An independent K-12 school on a beautiful wooded campus, 3 miles from Washington, DC


John Mathews
IS Head
(703) 749-6396

Mary Cahill
IS Academic Dean
(703) 873-6120

Lucia Campisano
Dean of Student Life
(703) 749-6359

Joleen Hyde
Assistant to IS Head
(703) 749-6390


Providing a stand-alone division for our seventh and eighth grade students allows them space to grow while they pursue rigorous academic work. Ours is a distinctive and welcoming environment that helps students transition to increased academic expectations, guided by teachers who particularly enjoy working with this age group. Students enjoy many opportunities to develop confidence, individual senses of identity, and leadership capabilities as they prepare for their Upper School years.

Science classes are often hands-on.

Our students are proud of their musical accomplishments!

Students often work together to solve problems.

On nice days, students may choose to study outside.

Orchestra is a great option for musically inclined students.

Studying together is a fantastic way to get to know fellow students.

Student art, like the Intermediate School mask project, is frequently hung up in the hallways.

Heading back to class after a delicious lunch!

Intermediate Schoolers spending time outside on our beautiful campus.

The friendships that are made in Intermediate School can last a lifetime.

Students perform in several concerts over the course of the school year.

The fun and independence of Intermediate School can't be beat!

From the Desk of Mr. Mathews

I had a professional development experience recently that spoke directly to what we do as a school to educate the whole child. I attended the Institute for Social and Emotional Learning to develop new strategies to include in our curriculum what is known as social and emotional learning (SEL). In simple terms, SEL instruction helps students recognize emotions in others, manage their own emotions, care about those around them, and act responsibly and ethically.

Read more about Designing Community and Curriculum

Recently, parents sat down with their child’s teacher for parent-teacher conferences. I believe there are three main ingredients of any successful parent/teacher interaction, especially a conference like this. I ask the teachers to articulate: that they know the child as an individual, that they “like” the child, and that they recognize the child’s areas for growth and a plan for improving the child’s success in those areas.

The teacher who knows your child as an individual recognizes his or her academic aptitude, approach to challenge, social-emotional vicissitudes, and many, many other personal qualities. In short, in the conference parents receive a picture of their child as a member of the classroom community and as a student of their new grade.

Read more about Key Ingredients of the Parent-Teacher Conference

In preparation for upcoming coffees for new Middle School parents, I’ve been interviewing fourth graders. I decided to go directly to the source for the best information on what being in Middle School is like. I asked fourth graders three questions: What’s cool about Middle School? What’s different about Middle School? What, if anything, came as a surprise when you started Middle School?

By far the most frequent answer to both “What’s Cool?” AND “What’s different?” was “the freedom.” Fourth graders seem to relish the ability to walk themselves to different classes, and to walk as a clump, rather than in neat, straight lines. Most gratifyingly, children cited at least 10 times the pleasure they get from “being able to go to the library WHENEVER we need a book.” I just loved the joy children seemed to derive from the nearly unfettered access to books.

Read more about Straight from the Source

Children are striving to make connections with each other hundreds of times a day. These connections occur in a huge variety of ways, from lunchtime conversation, to pairing on a social studies task, to dancing together in music. These interactions are complex indeed, and while we may be “wired” for these interactions, it should come as no surprise that negotiating their complexity is not innate. It seems like the Middle School educator’s life is at times surfeited by conflict resolution discussions that emerge because connection has failed to take place successfully. Connecting well is known as being “socially intelligent,” and we are currently addressing this topic at our Tuesday assemblies.

I sought to approach the topic in assembly by sharing short video “playlets” where feelings are hurt in an failure to connect successfully. I first showed a short video where teachers were the actors, discussing the “villain” of the video, and her reasons for saying things that ultimately hurt anothers’ feelings.

Read more about Developing Social Intelligence