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Imagine a thirteen-year-old learning a new skill or writing a first-person story about a personal event, then presenting it in front of the entire school.

At Corbett Middle School, every Grade 8 student completes the Cardinal Project 鈥� a culminating experience not influenced in any way by a grade.

At the end of Grade 7 or beginning of Grade 8, students select a hobby or skill to try or improve, spend the school year developing it with a mentor, and document the process through a journal, photos and video. Over the final two months of the school year, each Grade 8 student presents their Cardinal Project to the entire school during morning meeting. Many parents attend as well.

Pride, Confidence and Community

The Cardinal Projects bring on a huge sense of pride and accomplishment for the students and staff. One teacher told me, 鈥淚t builds their confidence. And every single one of them does it. That鈥檚 the best part.鈥� I have watched students present about learning to cross-stitch, bake, play guitar, ride a motorbike, etc. Some of the mentors have included parents, neighbors, teachers, friends, or other family members. 

At CAPS (Corbett Arts Program with Spanish), a K-8 school with three-year multiage classes, every Grade 8 student writes a first-person narrative about a personal struggle and how they overcame it. At the end of the school year, each student reads their story as a 5-10 minute monologue in front of the entire school 鈥� tears and cheers often follow. I've heard students speak about bullying, divorce, disabilities, family issues and finding their identity. The impact on younger students, who learn that struggles are normal and conquerable, is hard to overstate.

Parent and Teacher Perspectives

Many parents and community members have approached me over the years praising the enrichment and empowerment of the Cardinal Projects in Corbett.

One parent proudly told me about how her child learned how to skateboard. A neighbor served as their mentor and built a lasting relationship. Skateboarding was the least influential skill learned. As an executive in a large national company, the parent commented on the importance of the public speaking skills learned, as well as the photo, film, and PowerPoint editing used in the project. 

Each parent I have spoken with has emphasized how overcoming the fear of presenting in front of a group of peers was the greatest skill their child learned in middle school. 

Another parent I spoke with had two children participate in the culminating experience. The pride was abundant as her eyes gleamed. She served as the mentor for one of her children, and it greatly strengthened their bond.

Each parent I have spoken with has emphasized how overcoming the fear of presenting in front of a group of peers was the greatest skill their child learned in middle school. 

One teacher expressed, 鈥淭here actually is no assessment to that [Grade 8 Project]. It doesn鈥檛 appear on the Progress Report, but it is the biggest and most important thing that they do. It just goes to show that this is why we do this. And then when those kids see that they can do that, and it might not look exactly the same, that is when they feel that socio-emotional security.鈥� The CAPS Principal also mentioned that, 鈥淪tudents are provided the support and ownership during large projects and that helps them take risks, learn from mistakes, and grow confidence. This balance provides the scaffolding they need to succeed in final, independent projects that build lasting confidence.鈥