Our Seminar Program keeps our kids connected.

One of the many benefits of Cheney Middle School is our seminar program.

The Seminar Program Is . . .

Focused on social, emotional, physical, intellectual, psychological, and ethical development of students.

A structured time where designed activities are implemented to help adolescents find ways to fulfill their identified needs.

Delivery of consistent, caring, and continuous adult guidance at school through organization of a supportive and stable peer group that meets regularly under the guidance of the advisor.

An integral component of a middle school program.

Currently our seminar program follows this schedule with each day of the week having a particular focus.






Grade checks, agenda checks, locker clean-out and homework time

“OHANA” Day – Focus on Family, Community, Circle of Friends Family Building – “Get to Know Your Advisory Family” Community Service with the Golden Age Home

Character Building and Teamwork

Grade checks, agenda checks, locker clean-out and homework time

Challenge Day: Once a week Seminar groups have an opportunity to pair up combining students into a group activity which broadens the student/student relationships. The more our students can develop relationships outside their social group, the fewer problems we experience at school. It promotes those character traits among our students which are important to becoming a person of integrity…tolerance, compassion, and kindness.

Club Day: Each seminar teacher creates a club and students have the opportunity to sign up for clubs that interest them. Some clubs that have been featured include: weightlifting, scrap booking, chess, walking, Cheney history, board games, and many others too numerous to mention. Needless to say, there is something for everyone.

Our goals for the seminar program are . . .

  • Assure each student is provided a caring and concerned adult advocate on a regular basis that is knowledgeable about his/her personal adjustment to school and support their academic progress.

  • Provide through a small group setting an opportunity for each student to develop a sense of belonging, security and trust which promotes positive self-esteem and social/emotional development.

  • Assist each student in exploring and developing skills and attitudes about themselves and their relationships with others by strengthening student/student and teacher/student relationships.

  • Provide each student with opportunities to behave responsibly and demonstrate their increasing capacity for self-reliance by accepting responsibilities, understanding consequences and learning to cooperate.

  • Increase communication within the school and between the home and school concerning the student’s overall development and adjustment.

  • Enhance a positive school climate by recognizing student accomplishments and encouraging school spirit.