The Middle School Model - Aspen Country Day School

Stories

The Middle School Model

August 12, 2025

curious about what happens in Sixth, Seventh, and Eighth Grades at Aspen Country Day School? Middle School Head Mark Bosick explains the philosophy and practice that guide our work with this age group.

At Aspen Country Day School, our middle school is rooted in the belief that excellence doesn’t just happen—it takes bold and intentional preparation. In our inspiring mountain setting, we have thoughtfully designed a nurturing community that ignites curiosity, confidence, and critical thinking in early adolescents during this pivotal stage of development.

Our approach centers on the understanding that young people ages 11-14 are experiencing profound transformation across all dimensions of their being—physically, intellectually, morally, psychologically, socially, and emotionally. Rather than viewing this complexity as a challenge to manage, we embrace it as the foundation for meaningful learning.

Our educational philosophy is grounded in four core developmental milestones that guide every aspect of our work: developing identity, fostering independence, cultivating metacognition, and empowering advocacy for self and others. These milestones serve as our compass as we challenge and nurture each student to become their best, always asking the fundamental question that drives our community: “What can I do for others?”

Through rigorous academics, creative arts, and outdoor education, we create an environment where students develop into critical thinkers, confident individuals, and responsible citizens who contribute positively to their communities. Our commitment to character, respect, responsibility, community, and perseverance—values born from our outdoor education program—permeates every classroom, every interaction, and every opportunity for growth, ensuring that our students not only achieve individual excellence but also develop a lifelong love of learning and a deep sense of purpose grounded in environmental responsibility and global citizenship.

The Four Developmental Milestones

The ACDS middle school team grounds their work on four major developmental milestones of early adolescents: developing a sense of identity and moral compass, fostering independence through gaining confidence and taking on responsibilities, cultivating metacognition (learning to learn and understanding one’s own thought processes), and empowering advocacy for self and others. Faculty act as guides for our students and use these milestones as waypoints to keep us oriented when designing lesson plans, meeting with our advisees, and even in how we approach student discipline. These milestones ensure that every decision we make serves the holistic development of our students during this critical period of growth.

Our Schedule & Use of Time

The developing adolescent brain requires both intellectual challenge and social connection to thrive. Research shows that young people ages 11-14 are most capable of sustained focus when purposeful breaks allow for physical movement and social interaction—essential components for developing emotional intelligence and building the relationships that support identity formation and advocacy skills. Understanding this, we have intentionally designed our schedule not just around academic content, but around the developmental needs of early adolescents.

Our Intentional Daily Structure
Our middle school operates on a five-day schedule with six 50-minute periods daily. This structure allows students to dig deeper into content while developing the metacognitive skills necessary for meaningful learning. We have purposely built in two 20-minute breaks and provide five minutes between each period, intentionally scheduling only two periods back-to-back without a break. These transitions and breaks are not “lost time”—they are essential opportunities for our students to build social skills, establish relationships with peers and teachers, engage in play and downtime, and sometimes connect individually with a teacher, counselor, or division head.

Routines that Build Readiness
We begin each day at 8:15am with an academic period, and we strongly recommend that families build schedules allowing students to arrive by 8:00am. This 10-15 minute buffer creates a regular, routine format that eases the transition between home and school while fostering independence. Students use this time to organize their belongings, gather academic materials, and check in with friends and teachers—small but significant steps in developing personal responsibility and social connection.

Community Time: Strengthening Our Bonds
Three periods each week are designated as “Community Time,” when all middle school students and faculty engage in shared activities including advisory, morning meetings, academic office hours, guest speakers, and special presentations. These common periods provide intentional opportunities to strengthen our community bonds, practice advocacy skills, and reinforce our shared values of character, respect, responsibility, community, and perseverance. Community Time reflects our belief that learning happens not just in individual classrooms, but through the relationships and connections that define our school culture.

Middle School ScheduleS FOR 2025-26

A Culture of Care: Our Advisory Program


The advisory program serves as the cornerstone of our middle school model, providing the essential foundation for meaningful growth during early adolescence. When young people are navigating questions of self-discovery and developing greater autonomy while learning to find their voice, the need for consistent, caring relationships with both peers and trusted adults becomes paramount. Our advisory program creates these vital connections through intentional community and sustained relationships.

A Sense of Belonging
The mission of our ACDS middle school advisory program is to create a sense of belonging for each student so that every child thrives, feels valued, and safe within a connected and caring community of peers and adults. We achieve this through small groups of students paired with a faculty advisor who holds both the social and academic development of their advisees in equal regard. Your child’s advisor serves as your family’s primary point of contact and is the best starting place for most needs.

