Bank Street School for Children - Progressive Education Starts Here

WE SEE IN EDUCATION THE OPPORTUNITY TO BUILD A BETTER SOCIETY. LUCY SPRAGUE MITCHELL, founder

Progressive means you’re encouraged to find your own ways to solve problems and be a contributing member to the community.

Zoe, Upper School Student

Welcome to Bank Street NEW YOR K C IT Y ’S L E A D I N G NURSE RY - 8 TH GRADE P ROGRESSIVE SCHOOL

Bank Street School for Children provides students, from nursery through eighth grade, with an education that engages their natural curiosity, nurtures critical thinking, and helps to develop a sense of community and social responsibility.

Through a teaching approach that is fundamentally hands-on and child-centered, Bank Street students develop the courage and confidence to think independently, work collaboratively, understand themselves and others more deeply, and make informed meaning of the world around them.

A Better Society Begins With A Progressive Education Bank Street School for Children is a pioneer of progressive education. But what is a progressive education? What kind of student thrives in it and what kind of adult does it produce? What kind of world does it seek to build?

INDEPENDENT THINKERS. PROBLEM SOLVERS. PERSPECTIVE-TAKERS.

Progressive education begins at Bank Street with a dynamic, experiential, inquiry-based curriculum responsive to the needs of the whole child at every stage of development. Bank Street children are immersed in joyful learning through age-appropriate challenges relevant to their lives.

Collaboration, as a cornerstone of socialization and community.

At Bank Street, learning becomes an active, lifelong endeavor in which children and adults alike engage as careful observers, experimenters, and creative thinkers.

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WHAT IS “INQUIRY-BASED CURRICULUM”?

Children learn best when they arrive at their own meaning.

Bank Street teachers encourage and facilitate student questioning, exploration, collaboration, and discovery.

At Bank Street you have to do the thinking behind the problem. You are not told how to solve it. You have to work to find the answer.

Mani, Upper School Student

My son learns best when he experiences things firsthand.

Bank Street kids spend so much time outdoors and on field trips, engaging directly with the real world.

Lisa, Parent

The World Is Our Classroom

A DYNAMIC CURRICULUM THAT FEEDS CHILDREN’S NATURAL CURIOSITIES

In our classrooms, hallways, gym, art room, and shop; on stage and in nearby Riverside Park; on the streets and in the cultural institutions of New York City, Bank Street students discover the world around them by entering into and engaging with it.

Our educators look for the teachable moments within each child’s reach, and assist students as they develop new understandings.

Teachers design curriculum knowing that learning takes place within a social and emotional context. The direction of the study connects directly to children’s personal experiences and interests.

We are also proud of our newly-renovated facilities, including innovative science labs, two outdoor play spaces, and a state-of-the-art auditorium, on the diverse and vibrant Upper West Side.

ON THE PLAY DECK

Lower School students pour water down the slide, investigating how water flows down an incline.

IN THE LOBBY

Middle School students organize a neighborhood march in support of civil rights.

OUTSIDE, ON THE SIDEWALK

an Upper School student calculates the height of the building by measuring its shadow.

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A Scenic Journey

PREPARING EACH CHILD FOR LIFE AFTER BANK STREET

Our goal is for our graduates to succeed in high school and beyond, and to become intelligent, creative, resourceful, and compassionate citizens of the world.

With teachers as their guides, and the curriculum as a road map, children explore and delight in the journey, following off-ramps of inquiry that lead to unique discoveries. Bank Street teachers also pay close attention to environmental factors and the world around us, and sensibly incorporate current events into our teaching and learning practices.

Think of our approach to curriculum as taking the scenic route.

While we still arrive at the same destination together, the experiences are richer, and the learning results in deeper understandings.

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Title

Text

Academic Program Overview Title Our school is divided into Lower School (Nursery, Pre-Kindergarten and Kindergarten), Middle School (Grades 1-4), and Upper School (Grades 5-8) divisions in order to accommodate the differing developmental stages Text and curricular needs of our children.

LOWER SCHOOL

MIDDLE SCHOOL

UPPER SCHOOL

3/4s, 4/5s, 5/6s, 6/7s

7/8s, 8/9s, 9/10s

10/11s, 11/12s, 12/13s, 13/14s

Bank Street’s interconnected learning model starts in the Lower School with social studies at its core. Whether in the block area, on our enclosed play deck, at the art table, or solving problems with friends, teaching teams foster students’ social and emotional resilience, intellectual curiosity, and expanding knowledge of the world around them.

