minutes of homework each night in humanities

• 25 minutes of homework each night in math

• 10 minutes of instrument practice

• 10 minutes of Spanish practice

Students in eighth-grade will have a total of 80 minutes of homework each night, Monday throughThursday and 80 minutes of homework to be completed between Friday night and Monday morning:

• 25 minutes of homework each night in humanities

• 25 minutes of homework each night in math

• 15 minutes of instrument practice

• 15 minutes of Spanish practice

Students will also engage in their Community Project, which will require additional night and weekend work.

Homework will not be assigned over holidays, school breaks, or the nights of major school events.

Summer reading will be assigned in grades six through eight.

Advisory Groups

Middle school students are organized into grade level Advisory Groups, rather than homerooms. The goal is for students to have the same advisor for their entire middle school experience. Families are encouraged to use their Advisor as the first point of contact for any concerns about the students’ lives in school. If a student has any concerns about an academic subject, they should contact the subject teacher first, and then the Advisor.

Advisory classes are designed to teach skills such as empathy, emotion management, problem solving, self-regulation, and executive functioning skills. Advisory class also provides support for the transition to secondary school for our eighth-graders.

Community Service

Soundview students participate in community service to gain an understanding of what it means to be responsible citizens and to acquire first-hand experience in activities that benefit others in the Soundview and greater communities. Service opportunities are initiated by teachers, students, and parents and are incorporated into units of study when appropriate.

Group Work

Group work is an important part of Soundview’s educational model. Students need to develop the skills of collaboration and team problem-solving as competencies of citizenship and leadership both in the “real world” and at school. To this end, students will be given tasks throughout the year which put them in pairs or teams with many or all of their classmates. Teachers monitor groups carefully to ensure that they are working well together; in many cases the learning that can come from an experience with a challenging group is powerful and useful. Each student in a group is assessed based on their individual contributions.

Field Trips

Soundview students go on educational field trips several times each year. Detailed information about each field trip will be provided to families prior to the trip from individual teachers.

Parents/guardians recognize that there are risks involved in any field trip or off-campus activity, and have the option of nonparticipation in field trips to which they object. Soundview, however, makes no accommodation for the care of children whose parents have opted out of particular activities: if a child will not be accompanying his/her class to an event, parents have the sole responsibility for their child at that time. 

Additionally, parents/guardians of participating students assume all risks and hazards incidental to these event(s), hold Soundview School harmless from all claims, and accept general liability for the participation of their children.

Students represent themselves, their class and the school when they attend field trips. It is expected that behavior will be exemplary and will reflect positively on the school’s reputation. 

Overnight Trips

Soundview students in fifth- through eighth-grades participate in an overnight trip each year, usually in the first month of school. The goal of these trips is to build teamwork skills and develop a sense of environmental awareness and stewardship in our students, another prerequisite of competency in citizenship and leadership.

[Due to the COVID-19 pandemic, overnight trips are currently on hold.]

Summer Camp

Soundview offers summer programs for Soundview students as well as the public. There is a wide range of modules for parents to choose from. Camp modules are designed to be age-appropriate and supervised by Soundview’s professional faculty. Summer Camp is a wonderful opportunity to continue the learning that happens throughout the school year, but it is also about providing experiences that are less common in traditional classroom settings. Most of all, the summer programs are fun!

Student Council

The Soundview Student Council provides middle school students with leadership opportunities through service to both the school and the larger communities to which Soundview and its students belong. The student council consists of representatives from each middle school class

After School Programs and Before School Care

After school programs include both simple supervised childcare and structured educational opportunities. All programs are supervised by Soundview’s professional faculty. These programs are at additional cost. There is a wide variety of options from which parents may select. Before school care is limited to interaction by students supervised by Soundview professional faculty.