The New Face of SCH Academy by Springside Chestnut Hill Academy

The SCH Academy Difference: One School with Five Divisions and a Bold, New Vision for 21st Century Education It’s not often that two schools decide to merge, but after more than 50 years as neighbors and educational partners, it seemed inevitable to ask, “Can we do what we do even better by joining together?” In answer to this question, Springside School and Chestnut Hill Academy merged on July 1, 2011, into one school with five divisions–a structure that expresses both our continued commitment to single-sex education and our recognition of the value of coeducation in a student’s final preparation for college Lower School Girls

Lower School Boys

and beyond. Grounded in 230 combined years of educational leadership and driven by a 21st century vision of teaching practice, the new SCH Academy is both a culmination of a longtime partnership between two historic schools and the realization of a shared dream to provide students with an unparalleled educational experience that will last a lifetime. The following diagram details SCH Academy’s “best of both worlds” journey as students move from a single-sex to coed learning environment.

Middle School Girls

Middle School Boys

Upper School Coed

nA ll-girls academics

n All-boys academics

n All-girls academics

n All-boys academics

n All-coed academics

n Coed After School Center and enrichment programs, and coed special programs

n Coed drama, service, and dances

n All-girls/ n All-boys advising, athletics, some clubs, and traditions

Table of Contents

The SCH Academy Difference........................................................................................................................1 A Message from the President and the Head of School...................................................................2 The Power of Possibility....................................................................................................................................3 Course of Study for Girls, Pre-K–Grade 4.................................................................................................5 Course of Study for Boys, Pre-K–Grade 5.................................................................................................7 Course of Study for Girls, Grades 5–8........................................................................................................9 Course of Study for Boys, Grades 6–8.......................................................................................................11 Course of Study for Coed Upper School..................................................................................................13 Meet the Department Heads..........................................................................................................................17 College Matriculation..........................................................................................................................................19 Maps and Transportation..................................................................................................................................20 Admissions Process..............................................................................................................................................21 Tuition, Payment, and Financial Aid..............................................................................................................22 Springside Chestnut Hill Academy at a Glance......................................................................................23 1

Our Mission

At Springside Chestnut Hill Academy we educate students to be innovative leaders, breakthrough thinkers, and imaginative problem solvers. We challenge students to learn in powerful new ways, engage in active inquiry, hone skills of creative and analytic thinking, and celebrate the joy of discovery. Through a rigorous college-preparatory program grounded in project- and passionbased learning, we prepare our students for their future as active learners and responsible global citizens. Blending the best of single-sex education and coeducation, we empower and prepare our young men and women to meet challenges with courage, integrity, and respect.

A Message from the Leaders of

Springside Chestnut Hill Academy Priscilla G. Sands, Ed.D., President, and Francis P. Steel, Jr. ’77, Head of School

Preparing Students for a World Beyond Imagining We can no longer ask, “What do you want to be when you grow up?” Today, the more relevant question is how will students operate in a future in which they will work in jobs that don’t yet exist, using technologies that have not yet been invented. What fortitude, flexibility, and competencies and what ways of approaching problems will ensure our students’ fulfillment and success in this rapidly evolving, increasingly complex future?

What distinguishes Springside Chestnut Hill Academy as unique among both coed and single-sex schools is our “blended education”—a sequenced educational program with single-sex classes in the younger grades, when developmental differences between the genders are most pronounced, culminating in a coeducational high school, when students have reached social and intellectual parity and are ready to flourish together in college and beyond.

At Springside Chestnut Hill Academy, we have known for a long time that the most successful, capable, and innovative adults need to be able to ask essential questions, devise inventive and unprecedented approaches to problems, deal competently with challenges, and work together respectfully. Today, many other schools are just beginning to fully understand what Springside Chestnut Hill Academy has known for decades— that gifted teachers, inspiring academics, engaging hands-on learning, character education, technology, and first-rate facilities amount to an unparalleled educational experience that ensures graduates are ready for whatever the future brings.

Together, as never before, we blend innovative, state-of-the-art resources with time-tested pedagogy, delivered by a faculty who join us in cultivating a place of academic rigor that challenges the way students think and learn and inspires them to become young women and men of character. Students who are grounded in themselves and honorable with others in a community founded on courage, integrity, and respect will succeed in our ever-moreglobal, multicultural world.

“What distinguishes Springside Chestnut Hill Academy as unique among both coed and single-sex schools is our ‘blended education.’”

Priscilla G. Sands, Ed.D. President

How do we do it? Please browse and return often to www.sch.org for up-tothe-minute news on the transformative teaching of our internationally renowned faculty and the achievements of our accomplished students of all ages. We are excited by the role that Springside Chestnut Hill Academy can play in helping your child develop the resilience, character, passion, and joy to step boldly into a future that we cannot yet imagine!

-Priscilla and Frank

Francis P. Steel, Jr. ’77 Head of School

What’s in the Water? Under the Rock?

The Power of Possibility

SCH Academy Students ask “What If?” Vibrant educational communities grow from a sense of their own rich possibilities. We thrive on the questions, “Why not?” and “What if?” We open ourselves to the promise and potential of the future, encourage creativity and innovation, and invite everyone to think boldly, take intellectual risks, and collaborate in new and exciting ways. At SCH Academy, we see every day as potentially the day when an “aha” moment will take us down a new path, open up a new horizon, or even change the course of a life. Exciting things happen when you believe in the power of possibility. Here are just a few examples of how creativity, curiosity, innovation, and the spirit of collaboration are at work within our community. 3

For students at SCH Academy, the Wissahickon Creek and its surrounding environment is not just a great place to walk—it’s one amazing classroom. Every day, in all seasons, through hikes and scientific studies of the habitat, through service work and environmental cleanup, students learn to appreciate the bounty and fragility of the watershed and their role in helping to preserve and protect it. “We are extremely fortunate to have such an amazing resource right out our back door,” says Jamie Lament, director of Outdoor Education. “When children have an opportunity to spend time outdoors, they begin to form a lasting relationship with the natural world that will develop into an ethic of caring for and helping to preserve our natural spaces for the future.” The path to lifelong environmental stewardship begins with that first toe dip in the cool waters of Wissahickon Creek.

How Do You Build a Better Mousetrap?

At SCH Academy, teachers believe in the power of mousetraps: they’re always looking for a better way to help their students learn. Thankfully, they have a special resource to help them with this search—a tech team led by Jenn Vermillion, director of Innovative Teaching. The team’s job is to help teachers locate just the right technology to use in their classroom. The search starts with questions: What are your learning objectives? How can we make magic in our classrooms? A mindboggling array of technologies now enriches learning for both students and teachers— from animation and graphics ware to analysis and modeling systems; from communication and networking devices to video editing and AutoCAD programs. “Students and faculty need to be fluent in a wide range of technologies,” says Vermillion. “Not only do we want our students to be savvy and responsible consumers of technology, we

want them to be creative and thoughtful producers. They need to be as comfortable with technology as they are with breathing.”

How Long Will It Stick? How Far Will It Roll?

Girls in the Lower School Physics and Engineering Lab are used to asking questions. Their search for answers takes them through a cornucopia of fun devices—waterwheels, prisms, ramps, gears—all designed to help them learn those essential concepts of balance, resistance, motion, gravity, speed, light, force, and flight. The lab is an exploratorium for the mind, replete with challenges, problem solving, and fun along the way. “Empowering girls to believe in themselves as scientists does not happen by accident,” says Scott Stein, chair of the Science Department. “We don’t merely tell girls that they can be scientists or engineers; instead we seamlessly integrate physics, engineering, and technology into all their science classes starting in Pre-K.”

Talking to the World?