The journey from dependence to independence, from concrete thinking to abstract thinking, continues in the Middle School. Teachers and specialists in art, shop, drama, math, music, physical education, movement, Spanish, and science support the holistic development of each of their students. All Middle School children also participate in our highlyacclaimed four-year Racial Justice and Advocacy curriculum.

The Upper School uniquely attends to the socio-emotional and cognitive interests and needs of our older children. Homerooms are co-taught by a math/science teacher and a humanities teacher who, along with specialists, encourage students to be both inquisitive and critical of the world and structures around them, and prepare them to graduate with the skills to succeed in high school and beyond.

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At Bank Street we learn through experience, not through textbooks or other ways. A project that really stood out to me was the Hudson River model. When making this I was learning the geography of New York and making art with my hands at the same time.

Bella, Upper School Student

Social Studies

DEEPER LEARNING FROM RELEVANT EXPERIENCES

Social studies provides students with opportunities to study human communities and the natural world. In multiple ways, the curriculum focuses on the interrelationship and interaction between individuals and their environment.

With an emphasis on connecting teaching and learning meaningfully to the outside world, from an early age, children know that they have a stake in building a better society.

The topics of study are guided by students’ ever-expanding knowledge of the world. Lower School children might study the park, a restaurant, or how people do their jobs; Middle School children study how neighborhoods function, civil rights movements throughout history, and the settlement of New Amsterdam; Upper School students explore China, world religions, and the history and practices of constitutional democracy.

Language Arts & Literacy

IGNITING PASSION FOR READING, WRITING, SPEAKING, AND LISTENING

Bank Street values equally the capacity to speak and to listen, to write and to read, and applies these necessary skills to authentic tasks that connect students to the outside world through their intellectual, emotional, and social selves.

Rooted in expression and purpose, the literacy program at the School for Children offers multiple points of entry for students with a wide range of learning styles.

In the 5/6s through the Middle School grades, teachers, along with the support of literacy experts and learning specialists, design lessons to teach these skills directly, set standards for their use, and then provide opportunities for practice to promote fluency.

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Library & Related Programs

World Languages

The Bank Street Library contains a circulating collection of over 68,000 children’s books, 2,000 non-print volumes (videos, music, and audiobooks), 50 children’s periodicals, and four online databases.

These resources support the school’s curriculum and sustain students’ growth as independent learners and lifelong readers. Upper School students each year participate as jurors in a mock Newbery Award selection process.

TOWARD GLOBAL COMMUNICATION AND UNDERSTANDING

In addition, the Bank Street Center for Children’s Literature, including the Children’s Book Committee, creates, identifies, and advocates for the highest quality literature for all children from infancy through adolescence. Bank Street Middle Schoolers participate in reading and selecting books for consideration for the coveted annual Cook Prize and Irma Black Awards.

Learning a new language broadens a child’s view of the world while providing the opportunity to examine, explore, and experience different cultures.

Language study prepares students to become lifelong learners and enlightened, broadminded, and curious citizens of the world.

Culture plays a significant role in the language curriculum. Beyond language skills, our teachers prepare children to live and work in a multicultural society, thus exposing them to the richness and diversity of cultures in both Spanish- and French-speaking countries.

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Bank Street’s rigorous approach to math education prepares students to engage complex concepts both through discussion and debate as well as by demonstrating proficiency on traditional assessments.

David, Upper School Teacher

Mathematics

MAKING SENSE OF THE WORLD THROUGH PROBLEM-SOLVING AND QUANTITATIVE REASONING

At Bank Street, we use mathematics to explore, to summarize, and to express patterns and relationships, both in the real world and the abstract. We educate students who go out into the world and solve problems, and who also appreciate the elegance of mathematical concepts and can articulate them to others.

Our problem-centered and inquiry-based approach enables students to develop their own understandings of mathematical concepts and techniques.

Teachers serve as guides during structured explorations, introducing a wide range of materials and fostering an environment where students confidently ask questions and engage in creative problem-solving.

Across each division, our approach is aligned with national standards for mathematics and embodies best practices of instruction.