Building Skills, Character, and Connection
Our advisory curriculum is thoughtfully designed around three interconnected thematic areas: Character Development & Community Values, Academic Advising, and Creating Connections. Through this integrated approach, advisory time focuses on activities that develop listening and perspective-taking skills, life-long strategies for academic success including organizational and time management skills, practices for health and wellness, and experiences for reflection, fun, and intentional downtime—all while building trust with a caring adult who can support each student’s growth and development.

Academic Excellence: Supporting Every LearneR

Our middle school academic program acknowledges that early adolescents are developing essential executive functioning skills. Rather than expecting students to manage complex academic demands on their own, we’ve intentionally built layered supports into our educational model—recognizing that becoming a self-directed learner requires explicit instruction, consistent practice, and meaningful guidance.

Curriculum Designed for the Developing Mind
Our faculty are specifically prepared to teach young adolescents and possess deep understanding in their content areas. The curriculum is challenging, exploratory, integrative, and diverse, designed to support the physical, intellectual, moral, psychological, social, and emotional changes our students experience. Teachers work as departmental teams, bringing both subject-based expertise and collaborative approaches to student learning.

Built-In Academic Support for All Students
We take a comprehensive team approach to academic support, with systems intentionally designed into every learning environment. This approach provides individualized attention within classrooms and creates multiple layers of support. Key components include:

Specialized Learning Support Program
Our middle school learning support program has evolved in response to our commitment to serving an academically diverse student population effectively. This program enhances learning by promoting purposeful, goal-oriented approaches while providing detailed content support tailored to individual needs.

We support skill development in four essential competency areas: homework and organization, planning and prioritizing, attention and retention, and self-monitoring and self-advocacy. While advisors serve as the primary point of contact for overall academic performance, our Learning Support Coordinators are specialists with expertise in child development and diverse learning needs, working with students on transitional, medical, or emotional concerns that require additional organizational, time management, or learning approach support.

Targeted and Student-Centered Learning Support
Our learning specialists provide multifaceted support including understanding diverse learning needs and interpreting psycho-educational evaluations, developing individualized learning plans (ILPs), providing direct instruction through specialized methodologies, collaborating with teachers and families to create inclusive learning environments, and fostering self-advocacy skills that promote independence and confidence.

Students receive support primarily through an inclusive approach within their academic classrooms alongside peers and teachers. When individual or small group instruction is necessary, we thoughtfully schedule support to minimize missed instruction and peer interaction. Our flexible approach often utilizes world language periods for learning support, with all support levels determined collaboratively by the Middle School Division Head and Learning Support Coordinators.

A Team Approach

Our teachers, advisors, Learning Support Team, School Counselor, and Division Head are all involved in our students’ learning process. There are regularly scheduled meetings to discuss student progress, and communication between families and ACDS may include all or some of these team members. We encourage families to include the advisor in most, if not all, communication regarding academic needs.

Measuring Learning: Collecting Data
Using data from third-party organizations and educational assessment companies improves student outcomes and teaching practices. Standardized testing serves as a metric to reflect on our curriculum, determine what we’re doing well within our educational continuum, and identify where we need to invest resources. Routine data collection allows us to compare trends and patterns of improvement.

We partner with the Northwest Evaluation Association (NWEA) Measures of Academic Progress. The MAP Growth assessment is a computer-adaptive test designed to measure student academic growth in mathematics, language arts, and reading. MAP assessments are completed twice annually, typically in Fall and Spring.

IXL.com is an online software program used to reinforce concepts in math, language arts, science, social studies, and Spanish. It also provides diagnostic testing for math and language arts, serving as a tool to collect benchmark grade-level data.

Discovering the Human Story: The Middle School Humanities Program

At ACDS, the Middle School Humanities program serves as the intellectual and moral compass of your child’s academic journey. During early adolescence, when students are naturally questioning “Who am I?” and “What do I believe?,” this integrated approach to literature, history, current events, and writing provides the perfect framework for exploring these fundamental questions while developing critical thinking skills essential for engaged citizenship.

Why Integration Matters for the Developing Adolescent Mind
Rather than teaching English and History as separate subjects, we unite them because the adolescent brain thrives on making connections across ideas and experiences. Early adolescents are developing their capacity for abstract thinking and beginning to understand complex relationships between past and present, self and society. A novel can illuminate a historical moment, helping students develop empathy and perspective-taking skills. A primary source document challenges students to think critically about justice, leadership, and personal values. A well-crafted essay becomes a powerful tool for expression, allowing students to find and use their voice with confidence and purpose.