Lower School technology teacher Kim Sivick gave her 4th grade students a firsthand taste of the power of global connection when she helped them launch an international blogsite. The boys posted questions about the countries they were studying and shortly heard from more than 1,000 people in 25 countries. A number of Lower School classes have also been communicating via Skype with a teacher at a community training center in Uganda, from whom they are learning about life in that country. “There are so many interesting people to hear from and places to see,” says Sivick. “The boys are discovering all the possibilities. Soon there will be no stopping them!”

Beyond YouTube?

Today, nearly everyone under the age of 30 knows how to post a quick video to YouTube or Facebook, but do they know how to create an award-winning, well-produced, and skillfully edited piece? SCH Academy’s ViDCAST Studio was created to give our students firsthand experience in video and music production and a built-in showcase for their finished work, placing creativity and self-expression in the community domain.

The studio is equipped with the latest Apple technology, state-of-the-art video editing and digital audio software, professional video cameras, and special microphones. Centrally located across from the cafeteria along the Cherokee Campus “Main Street,” its large plasma screens display student work for all who pass by. The studio is a place where imagination and collaboration reign.

How Do You Make a Wall Dance?

Students from SCH Academy explored the outer reaches of digital creativity when they partnered with a group of young adults from Philadelphia’s Mural Arts Program to create a large-scale, 40 x 100-foot digital animation projected onto the wall of a Center City high-rise building. Under the inspired leadership of New Media Department Chair Dr. Ellen Fishman-Johnson, Philadelphia’s first student-produced projection, combining original music, animation, and digital video, premiered before an enthusiastic audience of ISTE (International Society for Technology Education) conference attendees.

How Do You Sleep on a Roof?

In Senegal, to escape the heat, everyone sleeps on the roof—under mosquito netting, of course! That’s just one of the lessons SCH Academy students learned when they traveled to that French-speaking country and homestayed with Senegalese families as part of the school’s immersion exchange program. While there, the students immersed themselves in the culture, conversed entirely in French, attended lectures, learned about the country’s predominant religion, Islam, and shared hopes and dreams with Senegalese students their own age. It was a trip of awakening and connecting—just what such trips should be, according to French teacher Stephanie Kasten. “By challenging themselves to honor differences and seek common

ground, every student in the program learned how to live more productively and justly in a global world.”

Isn’t It Genius?

Everyone’s a teacher and everyone’s a learner at SCH Academy. In Upper School, student teams provide “genius bar” technology assistance to the school community and beyond while modeling real-world problemsolving and digital skills. The girls’ iSITE team won a “Best of Philly” award in 2009 and has presented at several national conferences. This past summer, the Middle School division jumped into the tech assistance realm when a team of students worked with staff to develop an online test prep program for 3rd and 4th graders. Using web design tools, audio editing tools, and animation software, the students created an interactive test simulation to help younger students improve their skills in processing narrative problems and answering multiple-choice questions online. And to make it fun, they designed animated sea creatures to provide feedback on right and wrong answers. Designing solutions to real-world challenges is the SCH Academy way.

How Do You Build an Award-Winning Robot?

Sawed-off hockey sticks, crutches, and a plastic cake box were some of the items our innovative students incorporated into the design of their most recent awardwinning robot. The Upper School robotics team is renowned for its clever and skillful designs, but this year it surpassed itself by winning two General Motors Industrial Design Awards. “In robotics we challenge students to be resourceful and creative and to use materials from the world around them to supplement the basic supply kits they are provided,” says Peter Randall, chair of the new Engineering and Robotics Department. “Our motto is: If you don’t have it, find it, adapt it, or make it up.” The students have obviously taken this directive to heart.

Lower School Course of Study for Girls, Grades Pre-K–4

A young girl’s SCH Academy journey begins with the fulfillment of every parent’s first and most heartfelt wish: that her school will know and celebrate her from her very first day. For each girl we create an innovative, interdisciplinary framework that gives her the structure to grow and thrive as a learner and make her educational path her own. Through joyful, hands-on learning, girls are nurtured and guided to problem solve, to be curious, and to imagine. In an environment that fosters inquiry and intellectual risk taking, teachers challenge girls to question by asking, “How else? Why? What if?” This is the scaffolding that builds confidence, self-reliance, cognitive awareness, and a strong sense of self. The magic occurs in everyday “aha” moments of self-discovery as girls master new skills and take on academic challenges to build an everdeepening understanding of themselves and their community.

Expansive facilities unique to SCH Academy for Lower School girls include outdoor environments in the Wissahickon watershed, a new Physics and Engineering Lab, and the latest digital tools from laptops, iPads, and iPods to a new video production studio. With these resources each girl is challenged and supported as a problem solver, designer, leader, and global citizen.

Boots-on Environmental Education—all grades go into the woods to muck about, fall in love with nature, and become experts in the biodiversity of the Wissahickon.

Charlie and the Chocolate Factory, first annual Lower Schoolwide literature study, involved designing and building machines, the chemistry of bubblegum, dramatic improvisation, set design, and a sock hop!

Social-emotional learning goes hand in hand with a rigorous academic curriculum. Relationships are at the heart of a girl’s social-emotional well-being. By using the latest research-based programs such as Responsive Classroom, Second Steps, and Steps to Respect, girls build their social competencies: cooperation, collaboration, assertion, and empathy. Creating a diverse community focused on respect, kindness, and social responsibility is at the core of Lower School. Service learning throughout the grades is driven by both students and families to build awareness, responsibility, and compassion.

“When I see our girls arriving at school each day with a skip in their steps and a smile on their faces and see them leave at the end of the day still smiling and skipping, this warms my heart as an educator and I know that these curious, inventive, brave, and happy girls are thriving at SCH Academy!”

Laine Jacoby

Head of Lower School for Girls B.S., Skidmore College M.Ed., Chestnut Hill College 5

Pre-K

Integrated Themes

Language Arts Social Studies/ Foreign Language

Computer Literacy

Everyday Mathematics

Science

Art

Music Physical Ed/ Outdoor Program

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Community/Trees Oceans Author Study China/Mexico Egg Layers Jazz Music

Houses and Homes Insects Brave, Smart Girls Animals in Winter Navajo

Butterflies Night Kenya Lenape Great Women

Owls Community Colonial Philadelphia Japan

Colonial America William Penn Ancient Egypt

American Revolution Underground Railroad Civil War Expanding New Nation The Gilded Age

Reading/Writing Listening/Speaking Journal Dictation Phonics/Phonemic Awareness Handwriting

Reading/Writing Listening/Speaking Journals/Reports Phonics Handwriting

Reading/Writing Listening/Speaking Editing/Revising Spelling/Phonics Handwriting

Reading/Writing Listening/Speaking Editing/Revising Spelling/Phonics Handwriting Grammar/Punctuation

Reading/Writing Listening/Speaking Editing/Revising Word Study Cursive Writing Writing Mechanics

Reading/Writing Listening/Speaking Editing/Revising Word Study Writing Mechanics

Chinese Language Geography Habitats Cooking Culture Mapping

Chinese Language Geography Research Habitats Oral Presentation Navajo Culture

Chinese Language Geography Research Animals Culture Oral Presentation Swahili

Chinese Language Geography Research City Planning Culture Oral Presentation Japanese

Chinese Language Geography Research History Culture Oral Presentation Hieroglyphics

Chinese Language Geography Research History Culture Oral Presentation Biographies Field Trips

Technology Operations and Concepts Media Skills: Animation KidPix

Technology Operations and Concepts Media Skills: Word Processing, KidPix, Animation Research Information Fluency

Technology Operations and Concepts Media Skills: Desktop Publishing, iMovie, Animation Research Information Fluency

Technology Operations and Concepts Digital Citizenship Research Information Fluency Media Skills: Presentations

Technology Operations and Concepts Digital Citizenship Research Information Fluency Media Skills: Comic Life, iMovie

Technology Operations and Concepts Digital Citizenship Research Information Fluency Media Skills: iMovie, Animation, iTouch