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Science

Technology

TAKING IN THE WORLD WITH ALL FIVE SENSES ALERT

ESSENTIAL LITERACY FOR THE DIGITAL AGE

The science program at Bank Street starts with what students already know about the physical world and provides investigative experiences, including age-appropriate classroom experiments, that expand their knowledge.

Academically and socially, Bank Street aims to develop each student’s ability to access, make meaning of, and share new learning.

Science requires evidence, obtained by observation and measurement. Students make meaning of the world as a result of their own discoveries.

Each year, through Science Expo, Upper School students design and conduct their own original experiments and present their results over a daylong exhibition of learning. Younger students attend the Expo with their older “buddies” as a way of building community and promoting a love of science.

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We help students understand and utilize new technologies, make thoughtful use of social media, and examine the impact of their digital footprints.

Technology also provides teachers tools to review, record and communicate the growth and development of their students and enables parents to be active partners in their children’s education.

Bank Street has helped me to harness the power of my messiness, to see order where others see chaos, to inspire creative thought and action.

For this I am eternally grateful.

Finlay, Class of ‘15

Progressive education considers art, music, and movement as essential as math, science, Quote text and other academic disciplines.

Name Gabriel, Class of ‘87

Art & Shop

Drama

VISUAL LITERACY AND CREATIVE EXPRESSION

ACTING ON OUR PRINCIPLES

Bank Street students explore painting, drawing, clay, collage, construction, and woodworking from ages three to fourteen. Whether in the studio or through integrated art, children learn and grow through interacting with materials at each stage of their development.

Drama is an integral part of Bank Street’s curriculum. It takes the form of dramatic play in the Lower School, formal classes in the Middle School, and a culminating musical production in the Upper School.

At Bank Street, children construct a visual language as they reflect upon their experiences and express their understandings of the world.

Through the theatrical arts, students develop their selfexpression, and come to value their uniqueness as creative individuals.

Our students regularly visit New York’s major art institutions for historical context and inspiration.

We believe that the very act of inhabiting another character deepens a child’s respect, appreciation, and empathy for others.

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Music

Physical Education & Movement

THE SOUND OF COMMUNITY

DEVELOPING BODY AND MIND

Our music curriculum enables each child to experience appreciation for and success in music from a wide range of world cultures. Teachers challenge all children to acquire listening, interpretive, rhythmic, and melodic skills, as well as music literacy.

Our physical education and movement program is designed for children to experience healthy, enjoyable, and challenging physical activity as a regular component of their lives. Teachers encourage and support the participation of all students in activities, allowing them to develop at their own pace, free from any pressure to perform at certain skill levels for a particular age.

Students translate their personal associations to music into a deeper understanding of its importance in family, community, history, and social justice movements.

Annual winter and spring concerts serve as culminating celebrations of the musical growth and talents of our students. In addition, our robust after-school music programming affords students opportunities to deepen their vocal and instrumental skills.

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Physical education teachers introduce activities based on their understanding of children’s cognitive and physical development in order to give all children an opportunity to succeed.

Physical education and movement classes encourage children to take risks by trying new activities, engage in spatial/physical problem-solving, and learn good sportsmanship and teamwork skills.

Everyone feels like they have a special place Quote text at Bank Street.

It’s like a second home.

Name Maddy, Upper School Student

Bank Street Kids... (in their own words)

This backdrop is reproduced from IN THE CITY, one of The Bank Street Reader series of books published by The Macmillan Company in the 1960s and ‘70s.

...can’t wait for the first day of school, and cry on the last.

…look at things from all perspectives before making a decision on how to solve a problem.

...actually like to work in groups on projects.

…are respectful and polite and have a deeper understanding of a lot of academic concepts.

…try to be aware of everything that is affecting everyone, not just what affects them.

…are able to look critically at how the world works, and if they don’t think it’s right, they say what they think.

…take action for what they believe in.

…love coming to class because they know that their opinion is valued and heard by their peers and teachers.

…carry the Bank Street mindset that everyone should be treated fairly no matter their race, gender, religion, gender identity, class, family structure, or sexual orientation.

Our Strength Is In Our Diversity

Bank Street is committed to the progressive ideal that schools should represent and improve the societies in which they exist.

STUDENTS ARE TAUGHT TO SEE AND CONFRONT INJUSTICE...

