Fine Arts
Math
Music
Science
Social Skills/Counseling
Wellness/Health
World Language


Fine Arts Program
The fine arts program is based on the principles and practices of “Choice-Based Art Education.”  Starting with the premise that the student is the artist, the classroom becomes a working studio where students make authentic choices about their own art making.  Instructor Nan Hathaway has organized the classroom into “centers” or “studios,” where students find materials, tools and resources. Students are responsible for setting up their workspace, generating and exploring their own ideas based on their experiences, interests and passions. Students work at her/his own pace. Some students work on a sculpture, drawing, painting or weaving for two or three weeks, while others may visit two or three centers in one class period.

Students may work independently or with peers. Some become expert in certain areas, and can “coach” their classmates. Small groups or individuals can work directly with the instructor when mastering new techniques or solving difficult problems.

New concepts, content, media and techniques are delivered in short demonstrations or discussions at the start of each class. Art history and contemporary topics in the arts are woven into work sessions as appropriate and relevant to the ongoing work of the students. Students free to explore their own ideas find greater meaning and relevance in their work. Our program nurtures and enables independent thinking, innovation, self-expression, persistence and risk-taking, all qualities valued by practicing artists.


Math Program
The school-wide math program is geared towards each child’s individual development. Students are grouped according to ability and experience rather than by age. The foundation for mathematics instruction is Investigations a math program highly recommended for gifted students. It features applied mathematics and is differentiated at every level.

Whenever possible the Investigations curriculum is supplemented with hands-on learning experiences utilizing manipulatives and application of math skills and principles in real world situations. All students participate in a wide range of activities, including individual projects, computer activities, and field trips to experience applied mathematics. Higher-level concepts, including geometry and algebra, are often incorporated into the math classes even at the early ages of five and six. There are currently eleven different math groups for the nine classes in the school. The highest level has students working primarily on Algebra 2. Math classes are taught by all the Master Teachers and the science and music teachers.


Music Program 
The music program, under the leadership of Cheryl Andrews, concentrates on four areas: history, theory, instruments and performance. Students study the development of music in different cultures and time periods, focusing on composers and styles.  Music history is coordinated with the historical timeline part of the school's curriculum. This year we will study music from the beginning of human culture up through the Roman Empire. We will study what is known about music from ancient cultures, and listen to music from different parts of the world.  Students study the science of how instruments produce sound, and the technology used in music. We work on music theory by studying sight singing, performance and original composition. 

There are many opportunities for performance. Most students are involved in at least two musical performances each year. Older students may participate in the chorus and bell choir. Every spring, the Arts Showcase provides an opportunity for all students to display their artwork and show off their many musical, dramatic and other talents.


Social Skills/Counseling
Students work on their personal intelligence with the school counselor, Annette Sheely, who brings social and emotional lessons to the classrooms. Students learn conflict management, communication of feelings, and friendship skills. Individual counseling is available for children with more unique issues going on in their lives.

There are in-school and after-school groups available as well:

• In Girls Group gifted girls learn that it's cool to be both gifted and female, through projects, learning about exemplary females, group discussions, field trips, and retreats.
  
• In Boys Group the best of "guy culture" with "gifted culture," combines to teach gifted boys it's okay to be exactly who they are.
  
• The Banana Splits group is for children whose families have experienced or are experiencing separation or divorce. Participants discuss feelings, fears, hopes, and expectations, as well as creating art projects and playing games. The final group meeting is a Banana Splits party!

Additionally, RMS offers Parent Support Groups. There are beginning groups, one during the day and one in the evening to accommodate various work schedules. These groups read and discuss the book Guiding the Gifted Child. There is also an advanced discussion group for parents who have already done the first group and want to continue meeting with other parents of the gifted.


Science Program
The goal of the science program is to not only teach the basic concepts of Physical, Earth, Life and Environmental science, but to also to foster a high degree of science self-exploration. The program teaches inquiry-based techniques that enable students to answer their own questions and curiosities. The science curriculum, taught by Angie Francis, includes components of Life Science, Earth Science, Physical Science, Environmental Science and Technology each year.

All of the students in the school participate in the science program. It is heavily weighted toward experiential methods with hands-on labs or activities at most sessions. They engage in many different outdoor activities to connect students to our local environment. Usage of lap tops, Hach equipment, graphing calculators, Smart Board, and Vernier probes are examples of technology in use.  The River Watch club takes monthly measurements/samples from our adopted river and uses analytical chemistry techniques back in the laboratory.

Science classes meet two to three times per week.  All teachers integrate science into their other classroom activities as well. Volunteers from CU and other guest speakers enrich the program. All of the classes participate in expeditionary experiences in the field. The Middle School does at least three expeditions per year for up to one week per trip that incorporate science.


Wellness/Health Program
The wellness program is a two-pronged approach to lifelong cultivation and enjoyment of physical activity and healthy choices. All students participate twice a week in classes which focus on movement and development of physical skills. These classes emphasize cardiovascular fitness, muscle development and core stability, balance, coordination and forming the link between the mind and the body. Activities such as yoga, calisthenics, gymnastics, Pilates, fitball training, rock climbing and martial arts are the keys to involving students in individual, positive relationships with their bodies. “Team” activity emphasizes the need for good sportsmanship and skill development in sports and disciplines that stimulate and soothe the nervous systems of our highly energetic students. Instructor Sarah Jane Romano includes discussion of the muscles used for each activity and protocols for stretching and injury prevention are a part of each class.

Upper elementary and middle school students receive health lectures highlighting specific applicable topics such as diet, hydration, exercise schedules, sleep, self-care, drug and alcohol abstinence and other important health issues such as the epidemic of childhood and early onset of Type 2 diabetes. These lectures combine with physical activities to provide a holistic view of health as the interconnection of mental, physical, and emotional activities. The wellness program is designed especially to meet the needs of gifted children and model behaviors that will assist them in making healthy choices throughout their lives.


World Language
In preparation for high school, middle school students study Spanish under instructor Maria Eugenia Tapia.  Students work on acquiring written, speaking, reading and listening skills. In additional to traditional instructional strategies, the instruction incorporates drama, modern literature, activities to appeal to multiple intelligence; TPR (total physical response) a unique kinesthetic teaching tool that is based on a series of commands and physical response from the listener using real objects and affects the students’ senses under real situations; a natural approach (comprehensible input plus building on the student’s prior knowledge while adding a bit more); modifications for individual learning styles; student centered activities and cultural learning based on authentic literature.