Expanding Understanding Through Perspective
Our Humanities program integrates English Language Arts, Literature, Social Studies, History, and elements of Arts and Culture, creating rich learning experiences where students explore complex themes through multiple lenses. Students read both classic texts and contemporary voices, analyze current events alongside historical movements, and express their ideas through diverse formats including writing, discussion, debate, multimedia projects, and performances. Throughout, we prioritize diverse perspectives and historically underrepresented voices, supporting our commitment to equity, inclusion, and global citizenship.

Building Citizens and Scholars
Through Humanities, students develop not just academic skills but the cultural literacy, empathy, and critical thinking abilities essential for responsible citizenship. They learn to analyze multiple perspectives, engage with complex social issues, and communicate with clarity and conviction. Most importantly, they discover that learning connects across disciplines and into life, preparing them to be thoughtful, engaged citizens our world needs.

Mathematics: A Holistic Approach to Individual Growth

Our middle school math program exemplifies our commitment to meeting each student where they are and supporting their individual academic journey. Beginning in sixth grade, students are thoughtfully placed in one of three math levels, ensuring that each child experiences appropriate challenges while building confidence and mathematical reasoning skills. This multi-level approach reflects our understanding that mathematical development, like all aspects of adolescent growth, unfolds at different rates and in different ways for each student.

Developmental Philosophy in Practice
While our math program follows a generally sequential progression, we recognize that learning is not always linear, particularly during the dynamic period of early adolescence. Though movement between course levels is less common, our flexible approach prioritizes transitions that allow students to advance and stretch their capabilities rather than move to less rigorous coursework. This philosophy supports students in taking appropriate academic risks while building the self-awareness necessary to understand their own learning processes.

An Intentional Placement Process
Our placement decisions reflect our holistic approach to student development, considering not only mathematical proficiency but also social and emotional development, abstract reasoning capabilities, learning habits, effort and mindset, and self-confidence levels. Because these factors evolve at different rates during early adolescence, we maintain ongoing partnerships with families to ensure each student receives the support and challenge they need to thrive.

Data-Informed Placement Process
Math course placement decisions integrate multiple data points to create a complete picture of each student’s readiness and potential for success:

This comprehensive approach ensures that each student’s math placement supports their overall development while challenging them to grow as confident problem-solvers and critical thinkers.

Creative Expression: The Creative Arts

Fostering Growth Through Interdisciplinary Learning
Our Creative Arts Program embodies our belief that artistic expression is essential for developing personal confidence and the critical thinking skills necessary for engaged citizenship. Designed specifically for the middle school experience, this interdisciplinary initiative integrates fine arts with core academic subjects, creating immersive learning experiences that honor the creative capacity and diverse perspectives of early adolescents.

A Developmental Approach to Artistic Learning
During early adolescence, students are naturally seeking authentic ways to express their emerging sense of self. Our Creative Arts Program provides structured opportunities for this exploration through collaborative, project-based learning that builds confidence while developing essential 21st-century skills. The program’s emphasis on cultural and historical perspectives deepens students’ understanding of diverse viewpoints and artistic traditions, supporting their development as global citizens who appreciate and respect different cultures and experiences.

Innovative Program Structure
Students participate in mixed-grade learning communities where sixth, seventh, and eighth graders collaborate on engaging projects that blend artistic expression with real-world applications. This intentional age mixing creates dynamic environments where younger students gain confidence through peer mentorship while older students develop leadership skills and deepen their understanding through teaching others. Each year, students enroll in two Creative Arts courses that culminate in public presentations, exhibitions, or community projects, providing authentic audiences for their work and meaningful opportunities to practice communication skills.

Building Global Citizens Through Cultural Understanding: The World Language Program


The Aspen Country Day School World Language Program reflects our commitment to developing global thinkers whose outlook is grounded in cross-cultural understanding. Beginning in fifth grade, students choose to study either French or Spanish, committing to their chosen language through eighth grade. This sustained study allows for deep linguistic development while fostering the cultural appreciation and global perspective essential for responsible citizenship in our interconnected world.

Developmental Progression and Differentiated Instruction
Understanding that language acquisition, like all learning during early adolescence, occurs at different rates and in different ways, our program employs differentiated instruction to meet each student where they are. Instruction focuses on foundational communication skills—reading, writing, and speaking—while encouraging cultural comparison and appreciation that broadens students’ understanding of diverse perspectives and ways of life.