To be upstanders (individuals who recognize when something is wrong and act to make it right) rather than bystanders, and to engage difference through curiosity, decency, and respect.

Community and advocacy are at the heart of our work.

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We view diversity broadly. In developmentally appropriate ways, we explore aspects of identity including race, ethnicity, socioeconomic status, religion, gender, gender identity, sexual orientation, family structure, ability, and learning styles. We design lessons and shape teaching methods to better develop children’s abilities to become advocates for social justice and allies in an inclusive community. Our work is grounded in supporting positive identity development for all students.

The power of diversity involves adults as well as children.

The School for Children actively seeks families, faculty, and staff from diverse backgrounds who are willing partners in the quest for social justice. Each child and adult should be able to see themselves reflected in the larger community and engage with people whose lived experiences differ.

I think of Bank Street as a school that not just teaches us subjects such as math or social studies, but also educates us about other things too, like the Racial Justice and Advocacy curriculum.

Evie, Upper School Student

Talking with my classmates, my teachers, and my affinity group has emboldened me to ask tough questions of myself, my peers, my teachers, my family, and my community.

Bank Street’s commitment to social justice has encouraged me to work unafraid and to speak up for things I feel strongly about.

Ava, Class of ‘15

Affinity Groups At Bank Street

A PLACE TO CALL YOUR OWN

PARENT GROUPS

A positive sense of identity is central to creating an inclusive and thriving community.

• Parents of Children of Color (POCOC) • Lesbian, Gay, Bisexual, Transgender, Queer, and Allies (LGBTQA) • Touched By Adoption (TBA) • Learning Diversity Support Group • White Anti-Racist Affinity Group (WAAG)

The term affinity group refers to people who share a common identity. Some may call this self-segregation; we call it a safe haven for children and adults to discuss important issues without judgment. Affinity groups offer a venue to share experiences, reflect, engage in dialogue, and provide support. Bank Street affinity groups host school-wide events — such as the annual talent show and the Pride Day march — and host guest speakers. These activities ultimately strengthen the ties of the entire Bank Street community.

STUDENT GROUPS

• Kids of Color (KOC) • Touched by Adoption • Banana Splits (children with divorced parents) TEACHER GROUPS

• Educators of Color (EOC) • White Anti-Racist Affinity Group

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A School Within A College

PROFESSIONAL LEARNERS MAKE THE BEST TEACHERS

The School for Children is a working model of the Bank Street Graduate School of Education’s approach to teaching and learning.

The education children receive in the School for Children is directly linked to the training our teachers experience in the Graduate School, widely considered the gold standard for progressive teacher and school leader preparation.

Indeed, more than two-thirds of our teachers have earned graduate degrees at the Bank Street Graduate School of Education.

Many schools are proud of their Bank Streettrained teachers. We are Bank Street.

And Bank Street’s influence in the broader educational community extends — through our Graduate School alumni, our contributions to policy and research, and our professional development efforts — across the country and around the world. “[Students of Bank Street graduates] are happily and deeply engaged in robust and meaningful learning experiences. [Their] capacities to read, write, analyze, problem-solve, inquire, and think creatively extend far beyond what is seen in many classrooms today.”

— The Threads They Follow: Bank Street Teachers in a Changing World, A STUDY BY STANFORD UNIVERSITY’S CENTER FOR OPPORTUNITY POLICY IN EDUCATION

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Bank Street-trained educators go to the top of the pile when they apply for jobs. They know kids, they know child development, and they know how to meet the needs of individual learners.

Independent School Head

In Washington D.C., I asked Congressman John Lewis about the discipline required to remain peaceful when surrounded by so much hate.

He told me that love is the answer. Love is a powerful gift, and Bank Street has taught me how to use it.

Ava, Class of ‘15

Special Traditions & Events

LINKING GENERATIONS OF BANK STREET KIDS

Bank Street traditions and special events occur regularly throughout the school year, from the highly-anticipated all-school “Bank Street’s Got Talent” show, presented by our Parents of Children of Color affinity group, to multinight field trips to Philadelphia and Washington, DC. Whether it’s a buddy class in which older students mentor younger ones, or mock elections that take over the entire school, each is a reminder that a progressive education produces citizens who are creative, productive, and contributing members of society. Some traditions even span generations.