Numbers and Counting Patterns Graphs Shapes, Lines, Points Measurement Estimation

Numbers and Counting Number Theory Time/Money 2-D and 3-D Shapes Measurement Probability/Statistics

All Four Operations Number Theory Time/Money Area/Volume Measurement Probability/Statistics

All Four Operations Number Theory Graphs/Fractions Area/Volume Measurement Probability/Statistics Decimals

All Four Operations Decimals Percent/Fractions Measurement Probability/Statistics Geometry

Outdoor Study Pond/Invertebrates Trees/Ladybugs Sorting/Classifying Egg Layers Seeds and Plants

Outdoor Study Pond Ants Paleontology Opossums Desert Habitats

Outdoor Study Elephants Insect Metamorphosis Bubbles Physics Electricity Magnets

Outdoor Study/Trees Owl Pellets Wheels and Axles Skeletal Anatomy Forensics Volcanoes

Outdoor Study Water/Stream Study Birds Sound Simple Machines

Outdoor Study Wetlands Geology Robotics Electricity Environmental Stewardship

Fiber Art Collage Drawing Painting 3-D Construction Clay

Drawing/Painting Ceramics Sculpture Study of Other Cultures Famous Artists Oral Critique

Drawing/Painting Ceramics Sculpture Study of Other Cultures Famous Artists Written/Oral Critiques

Singing Rhythm Rhymes Body Awareness Contrasts Body Percussion

Singing Rhythm Rhymes Movement Patterns Percussion

Singing Graphic Notation Book-songs Movement Percussion Barred Instruments

Singing: Tonic Solfa Rhythmic Notation Melodic Notation Movement Ensemble Composition Barred Instruments

Singing: Harmony Rhythmic Notation Melodic Notation Movement Accompaniment Recorder/Strings

Chorus Rhythmic Notation Melodic Notation Composition Technology Wind Instruments

Team Sports Eye-hand Coordination Strength Sportsmanship Cooperation Fitness Heart Adventure Challenge

Team Sports, Cardiovascular Fitness, Dance, Badminton, and Squash Optional After School Intramural Team Sports: Soccer, Field Hockey, Basketball, Volleyball, Lacrosse, Softball, Life Issues

Locomotor and Ball Skills, Spatial Awareness, Dance Following Rules Fitness, Cooperative Team Activities, Heart Adventure Challenge

Lower School Course of Study for Boys, Grades Pre-K–5 When a child-centered curriculum for boys is designed with the interests and passions and developmental needs of boys in mind, school becomes the happiest place on earth! Boys thrive and fall in love with books and learning and establish a solid academic foundation on which to grow.

“I love visiting classrooms buzzing with the joyful noise of happy boys. In the Lower School, our halls and rooms are alive with conversation, movement, and the magic of learning. We celebrate boy energy and curiosity and we design each day to be a new adventure, full of discovery, wonderment, and the stuff of memories.”

We know that boys learn most effectively by interacting physically with materials and their environment. Boys love to move, explore, and experiment. Here, teachers embrace and reward their natural curiosity, using their prior knowledge and powerful intellects to build a stage for understanding new concepts and information in every discipline. Meaningful, authentic activities for boys—from music and art to robotics—are the foundation of a lifelong love of learning and successful engagement with school. Boys possess a strong and innate sense of justice and fairness. Courage, honesty, integrity, loyalty, and sportsmanship— symbolized by the five jersey stripes they proudly wear to school each day—are internalized from the time they enter Lower School. Character education is the cornerstone of this rigorous academic program, and our boys can tell you exactly how any character in any book might exemplify, or fail to measure up to, their jersey stripes.

Francis Yasharian Head of Lower School for Boys B.A., American University M.A.T., Georgetown University

An overnight hiking/camping trip with mothers or a special friend sets the stage for expedition-based adventures in hiking, biking, canoeing, and climbing.

“Volcano Day” culminates a discipline-wide study of volcanoes across the curriculum with a grand finale: each boy “explodes” his own model volcano.

Integrated Themes Language Arts Social Studies/ Foreign Language Computer Literacy

Everyday Mathematics

Science

Art

Music

Physical Ed/ Outdoor Program

Pre-K

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Volcanoes Native Americans Europe Culture & Identity

Explorers United States & Colonial America Freedom & Civil Rights for All

Speaking, Listening, Reading, Writing Word Study Authors & Genres Punctuation Handwriting

Grammar Text Analysis Writing for Multiple Purposes Vocab & Word Study

Chinese Language World Geography Research Presentations Coastal Communities Local Government

Chinese Language World Geography Research Presentations Urban Communities State Government

World Geography Research Presentations Desert Communities National Government

US History Contrasting Perspectives Research Presentations Artifacts & Primary Documents

Word Processing & Formatting PowerPoint/Keynote Multimedia Web Research

Desktop Publishing Newsletters PowerPoint/Keynote Keyboarding Multimedia Web Research

PowerPoint/Keynote Keyboarding Search Engines Evaluation of Online Information Podcasts & Blogs

Keyboarding Blogging iMovie Production with Video and Voice Yearbook Design

Numbers/counting Addition/subtraction Number Theory Time/Money 2-D and 3-D Shapes Measurement Probability, stats

All Four Operations Number Theory Time/Money Area/Volume Measurement Probability, Stats

All Four Operations Number Theory Fractions/Decimals Area/Volume Measurement Probability, Stats Data Collection & Analysis, Graphs

All Four Operations Geometry Fractions/ Decimals/Percents Algebraic Patterns Probability, Stats Data Collection & Analysis, Graphs

Observe & Record Predict, Classify & Graph Plants, Composting & Gardening Air & Water Motion Healthy Living Chemistry/Mixtures

Observe & record Indigenous plants & animals Chemistry/Matter Forces/friction Metric System Speed/Distance Body Systems Insects/Spiders Seasons

Observe, Record & Present Classifying Animals Matter & Water Adaptation Solar System Electricity Lab Skills & Safety Research

Biomes Predator-Prey Relationships Energy Distribution Climates/Weather Bridge Building

Tectonic Processes Rocks/Minerals Robotics Simple Machines Forces Human Body Cell, Embryo, Chick Development

Watershed Ecology Environmental Issues Maturation of Human Male Metric Conversions Robotics Earth and Solar System

Drawing, Painting, Cutting, Pasting Construction Clay

Sculpting, Drawing, Weaving, Painting, Cutting, Pasting Construction Artists

Sculpting, drawing, painting, weaving, cutting, pasting Construction Artists

Woodworking Sculpting, Drawing, Painting, Weaving Construction Found Materials Art Around the World

Woodworking Ceramics 3-D Design Drawing Printmaking Found Materials Art Around the World

Weaving Ceramics, Sculpture Paper, Fabric Drawing Printmaking 3-D Design Art Around the World

Voice Body Movement Tempo/Dynamics Rhythm/Melody Percussion Instruments

Voice Body Movement Tempo/Dynamics Rhythm/Melody Percussion Instruments Notation

Tempo/Dynamics Melody/form/timbre American folk songs Songs from other countries Barred instruments Notation

Tempo/Dynamics Melody/Form/Timbre American Folk Songs Barred Instruments Choral Singing Notation

Tempo/Dynamics Melody/Form/Timbre African American Spirituals Recorders Choral Singing Notation

Tempo/Dynamics Melody/Form/Timbre Songs from World Cultures Sound Map of Volcanic Eruption Boychoir/Recorders MIDI Lab Composing

Tempo/Dynamics Melody/Form/Timbre Rock â&#x20AC;&#x2DC;n Roll Harmony Songs from World Cultures Boychoir/Recorders MIDI Lab Composing Nano-Keyboards