Building Fluency and Cultural Competency
As students progress through seventh and eighth grades, they demonstrate increasing fluency and apply their language skills through thematic units that connect to real-world contexts. Seventh graders typically enroll in French II or Spanish II, building confidence through increased immersion and more advanced grammatical structures. By eighth grade, students engage in sophisticated explorations of culture and history. French III students examine European culture, life stages, and travel, while Spanish III students explore the rich histories and cultures of Mexico, Central America, and the Caribbean, with particular attention to immigration narratives that develop empathy and cultural understanding.

Science: Cultivating Scientific Thinking and Environmental Stewardship

The Aspen Country Day School middle school science program recognizes that early adolescents are natural scientists—curious questioners whose developing capacity for abstract thinking aligns perfectly with the inquiry-driven nature of scientific discovery. During this pivotal period when students are passionate about causes they care about, science education becomes a powerful catalyst for developing both scientific literacy and the critical thinking skills essential for responsible citizenship.

Understanding that the adolescent mind thrives when learning moves from concrete to abstract, our science curriculum is intentionally structured as a developmental progression that mirrors students’ cognitive growth. Beginning with observable, tangible phenomena and gradually building toward complex systems thinking, our pedagogical approach centers on experiential learning that positions students as active investigators who formulate questions, design experiments, analyze evidence, and communicate findings.

Our program intentionally bridges classroom learning with authentic applications that demonstrate the relevance of scientific understanding to students’ lives and global challenges. Through project-based learning, collaborative research, and interdisciplinary connections, students discover how scientific principles apply to environmental stewardship, technological innovation, and social responsibility. This approach reflects our commitment to developing global citizens who understand their role in addressing complex challenges while fostering the systems thinking essential for understanding environmental and social issues.

Ultimately, our science program nurtures the natural wonder and curiosity that drives scientific discovery while developing the evidence-based reasoning and ethical thinking necessary for responsible citizenship, preparing students to be thoughtful, informed contributors to positive change in their communities and beyond.

Wellness: Supporting Social-Emotional Growth

Our wellness program recognizes that middle school is a profound period of transition, when early adolescents navigate significant changes while becoming more independent and forming deeper connections with peers and the world around them. Understanding that this stage of development calls for thoughtful and responsive support, our school counseling program offers guidance that honors both the challenges and opportunities inherent in early adolescence.

Our approach centers on collaborative support that strengthens the vital connections between school, home, and student. Through short-term, targeted interventions addressing everything from friendship dynamics to academic stress, our counseling program creates responsive support systems that meet students where they are developmentally. Working closely with families ensures that students’ evolving needs are understood and addressed while maintaining essential communication pathways that support both students and parents navigating this transformative period.

The wellness program operates through integrated collaboration among our school counselor, administrators, faculty, and families, ensuring that no student experiences this critical developmental period without appropriate support. By working closely with our Middle School Division Head, the program provides students with timely, relevant guidance on topics that matter most to their developing sense of self and growing autonomy. This comprehensive approach reflects our commitment to supporting the whole child during early adolescence—fostering resilience, self-awareness, and healthy relationship skills that serve as foundations for lifelong well-being and responsible citizenship.

Physical Education

The Physical Education program at Aspen Country Day School inspires students to lead active, healthy lives by fostering physical, mental, social, and emotional growth. More than just a series of sports classes, PE at ACDS is a dynamic and intentionally designed program that integrates seamlessly with our Outdoor Education experiences to promote lifelong fitness, teamwork, and personal responsibility.

Throughout the middle school years, students build a foundation of skills through a progression of traditional and non-traditional sports, including volleyball, basketball, soccer, handball, hockey, badminton, ultimate frisbee, and flag football. Emphasis is placed not only on skill development but also on strategic thinking, sportsmanship, and the joy of play. Students learn to compete with integrity, collaborate with teammates, and reflect on their role in a team setting.

What sets our program apart is its alignment with our unique Outdoor Education curriculum. Each grade level trains for specific outdoor experiences during PE: Sixth Graders canoe on campus ponds in preparation for their spring multi-sport desert adventure; Seventh Graders build ski touring skills—including climbing with skins and telemark turns—for their winter hut trip; Eighth Graders consolidate their athletic abilities and leadership skills to prepare for final capstone outdoor expeditions.

In winter, students enjoy a signature ACDS experience: weekly Friday ski days in multi-grade groups. Chaperoned by faculty, these outings strengthen community bonds and give students the opportunity to develop as skiers in a supportive and active environment.