They include: • Parent Band Assemblies • Winter and Spring Concerts • Lower School Hoedown • Fall Fair • Spring Auction & Benefit • Spirit Day • Field Day • Ellis Island field trip and immigration simulation • Overnight field trips to sleepaway camp, Philadelphia, and Washington, D.C.

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Extended Day

Clubs & After-School Activities

OPPORTUNITIES BEYOND THE CLASSROOM ABOUND

A sampling of activities include:

At Bank Street, extracurricular activities for children of all ages run throughout the year. Our AfterSchool Program enables students to pursue creative, intellectual, physical, and social interests, while offering a vital benefit to working parents from the end-ofschool through 6 PM daily.

• • • • • • • • • • • • •

KIDS CLUB Lower School

In an atmosphere that is both caring and nurturing, children are exposed to a variety of activities from art, basic cooking, storytelling, dramatic play, and outdoor fun.

OUR PLACE Middle School and Up

Our Place is a special setting where children get to plan, create, and choose their own activities. Sessions include snack and outdoor play.

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Rock Band Chess Minecraft Homework Club Art Woodworking Music lessons Cooking Sewing Science Wizards Clay Coding Taekwondo

I love the afterschool program because it’s fun and you have lots of choices for what you want to do.

Ivan, Middle School Student

Bank Street has taught me to try new things and come out of my shell. It also made me feel comfortable asking questions and has helped me respect other people’s opinions even when I don’t agree with them.

Josh, Class of ‘13

Bank Street Athletics

Summer Camp

INTERSCHOLASTIC SPORTS

A ZEST FOR LEARNING, YEAR-ROUND

For Upper School students interested in competitive sports, our interscholastic sports programs meet after school hours twice a week for practices and games against other schools.

Bank Street Summer Camp is a recreational, and educational program for children ages 4 through 13.

Accredited by the American Camp Association, a typical weekly schedule may include art, music, swimming, outdoor adventures to local parks and museums, field trips within the city and beyond, as well as an extended after-camp program to assist working parents. Our outstanding staff is Bank Street trained — many are graduates of the Bank Street School for Children or the Graduate School — and we’re proud that so many former campers return as counselors. Specialists in their field lead our thematic camper experiences, including:

FALL

• Volleyball • Soccer • Running WINTER

• Basketball SPRING

• Softball • Running

• Spanish Immersion • Broadway Bound • Sports Camp • Technology

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A Progressive Approach To Admissions & Financial Aid RESPECT. COMPASSION. COLLABORATION.

WHAT GRADE IS MY CHILD IN?

Our admissions process reflects the values Bank Street holds most dear.

Parents are invited to spend meaningful time in classrooms at each of the division levels to experience firsthand our unique approach to teaching and learning, and during the parent interview they are provided personalized feedback, based in our knowledge of child development, about their child’s visit to the school.

Referring to groups of children by the span of their ages over the course of a year is a long-standing tradition at Bank Street. Thus, Kindergarten is often referred to as the 5/6s, fourth graders are the 9/10s, and our graduating class, traditionally classified as eighth graders, are the 13/14s.

The School for Children believes that economic diversity enriches the educational opportunity for all families, and participation by a wide range of families is critical to the vitality of our school. Because we regard socioeconomic diversity as a core educational value, the School for Children dedicates a significant portion of our annual operating budget to support financial aid.

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This reflects the range of development that exists in any classroom at a given time, and honors specific moments in our students’ lives.

Here’s a helpful hint: for the 6/7s and up, simply subtract five from the first number to find your child’s traditional grade.

What the admissions process demonstrated is how quickly and how well Bank Street understands our kids.

Nic, Parent

Quote text

As an older buddy, I like that you get a chance to learn about younger children, play with them, and teach them.

Nadira, Upper School Name Student

The Value Of Nursery-8th Grade

BUILDING COMMUNITY, FROM BUDDIES TO MENTORS

A nursery through eighth grade school is a close-knit community that provides the support children need as they experience gradual and radical shifts in their physical, emotional, social, and cognitive development. As a result, Bank Street kids are known and cared for; feel safe and confident to ask questions; and have the courage to explore new ideas, face challenges, and make mistakes.