Running, Jumping Ball Handling Games that Reinforce Shapes, Numbers, and Colors

Body Awareness, Agility, Coordination Following Directions Group Work Teamwork

Modified sports and games Eye-hand coordination Strength & Fitness Sportsmanship Cooperation

Sports & Games Skills Strength & Fitness Sportsmanship Cooperation

Outdoor Program: Hiking and Biking

Outdoor Program: Outdoor Program: Hiking, Camping, Rock Hiking, Biking, Camping, Climbing Orienteering, Rock Climbing, Canoeing

Oceans Owls Rainforests Countries of Africa Underground Railroad Latin America Civil Rights

All About Me Bears Trains Oceans

Australia Harvest Colonial America Knights & Castles Family Baseball Chinese/Asian Folklore

Dramatic Play Letter Identification Phonics/Phonemic Awareness Handwriting

Speaking, Listening, Reading, Writing Phonics Handwriting Retelling Stories

Speaking, listening, reading, writing Phonics & spelling Authors & genres Handwriting

Speaking, Listening, Reading, Writing Word study Authors & Genres Punctuation Handwriting

Chinese Language Seven Continents Timelines Research Presentations

Chinese Language World Geography Timelines Research Presentations Our Community

Chinese Language World Geography Research Presentations Arctic Communities

SMART Board iPads

Basic Computer Skills Use of input and output devices through Games, Multimedia writing & Interactive Books, Educational Software drawing tools Web research

Numbers/Counting Addition/Subtraction Patterns Shapes/Lines Measurement Estimation Graphs

Numbers/Counting Addition/Subtraction Pattern Shapes/Lines Measurement Estimation Graphs

Observe & Record The Five Senses Tree Study Weather Plants

Outdoor Program: Hiking, Multi-day Camping, Orienteering, Rock Climbing, Sailing

Middle School Course of Study for Girls, Grades 5–8 At no other time in the life of a girl does she experience such rapid growth and change, feel so sensitive to societal pressures, or is more capable of intellectual power and self-discovery than during these middle school years. In our all-girls Middle School, teachers speak directly to the positive qualities of girls and encourage them to use those qualities to create a strong community. In this supportive setting the girls draw strength from caring adults and, most importantly, from one another to create a culture, in the words of one eighth grader, “of kindness and sisterhood.”

When teachers value the process of learning as well as the product, they take pride in knowing each student’s individual strengths and abilities, can support each girl’s interests and needs, and help her come to know how she learns best. Guided by the SCH Academy mission, our Middle School teachers challenge students to learn in powerful new ways, engage in active inquiry, hone skills of creative and analytic thinking, and celebrate the joy of discovery. As each student is led to recognize and acknowledge her own intellectual and personal strengths, she learns perseverance and resilience and, through authentic collaboration, an abiding respect for the individual talents of her classmates and the power of the group.

On the playing field, on stage, and in a broad range of learning environments, from the classroom to the local and global community, girls are expected to bring their curiosity, integrity, and pursuit of excellence to the enterprise. In this way, they develop the confidence to act and are empowered to use their talents as artists, athletes, authors, musicians, scholars, scientists, “techies,” and community activists in leadership roles within and beyond the community of school.

Eighth graders spend three unforgettable days sailing on the Eastern Shore of Maryland, celebrating their Middle School years, immersed in study of the history, environment, and culture of the region. Each girl tests her mettle with nautical skills under the watchful eyes of local experts and returns home feeling stronger in self-confidence and closer to her class than ever before.

“It is an extraordinary privilege to be a part of the SCH Academy community and allgirls Middle School, especially now at this time of exciting change and limitless possibility! Here, we honor and cultivate the potential in each girl and, at all times future-focused, we strive to ground them in a caring community and a tradition of excellence.”

Marilyn Tinari

Head of Middle School for Girls B.A., Chestnut Hill College; M.Ed., Arcadia University; Ed.D., University of Pennsylvania 9

Grade 5

English

History

Language

Math

Science

Art

Music/ Performing Arts

Athletics Life Skills

Grade 6

Civilizations, a 2-year interdisciplinary History/English course: direct instruction of narrative and expository reading and writing, exploration and definition of culture in ancient and medieval worlds using historic and literary sources; critical thinking, reading/text analysis, writing, proofreading, editing, and verbal expression: narrative, descriptive, and analytical; spelling, vocabulary, usage; research, maps Grade 5: Early Societies: Early Humans, Mesopotamia, Egypt, Hebrews, Greece; Belief Systems, Social Hierarchies Grade 6: Village Societies: Western Europe, Yoruba Culture of West Africa, Japan, and Early Arab Islam; Comparative Analysis, Social and Political Organizations, Belief Systems, Art and Architecture

Grade 7

Grade 8

Literature, Folklore, Shakespeare Performance, Poetry, Essay Writing, Grammar, Usage, Vocabulary

Connections between Literature and Life, Poetry Analysis, Essay Writing, Shakespeare Monologues, Grammar Usage, Vocabulary

Early Modern World History, with an emphasis on learning about change over time and cross-cultural interactions, interdisciplinary with Latin I

United States History, with an emphasis on social history and learning about how individual Americans have found a voice in shaping their society

Latin I, first part*, interdisciplinary component with History Spanish I, first part* French I, first part* Includes culture and geography as well as grammatical structures, reading, writing, speaking, and listening * ONE language studied for two years

Latin I, conclusion* Spanish I, conclusion* French I, conclusion* Includes culture and geography as well as grammatical structures, reading, writing, speaking, and listening * ONE language studied for two years

Prima Lingua: Introduction to the principles of language through four areas of competence; linguistic (grammar, syntax, vocabulary), sociolinguistic (appropriate use of language), strategic (language within context), and discourse (how individual parts of language connect to the larger context)

World Language Exploratory Program: Introduction to French, Latin, and Spanish; the study of fundamental grammatical components of the three languages while exploring the culture and contemporary use of each language

Everyday Mathematics program: computation; fractions and decimals; problem solving; algebraic notation, numeric expressions; 2-D, 3-D geometry; measurement, data analysis, probability

Algebra I, part I Everyday Mathematics program: data collection, display, and interpretation; whole number, decimal, and rational number operations; variables, formulas, and graphs; 2-D, 3-D geometry; introduction to topology; number systems and algebra concepts; probability and discrete mathematics

Study of living and nonliving world through explorations of ecosystems, water chemistry, plant biology and Newtonâ&#x20AC;&#x2122;s laws of physics

Earth Science: rocks and minerals, plate tectonics, meteorology, oceanography, stellar and planetary astronomy, including robotics exploration

Algebra I, part II

Life Science: cellular biology, genetics, evolution, human body systems, integrating the physics of light and sound; human body independent research project

Matter, Energy, and the Environment: atomic structure, properties of matter including concrete canoe engineering, heat and home heating, solar car design and construction, wind-powered turbine engineering

Basic design, drawing, painting, printmaking, ceramics, sculpture, sewing/textiles, woodworking; written critiques, service projects, digital art; art history and interdisciplinary units

Basic design, drawing, painting, multi-media works, clay, sculpture, textiles, woodworking; art history, interdisciplinary units, digital art, visiting artist, oral and written critiques

Basic design, drawing, painting, multi-media works, clay, sculpture, visiting artist; art history, class trip, oral and written critiques, digital art

Music: chorus, barred instruments, recorder, brass instruments to learn note reading, phrasing, and melody; ensemble, private instrumental lessons Drama: pantomime, improvisation, monologues, and scenes Musica Mundi world music chorus and Steel Pan ensemble, by audition

One of the following, by faculty appointment: orchestra (sightreading, music literacy, performance); chorus (eartraining, sightsinging, performance); music/technology (music literacy, history, composition, and lab technology work); private instrumental lessons Drama: with boys, workshops and culminating production involving production design, scene painting, improvisation, character creation, and theater management Dance: in conjunction with athletics Musica Mundi world music chorus and Steel Pan ensemble, by audition