By the end of eighth grade, students emerge with confidence in their physical abilities, a strong sense of teamwork, and an appreciation for staying active in a variety of environments. The Middle School PE program helps ensure that each student is not only fit and capable, but also connected—to peers, to teachers, and to the natural world around them.

Outdoor Education: Building Character Through Experiential Learning

Our outdoor education program embodies our commitment to experiential learning that develops the whole child through meaningful experiences in nature. Recognizing that early adolescents thrive when challenged in authentic, real-world environments, our carefully designed progression of outdoor expeditions creates powerful opportunities for students to develop confidence, build lasting relationships, and cultivate a deep connection to the natural world that underpins their environmental citizenship.

The program’s intentional structure mirrors students’ developmental journey, beginning with foundational experiences and building toward increasingly complex adventures that challenge students to grow in self-reliance, leadership, and self-awareness. Through this progression, students develop essential life skills including problem-solving, resilience, and collaborative teamwork while discovering their own capabilities and relationship with the natural environment. These shared challenges create profound bonds among classmates and with faculty, fostering the sense of community and mutual support that defines our school culture.

Culminating in the transformative eighth-grade river expedition, this capstone journey offers graduates a powerful opportunity to synthesize their learning, celebrate their growth, and prepare for the next chapter of their educational journey—carrying with them the values of character, respect, responsibility, community, and perseverance that emerge naturally from facing challenges together in the natural world.

Student Life: Leadership and Contribution 

Student Agency

Community, connection, and contribution define the foundation of our student leadership philosophy at ACDS. We believe that authentic leadership emerges when students are empowered to advocate for their peers, represent their school with purpose, and contribute meaningfully to the experiences of others. Our leadership programs are designed to provide students with genuine opportunities to shape their school environment, develop essential communication and collaboration skills, and discover their capacity to create positive change. Through these experiences, students learn that leadership is not about authority but about service, responsibility, and the courage to use their voice for the benefit of the entire community.

Student Leadership Council
The Student Leadership Council provides a dynamic platform for student leaders to represent their peers while working closely with school administrators and faculty. Class representatives advocate for their grades by bringing questions, concerns, and ideas to regular meetings, ensuring that student voices are heard in meaningful school decisions. Council members collaborate on initiatives that strengthen school culture—from planning community events and Blue/Green day activities to proposing policy improvements and leading service projects. Through this work, students develop vital skills in consensus building, project management, and collaborative problem-solving while learning to balance individual advocacy with collective responsibility.

Student Ambassador Program
The Student Ambassador Program offers students the chance to serve as representatives of our school, helping to build and strengthen our community connections. Ambassadors host prospective students who are visiting for shadow days, assist with tours for prospective families, and support various parent and community events. Through formal training, they develop critical interpersonal skills such as public speaking, relationship-building, and effective communication—abilities that serve them well beyond their ACDS experience.

Outdoor Education Leadership
Our Middle School Outdoor Education Leadership program allows experienced students to mentor Lower School peers during outdoor expeditions and campus-based activities. These student leaders support younger students through key moments of challenge and discovery, helping them set up camp, stay organized, build confidence, and embrace adventure. This program strengthens communication, responsibility, and collaborative leadership skills in real-world settings while reinforcing the strong sense of community that defines our school culture.

Character Development & Discipline

Our approach to character development and discipline reflects our deep understanding of adolescent brain development and our commitment to the four developmental milestones that guide all our work. Rather than managing behavior through external control, we support students in building habits of success and creating sustainable changes by working with—not against—the natural development occurring during early adolescence.

We focus on community agreements and norms established in partnership with student and faculty contributions, recognizing that early adolescents are neurologically wired to influence their environment and develop their own moral reasoning. Using a conversation-based approach to discipline, we promote relationships among all community members and create opportunities for students to engage their developing metacognitive abilities through reflection, taking responsibility, and repairing harm when it occurs.

This approach highlights the essential partnership among faculty, administration, and families in creating a positive school culture that supports an inclusive community where every student can thrive. By honoring the developmental reality of early adolescence—when students are naturally testing boundaries as part of healthy identity formation—our model prepares students for the world beyond ACDS by fostering the internal self-regulation, empathy, and problem-solving skills they’ll need as global citizens.

What is our meaning of “Discipline?”

Discipline, unlike punishment, is proactive and begins before problems occur. It provides guidance, focuses on prevention, enhances communication, models respect, and embraces natural consequences that support learning. Through this brain-aligned approach, we teach fairness, responsibility, life skills, and collaborative problem-solving while creating a mindset that views mistakes as learning opportunities and conflict as a natural part of life that can be navigated with integrity and respect.

The Middle School Team