By eighth grade, Bank Street students have acquired a high degree of self-knowledge. They recognize the kind of learners they are, can identify clearly the qualities they seek in the next school they attend, and take a leadership position in collaborating with parents, trusted teachers, and administrators throughout the high school application process.

In an eighth grade school, early adolescents can be children longer as they grow in competence and confidence.

At Bank Street, Upper School students assume greater responsibilities as leaders, role models, and mentors for younger children. These additional responsibilities facilitate their maturation and contribute to a strong sense of self.

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Applying To Bank Street The application deadline is in early December. Notifications are sent out in February, and parent responses are due in February and early March.

LOWER SCHOOL

MIDDLE SCHOOL

UPPER SCHOOL

3/4s, 4/5s, 5/6s

6/7s, 7/8s, 8/9s, 9/10s

10/11s, 11/12s, 12/13s, 13/14s

• Open House

• Open House

• Open House

• Online Application

• Online Application

• Online Application

• Child Playdate

• Child Playdate (6/7s); Academic Assessment/Interview and Classroom Visit (7/8s-9/10s)

• Child Interview with Upper School Coordinator

• Confidential School Report • Parent Tour of School in Session • Parent Interview

• Last Year’s School Report (7/8s-9/10s) • Corrected Written School Assignment from a Current Class (7/8s-9/10s) • Confidential School Report • Parent Tour of School in Session • Parent Interview

• Academic Assessments and Classroom Visit • Last Year’s School Report • Corrected Written School Assignment from a Current Class • Confidential School Report • ISEE or SSAT Entrance Exam • Parent Tour of School in Session • Parent Interview

Leaving Bank Street Entering Society BANK STREET TEACHES CHILDREN HOW TO THINK, NOT WHAT TO THINK

Our students learn how to reason and how to discover solutions for themselves. By the time they leave Bank Street, they’re equipped to meet any academic or social challenge.

Preparation for the high school application process begins in the spring of the 12/13s year. During the fall of their final year, students engage in a series of activities designed to ready them for life after Bank Street.

CHILDREN AT THE CENTER OF THEIR OWN GRADUATION

Bank Street’s Director of High School Placement advises each family about the independent and public high school options most suitable for their child.

Upper School students engage in mock high school interviews with Bank Street administrators, and a thorough academic and citizenship profile is prepared to accompany their application.

At our eighth grade graduation, each child is given the stage to reflect on their time at the school and the impact that the community and curriculum have had on their growth and development. The ceremony becomes a beautiful mosaic of original speeches, songs, dances, poetry, art, and film — with our students, as always, squarely at the center of their own learning.

Bank Street students are coveted additions to the many high school communities they join after graduation. Each year at least 95% of our students are admitted to one of their top two high school choices.

Our graduates leave us prepared for the next step in their educational journeys, and for life as empathetic, confident, and proactive contributors to a better society.

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I open my eyes and nine years have gone by, But I’m just not sure, How to describe it or the exact words to advise...

Like a beautiful shell Washed away by the tide, This dream I’ve had, Of becoming confident and learning how to hold my head high, It started at Bank Street when I was only five.

Neely, Class of ‘13

In terms of civic competency, Bank Street prepared me more than any other institution I attended [Friends Seminary, ‘11; Vassar, ‘15].

Adam, Class of ’07

What potentialities in human beings — children, teachers, and ourselves — do we want to see develop?

• A ZEST FOR LIVING

that comes from taking in the world with all five senses alert

I love the social aspect of the OUR CREDO school. I have In 1916, Bank friends in the Street’s founder fifth grade and Lucy Sprague the seventh Mitchell grade, not articulated a because we were powerful set forced but just of ideals, our ‘cause we talk Credo, that are and became as relevant and friends. resonant today as they were more than 100 years ago.

• LIVELY INTELLECTUAL CURIOSITIES

that turn the world into an exciting laboratory and keep one ever a learner • FLEXIBILITY

when confronted with change and ability to relinquish patterns that no longer fit the present • THE COURAGE TO WORK

unafraid and efficiently, in a world of new needs, new problems, and new ideas • GENTLENESS COMBINED WITH JUSTICE

in passing judgments on other human beings • SENSITIVITY

not only to the external formal rights of the “other fellow,” but to him as another human being seeking a good life through his own standards • A STRIVING TO LIVE DEMOCRATICALLY

in and out of schools, as the best way to advance our concept of democracy