Music: chorus, treble and bass clef notation, use of computer software for songwriting and keyboard skills; ensemble or orchestra, private instrumental lessons Drama: theater project, screenplay writing, film production Dance: in conjunction with athletics Musica Mundi world music and Steel Pan ensemble, by audition

Skill development in sports, teamwork, Interscholastic Competition: Cross Country, Field Hockey, Soccer, Tennis, Volleyball (fall); Basketball, Squash, (winter); Lacrosse, and physical fitness; games in preparation Softball, Track and Field (spring); Instructional Programs: Crew (winter), Dance (fall, winter, spring), Fitness (fall, winter, spring), for all interscholastic sports Golf (spring). Group Activities including Yoga, Martial Arts, Badminton (winter)

Life Issues: transition to Middle School; study, research, and library skills; navigating friendship

Life Issues: physical aspects of puberty and hygiene, substance abuse

Life Issues: stress and time management, Life Issues: relationships, birth control, peer pressure, nutrition, and exercise body image and the media, disordered eating, and substance abuse

Middle School Course of Study for Boys, Grades 6–8 Experts at educating boys, our faculty has crafted an action-based curriculum that engages boys’ boundless energy and explorer spirit while fostering critical thinking, problem-solving skills, effective expression, self-discipline, and responsibility. At SCH Academy, boys are appreciated for their wonderful joy in life, their humor, and their willingness to learn from their mistakes.

“Our goal for all boys is that they will find joy in the process of learning, will be willing to take on new challenges, and will find creative approaches to solving problems with enthusiasm, responsibility, and independence.”

Josh Budde

Middle school boys are at their best when they learn by moving and doing. In the SCH Academy Middle School, we understand that boys thrive when they are allowed room to move, interact, and laugh. Boys love projects that require them to be creative and to use their hands. They thrive on competition and care deeply about fairness. Every day, boys encounter a rich and challenging environment filled with creative projects, interactive lessons, rigorous academics, challenging competitions, and teachers who appreciate boy humor. At SCH Academy, boys are encouraged to try new pursuits including robotics, multimedia production, bottle rockets, cooking, and political debate. Art and music, as well as sports, are required and embraced. Books are carefully chosen to capture the interest of adolescent boys and to broaden their horizons. Our character development advisory program is tailored to support each boy academically as well as provide help and guidance as they navigate adolescence. Each year academically linked class trips challenge the boys to navigate a new environment. Boys thrive when given support, clear expectations, and consistent routines. With clear rules, lots of support, and an innovative curriculum, each boy at SCH Academy can be challenged and successful.

Head of Middle School for Boys B.A., Davidson College M.A., Pepperdine University 11

Class trip to New York City included Google Headquarters and the Met (pictured above).

Outdoor adventure trips for Middle School boys include Pocono Plateau, Gettysburg, Chesapeake Bay, Pine Barrens, and more!

English

History

Language

Math

Engineering & Robotics

Science

Art

Music

Athletics

Life Skills

Grade 6

Grade 7

Grade 8

English 6: thematic study, through novels, of acceptance English 7: legends, myths, and heroes from different of all people, friendship, trust, perseverance, and cultures and time periods with emphasis on critical knowledge as power; study of literacy elements, thinking and analytical thinking vocabulary, grammar, and writing process

English 8: moral crises in literature; writing to bridge the gap between analytical and creative process

World Civilizations, The Ancient World: beginning of agriculture, rise of civilization, impact of geography, ancient and modern religions, rise and fall of empires, first systems of government

World History: growth, spread, and decline of empires, including Arab, African, European, Asian, and modern nation-states up to time of Napoleon

Modern World History: nationalism, industrialization, imperialism, war, and independence; evolution towards global community

Prima Lingua: foundation for foreign language study including grammar, root words, prefixes, suffixes, adjective placement, function of nouns, pronouns, and prepositions; language families

French 7, Spanish 7, or Latin 7: emphasis on speaking, reading, writing, and understanding

French 8, Spanish 8, or Latin 8: continuation of grade 7 with introduction of new grammatical concepts

Math 6: language of Algebra; real-world applications Pre-Algebra: mastery of fractions, percents, decimals, for problem solving; decimals, fractions, order of integers, graphing, geometry, probability, and algebraic operations, rates, ratios, percents, probability, geometry, equations in preparation for Algebra I equations

Algebra I: one variable equations, systems of equations, quadratic equations, graphing linear and quadratic equations, exponents, radicals, and real-world applications of all topics

FIRST LEGO League Robotics Team Competition (elective activity)

FIRST LEGO League Robotics Team Competition (elective activity) Interdisciplinary, project-based course in problem solving with robotics rotation

Life Science: relationship between cells, tissues, and organ systems of the human body; cell function and structure, muscles and bones, digestive, circulatory, and nervous systems; extensive lab work, Internet research, and data collection

Earth Science: geology, ecology, and astronomy; geology includes basic chemistry, rocks and minerals, earthquakes and volcanoes; ecology includes biochemical cycles, conservation and pollution; astronomy includes planets and solar system, the earth-moon system, and objects of the universe

Physical Science: scientific inquiry to investigate properties of matter, forces, motion, and energy; Science Olympics Competition

Art 6: elements and principles of visual design through drawing, painting, printmaking, digital imaging, sculpture, and metal working techniques

Art 7: elements and principles of design through Art 8: foundation skills in ceramics, painting and drawing, painting, printmaking, digital manipulation, and drawing, and woodshop; interdisciplinary and crossceramics; world cultures study through art history cultural connections; weekly sketchbook assignments

Music History: ancient times through present day; includes Middle Ages, Renaissance, Baroque, Classical, Romantic, and 20th-21st century By audition: Boychoir or Orchestra

Music Theory: elements of rhythm, melody, harmony, and composition using MIDI Lab to compose and encode original work By audition: Boychoir or Orchestra

One of three options, all by audition: Hand Bell Choir: ensemble work on music reading and rhythm; sacred, secular, and classical works Boychoir: music from four periods of choral literature including in two foreign languages Orchestra

Interscholastic Sports: Soccer, Football, Golf, Cross Country (fall) Basketball, Wrestling, Ice Hockey, Squash (winter) Track and Field, Tennis, Baseball, Lacrosse (spring)

Nutrition, Physical Aspects of Puberty, Drugs and Alcohol, Peers and Peer Pressure, Decision Making, and Body Image

CPR, Nutrition, Physical Aspects of Puberty, Drugs and Alcohol, Peers and Peer Pressure, Decision Making, and Body Image

Upper School Course of Study, Coed, Grades 9–12 “SCH Academy offers a premier education that supports the development of every student’s unique intellectual and creative promise. Our accomplished faculty place students at the heart of their practice. In our community, students construct relationships that support their navigation of and passion for learning. They discover their voice and become empowered selfadvocates.”

Christine Heine

Co-Head of Upper School B.S., M.S. Long Island University, C.W. Post Ed.D., Columbia University

Not just another coed high school, SCH Academy Upper School exemplifies “the best of both worlds” in action, at a time when both girls and boys have achieved intellectual and social parity with one another as they prepare to enter the top colleges and universities in the nation. As they have since 1960, students move freely between two, now combined, state-ofthe-art campuses for all academic classes, choose from an array of over 100 courses, profit from the combined expertise of an innovative, world-class faculty, enjoy a gender-tailored advising program, and participate in an enormous range of student-led organizations with all-girls, all-boys, and coed options.

Rigor, intellectual depth, and collaboration are the hallmark of an SCH Academy education. Students delve into the concepts, modes of investigation, and vocabularies of the major disciplines, including visual and performing arts. At the same time, they discover the power of interdisciplinary study in all subject areas, particularly through two new cutting-edge departments—New Media and Engineering and Robotics—established in 2011. Some of the country’s best minds inform our teaching at SCH Academy. Our faculty professional development program, unsurpassed in its breadth and depth, ensures that our teachers are continually refreshed by opportunities to talk and work with the thought leaders in their disciplines. From the education and business schools at Harvard and design school at Stanford to the engineering program at MIT; from the biology satellite program at Princeton to the 3-D workshops at University of Virginia, the very latest ideas and understandings about the world around us are making their way into our classrooms through teachers who care passionately about learning and who infect their students with this same passion. 13

College counseling begins in earnest in the sophomore year, working in tandem with our extensive advising program in which each student has an advisor, either a teacher or administrator, who acts as advocate, trusted mentor, and official conduit of information and support, monitoring progress and serving as liaison between student, parents, and teachers. The Senior Project, a graduation requirement during the last four weeks of school, pushes every well-prepared senior into the crucible of “real life” to try on a profession of his or her choosing. Each student must propose, create, execute, and document the project, and it is always life-altering!

â&#x20AC;&#x153;After many years serving as chair of the Science Department, so deeply rooted in the history of these two fine schools, I am excited to be part of our powerful, enhanced partnership. Holding fast to the basic human values and academic skills that have always been our hallmark of excellence, we continue to educate students who respect themselves and all others, who find their passions and, as never before, are able to compete effectively in the modern world.â&#x20AC;? Martin Baumberger Co-Head of Upper School B.S.E., Princeton University M.S. Ed., University of Pennsylvania

Upper School Course of Study, Coed English 9

Grade 9

English 10

Grade 10

Grade 11

English 11 CP English 11 H

AP English Literature English 12 Seminars: Contemporary Literature Creative Writing Poison Pensâ&#x20AC;&#x201D;Art of Satire Family Matters Literature of the Holocaust & Social Justice Folklore & Fairytales Film History Short Forms Say It Like It Is: Telling True Stories Monsters in Literature

English

Modern World History First Nights (elective)

Area Studies First Nights (elective)

US History First Nights (elective)

First Nights East Asian History 1960â&#x20AC;&#x2122;s CP/H AP World History American Environmental History History of Art & Visual Culture Constructing Race & Gender International Relations Nonviolence Political Uses of Violence Supreme Court & The Constitution US Government Independent Study

Chinese I French I French II CP/H Latin I CP/H Latin II CP/H Spanish I Spanish II CP/H

Chinese II French II CP/H French III CP/H Latin II CP/H Latin III CP/H Spanish II CP/H Spanish III CP/H

Chinese III French III CP/H French IV CP/H Latin III CP/H Latin IV CP/H Spanish III CP/H Spanish IV CP/H

Chinese IV French IV CP/H French V CP AP French V Latin IV CP/H Latin V CP/H Latin IV/V Vergil H Latin IV/V Aeneid H Spanish IV CP/H Spanish V CP AP Spanish V

Algebra I (as needed) Geometry CP/H

Advanced Algebra I Algebra II Algebra II & Trig H Accelerated Algebra II & Trig H

Algebra II Pre-Calculus CP/H Pre-AB Calculus H Pre-BC Calculus H AP Statistics

Pre-Calculus Differential Calculus Calculus H AP Calculus (AB) AP Calculus (BC) AP Statistics Vector Calculus Seminar in Theoretical Mathematics

Physics CP Physics H

Chemistry CP Chemistry H

Biology CP Biology H AP Biology Human Physiology Environmental Science Oceanography Forensic Science Pharmacology Physics II Applied Physics & Design Chemistry II Independent Research for Science Competitions

AP Biology AP Physics Human Physiology Environmental Science Oceanography Forensic Science Pharmacology Physics II Applied Physics & Design Chemistry II Independent Research for Science Competitions

Art Foundation 9 Introduction to Ceramics Computer Animation Drawing, Design, Painting Digital Art Photography I Photoshop Printmaking Woodworking

Introduction to Ceramics Advanced Ceramics Computer Animation Drawing, Design, Painting Digital Art Photography I Photography II Photoshop Printmaking Woodworking

History of Art and Visual Culture Introduction to Ceramics Computer Animation Drawing, Design, Painting I/II Digital Art Photography I Photography II Photoshop Printmaking Woodworking Independent Study

History

Language

Math

Science

Art

Grade 12

Engineering & Robotics New Media

Music/ Performing Arts

Athletics

Grade 9

Grade 10

Grade 11

Grade 12

FIRST Robotics national team competition

FIRST Robotics national team competition, Intro to “C” and LABVIEW Programming, Engineering and Robotics, Mechanical Engineering, CAD and CAM

Video Production & Broadcasting I

Video Production & Broadcasting I Video Production & Broadcasting II

Video Production & Broadcasting I Video Production & Broadcasting II Video Production Portfolio

Concert Choir Hand Bell Choir First Nights Orchestra Jazz Ensemble Music of Many Cultures Songwriting & Music Production I/II Private Instrumental Lessons Theatre Production—Acting/Technical Design Theatre in History & Culture Dance

Concert Choir Hand Bell Choir First Nights Chamber Singers Orchestra CP/H Jazz Ensemble CP/H Music of Many Cultures Songwriting & Music Production I/II Private Instrumental Lessons Theatre Production—Acting, Technical Design Theatre in History & Culture Dance

GIRLS Life Issues Dance PE Interscholastic Sports

GIRLS Dance PE Interscholastic Sports

BOYS Interscholastic Sports

BOYS Interscholastic Sports CP: College Preparatory

H: Honors

AP: Advanced Placement; additional requirements include College Counseling course (11, 12) and Senior Projects (12)

Student Leadership: Boards, Clubs, and Activities

Enterprising, entrepreneurial, and service-minded, SCH Academy student leaders establish new clubs and activities every year, inviting full participation from any and all interested students. Some boards retain their time-honored traditions of membership by audition, election, or an application process. Some clubs are all-girls, some are all-boys, and most are coed. Student-led organizations for 2011 include: Animal Rights Club Assembly Board Athletic Association Community Service Chinese, French, Italian, Japanese, Latin, Spanish Clubs Debate Club Eco Club Fashion Club Film Club Garden Club Gay-Straight Alliance

Interscholastic Team Sports Girls Fall

Cross Country Field Hockey Soccer Tennis Volleyball

Boys Fall

Cross Country Golf Football Soccer

Girls Winter

Basketball Indoor Track Squash Swimming

Honor Code Council Investment Club Literary Magazines (The Pub and The Wissahickon) Math Club Mock Trial Model U.N. Music Club Newspapers (The Paw Print and The Campus Lantern) Performing Arts Board Players Drama Board

Boys Winter

Basketball Ice Hockey Indoor Track Squash Wrestling

Girls Spring

Crew Golf Lacrosse Softball Track

Prom Committee Robotics Science Outreach Student Activities Student Government Student Guides (Admissions) Student Tech Leaders (iSITE) Team Senegal Website Managers (Athletics) Yearbooks

Boys Spring

Baseball Crew Lacrosse Tennis Track

Michael DelGrande

Athletic Director B.S., Worcester Polytechnic Institute

Christina O’Malley Girls’ Athletic Director B.S., Temple University

Meet the Department Chairs

Faculty Leaders for Transformative Teaching Daniel R. Brewer

Chair, Art Department Education: B.F.A., Cleveland Institute of Art; M.F.A., Tyler School of Art, Temple University

“The ability to recognize one’s creative potential and derive meaning from aesthetic experiences enriches our students’ lives and enables their intellectual curiosity to flourish.”

Dan teaches the Upper School Arts Foundation course, printmaking, woodworking, and Middle School art. Prior to joining our faculty in 1989, he taught at Lehigh University and Kendall College of Art in Grand Rapids, MI. Dan is a practicing artist with a focus on printmaking. His work has been exhibited in national printmaking shows as well as local galleries. Recently, he won an award in the North American Print Biennial held at the Danforth Museum in Framingham, MA. He is the recipient of an NEA grant and a fellowship at the MacDowell Colony in Peterborough, NH. In recognition of his academic contributions, he was awarded the E. Perot Walker Award for Teaching Excellence and a trustee travel fellowship. In addition to art, Dan assists in coaching crosscountry and track.

Janelle Collett

Chair, History Department Education: B.A., Goucher College; M.A., University of Maryland, College Park

“History’s crucial role in helping us understand and respect other cultures is more important than ever as the world grows closer through technology. What an exciting time to be preparing students for the world of tomorrow and helping them grow into informed, empathetic world citizens.” Janelle is in her 11th year of teaching at the school and her third year as department chair. She teaches a senior elective that is a blended-learning, hybrid-online course entitled “Constructing Race and Gender.” Her graduate work focused on gender history, and she has published lesson plans as part of George Mason University’s “Women in World History” project. Janelle is also interested in how technology can be used to reach different kinds of learners in the history classroom. She has trained social

studies educators in the Philadelphia area to use SMART technology and has presented at national conferences on how technology and interdisciplinary studies intersect to help students learn. In addition to her administrative and teaching responsibilities, she serves as a senior homeroom advisor and faculty advisor to the History Club and the Animal Rights Club.

Rene deBerardinis

Chair, Library Services Department Education: M.Ed., Arcadia University, School of Library Certification, Pre-K–12

“I envision our library program as a series of Venetian canals—a fluid and purposeful link to all teaching and learning at SCH Academy as a community of readers, information seekers, and critical thinkers. Our text, digital, and human resources are imbedded in classroom, project-based, and at-home inquiry. Our library spaces, both physical and digital, serve as a learning commons that encourages reflection, collaboration, and passion-based pursuits.” Rene teaches in all three divisions, guiding students and teachers to resources that offer both primary and global perspectives. She is advisor to the FLL (FIRST LEGO League) project and coaches the Lower and Middle School Reading Olympic teams. Prior to joining our school in 2002, Rene taught literacy, history, and library in public schools, created educational programming for the Please Touch Museum, and, as a partner in ParentWise, developed educational programming for parents. Rene’s extensive work in curriculum development has fueled her passion for injecting global perspectives—human, geographical, and cultural—into all facets of the curriculum, guiding students towards empathy and an ethic of reciprocity. Rene relentlessly seeks ways to garner the power of the participatory culture of our students’ digital and social networking lives to invite exploration, content creation, and the sharing of our library resources.

Kathleen A. Davidson

Chair, Math Department Education: B.S., Pennsylvania State University; M.S., Temple University

“I am excited by the possibilities presented by technology, especially the new TI-Nspire calculators, and inquiry-based approaches to learning, which are helping to invigorate the math curriculum and engage students in new ways.”

Kathy joined the faculty in 1999, having previously taught secondary mathematics in Pennsylvania and New Jersey and chaired math departments in large high schools in Wisconsin and Arizona. She has taught math courses from Algebra 1 through AP Calculus and is currently teaching honors Geometry and Calculus. In recognition of her teaching, she has been selected two times as a Tandy Technology Scholar and honored as Teacher of the Year in the Scottsdale school system by the Arizona Tribune. She has also been recognized as an Outstanding Teacher by the Philadelphia Engineers Club and the Engineering Society. In addition to her teaching, Kathy will be a ninth grade advisor in the fall after having spent seven years as a senior class advisor. Kathy also has served on the Admissions Committee for the past eight years.

Ellen Fishman-Johnson

hair, New Media Department C Education: B.M., California State University, San Francisco; M.A., University of California, Berkeley; D.M.A., Peabody Conservatory, Johns Hopkins University; advanced study at Conservatoire Americain de Fontainebleau

“I live for the moment when students realize that they have a voice to add to the digital world in which they live. Their challenge is to learn new tools and shape ideas that communicate things they are passionate about. When this happens, sparks fly and students live in the world of possibility.”

An accomplished composer and video artist, Ellen is founding director of the school’s ViDCAST Studio for video, broadcasting, and music production. In addition to video production, she teaches the Upper School Orchestra and the Songwriting class. She is currently creating new curriculum for the New Media Department in conjunction with the other departments. Ellen was named an Apple Distinguished Educator in 2007 for her innovative use of technology in the classroom. She has presented at both national and international conferences on ways

to integrate creative practices and multimedia technologies into the classroom. Her music is published by Santa Barbara Music Publishing. She is an advisor, the faculty mentor for the Performing Arts Board, and provides support for the online newspaper.

Rabi Gardner

hair, World Language C Department Education: B.A., Pennsylvania State University; M.A., Notre Dame of Maryland University; in progress: Ed.D., Immaculata University

“Language is a magic carpet that enables students to transcend the classroom, experience another culture firsthand, and become adept global citizens and competent communicators in our country and beyond.”

Rabi joined the faculty in 2006 after teaching five years in public schools in Maryland and Octorara, PA. Rabi is enthusiastic about language learning in the 21st century and how students can experience language through non-traditional approaches and opportunities. She is currently teaching Upper School Spanish. Her non-teaching activities include serving as a class advisor, Upper School community service advisor, and coadvisor to the Multicultural Student Association. In addition to Spanish, Rabi has also studied Russian. She loves to travel and expose students to the endless possibilities and rewards of global citizenship and cultural competence. She has been honored as Teacher of the Year in Harford County, MD, and has worked extensively to develop district-wide curriculum.

Suzanne Morrison

Interim Chair, English Department Education: B.A., Haverford College; M.A., University of Iowa

“There’s never been any better way to meet the world than in the pages of a book. With my students, I discover new friends and walk in new lands, all the while helping them develop empathy, curiosity, and an appreciation for the diversity of human experience.” Suzi teaches Upper School English, including a juniors’ honors course and two senior electives. Before joining the faculty in 2006, she taught at Friends’ Central School, Temple University, and the University of Iowa, where she won a teaching award and mentored new instructors in the General Education Program. While in Iowa’s doctoral program, Suzi specialized in 19th-century British literature—an interest that currently informs her SCH Academy courses on fairy tales, monsters, and the Sublime. Suzi has also worked

as an education consultant for Bennett School Placement Worldwide and is currently a member of the board of trustees of Friends’ Central School. In addition to her teaching, she serves as advisor to both the Gay-Straight Alliance and the girls’ literary magazine.

Peter G. Randall ’69

Chair, Robotics and Engineering Department Education: B.S.E., Princeton University; M.B.A., Wharton School, University of Pennsylvania

“What I love about engineering and design is that it mirrors the real world. Students learn to make decisions within the framework of available time and resources, knowing that there are no right answers—only good answers or better ones.”

An alumnus and former trustee of Chestnut Hill Academy, Peter returned to his alma mater in 2002 as director of Information Systems and Technology. Before joining SCH Academy, Peter worked for many years in the corporate sector and later as an entrepreneur in the personal computer market. He is the author of more than 25 books on computer software and a cofounder of an Internet development company. In 2003, he started up an extracurricular activity for boys and girls interested in robotics. This popular program has since grown into the Philadelphia region’s only independent school Engineering and Robotics Department, with programming across all divisions. In 2010, Peter received a Woody Flowers Award from the FIRST organization in recognition of his teaching and mentoring excellence.

Scott H. Stein

Chair, Science Department Education: B.S., Muhlenberg College; M.Ed., University of Virginia

“The best thing about teaching is actually learning! Every day I get to learn with and from my students as they develop the skills needed to solve problems creatively and make effective decisions regarding the biology of themselves, others, and the world around them.”

Scott has served on the faculty since 1983 after leaving medical school in favor of following his dream of teaching. Currently, he teaches Upper School Biology, AP Biology, and Human Physiology and is developing new science courses in Food, Cancer, and Human Genetics. Scott also directs innovative science outreach programs at the Philadelphia Science Festival, the United Cerebral Palsy Center, and in underserved schools, 18

where his SCH Academy students serve as teachers and mentors as well. In addition to his academic work, he is a girls’ 9th grade advisor and serves on the Discipline Committee. Scott was honored as Science Teacher of the Year (20072008) by the Pennsylvania Society of Professional Engineers and as Pennsylvania Biology Teacher of the Year (2009-2010) by the National Association of Biology Teachers. His passion for increasing interest in science extends beyond SCH Academy to developing science curricula and leading teacher workshops in partnership with the Monell Chemical Senses Center, the Penn Genomics Frontier Institute, and Princeton University’s Molecular Biology Outreach Program.

Roland Woehr, Jr.

Chair, Music Department Education: B.Mus.Ed in Piano, Boyer College of Music, Temple University; M.Mus. in Choral Conducting, Boyer College of Music, Temple University

“Vocation and profession are terms that sound clinical and cold, but they’re actually rich and warm. I’m called to serve children with music, which is something I passionately profess.”

Roland has been a faculty member since 1985. He is director of the school’s choral program (Boychoir, Concert Choir, Chamber Singers, Hilltones), teaches Middle School boys’ music, and directs a section of Upper School Handbell Choir. In addition, he is a personal academic advisor in the Upper School and serves as Chapel organist. Roland is an accomplished composer, arranger, and pianist. He also serves as choirmaster and organist for a local church, principal musician for a local synagogue, and accompanist for the Ambler Choral Society. His music is published by Augsburg-Fortress. His commissioned works include pieces for the Thomas Jefferson University Choir, a film documentary, and the Kardon Institute for Arts Therapy honoring Maestro Christoph Eschenbach. Roland is a recipient of the E. Perot Walker Award for Excellence in teaching.

Class of 2011 College Matriculation Springside Chestnut Hill Academy Allegheny College American University Arizona State University Bard College Barnard College Bates College Boston University (4) Brown University Bucknell University Denison University Drexel University (3) Eckerd College Elmira College Emory University Franklin and Marshall College (4) The George Washington University (3) Gettysburg College Howard University (2) Indiana University at Bloomington Kenyon College (2) LaSalle University Lehigh University (4) Muhlenberg College Northeastern University Penn State University, Abington Penn State University-Schreyer Honors College Pennsylvania State University, University Park

Philadelphia University Rhode Island School of Design Saint Joseph’s University School of Visual Arts St. John’s University-Queens St. Lawrence University (2) Swarthmore College Temple University (4) The Catholic University The New School for Jazz & Contemporary Music Trinity College (3) Tufts University University of California, Santa Barbara University of Mary Washington University of Pennsylvania (10) University of Pittsburgh (2) University of Rhode Island University of Virginia (2) Ursinus College Vanderbilt University (2) Vassar College Villanova University Wesleyan University (2) West Chester University (2) West Virginia University Yale University (3) York College of Pennsylvania

became more resilient, Students Speak “Imore independent, more Out About confident in my ability to navigate a complex the College situation.” Process “I could not have asked for a more supportive community throughout the process—not only from my teachers but from my peers!” 19

Mean Test Scores for the SCH Academy Class of 2011

SAT I: Writing 624, Critical Reading 612, Math 611; ACT: 25

Brian Walter

Director of College Counseling B.A., Haverford College M.S. Ed., University of Pennsylvania

Kimberly Polly

Associate Director of College Counseling A.B., Princeton University M.A., Middlebury College

Kimberly Krieger

Associate Director of College Counseling B.S., Carnegie Mellon University M.P.A., University of Pittsburgh

“This process brought me so much closer to my parents! It was a successful partnership, but I was in charge.”

“I honestly believe acceptance to a top college has been just the next step in my journey, not a defining end result of my secondary school experience.”

Maps & Transportation Springside Chestnut Hill Academy Center City Bus

SCH Academy provides transportation to and from Center City by yearly contract at the cost of $4,600 round trip or $2,300 one way for students in grades 2–12. There is no fee for this service for students in Pre-K, K, and 1st grades. We offer one morning route and two afternoon routes, departing campus after 3:30 PM dismissal and at 6:10 PM. The bus picks up and drops off students at four centralized locations in Center City. Please contact Lizann Rode at 215-754-1606 for more information.

Riders’ Club Cooperative Shuttle

Riders’ Club is an independent service providing door-to-door transportation with prices based on mileage. Families may join together to contract services or arrange for group travel, making the service more cost effective. Please contact Riders’ Club directly at 215-836-1376 to inquire about current routes and services. To assist with carpooling, SCH Academy maintains a zip code list in its Student Directory.

SEPTA Regional Rail, R8 Chestnut Hill West, St. Martin’s Station (www.septa.org)

The Chestnut Hill West line (the R8) brings students from Center City to Chestnut Hill in approximately 30 minutes. St. Martin’s Station is located just east of SCH Academy’s campus, a 5–10 minute walk.

School District Busing

Twelve area school districts provide transportation for students who reside within a 10-mile radius of the school. The city of Philadelphia provides busing for students in grades 1 through 6, while suburban districts provide busing for students in Kindergarten through grade 12. Please contact your district’s transportation office listed below for more information on routes and services: Abington 215-884-4700 Cheltenham 215-881-6316 Colonial 610-834-1671 Hatboro-Horsham 215-672-0512

Lower Merion 610-645-1940 Lower Moreland 215-938-0280 Norristown Area 610-630-5019 Philadelphia 215-875-5860

Springfield (Montco) 215-233-6095 Upper Dublin 215-643-8947 Upper Moreland 215-830-1525 Wissahickon 215-619-8114

Please visit www.sch.org for detailed directions to the school. For Mapquest: 500 West Willow Grove Avenue, Philadelphia, PA 19118

Students by Zip Code Chestnut Hill

309 Corridor

Flourtown, Ft. Washington, Blue Bell, Ambler, Gwynedd, North Wales

Other Philadelphia Includes Center City

Wyndmoor

Mount Airy

422 Corridor

Lafayette Hill, Plymouth Meeting, Norristown, Conshohocken

611 Corridor Cheltenham, Jenkintown, Abington, Horsham

11%

10% 8% 6%

Other Suburban 2% 20

22%

21%

20%

Admissions Process 2011–2012 Open House Dates for 2011-2012 Off campus at Ambler Theater Sunday, October 2, 2011 (All ages) 3:00–6:00 PM

On campus Tuesday, April 24, 2012 (All ages) 7:00–9:00 PM

On campus Sunday, November 6, 2011 (All ages) 2:00–4:00 PM

The Application Process for Admission

Please note that you must complete the entire application process including all testing and requisite paperwork by January 15 in order to receive notification on February 1. Should you miss the January 15 deadline, applications for admission will be considered on a rolling, space-available basis. Regretfully, applications for financial aid cannot be considered after the January 15 admissions deadline. To begin the admissions process, please complete and submit the enclosed application form with a check for $50 made out to “Springside Chestnut Hill Academy” or, preferably, visit our website to complete the application online and pay by credit card. Once we have received your application, we will mail you the materials needed to complete the process. You are also welcome to download from our website and print the teacher recommendation, transcript request forms, and parent and student statements to expedite the process. Materials may be submitted in any order you like, but we do recommend that you arrange for outside testing as early as possible in the fall prior to the year of desired entry. Student visits are scheduled in the order in which applications are received. Grade Apply

Outside Testing (to be arranged by the family)

Recommendations and Transcripts

Student Visits and Assessments

Parent Interview

Pre-K (age 4 by Sept. 1) Kindergarten (age 5 by Sept. 1) Grade 1

Two options: Transcript (grade 1) 1) WPPSI-III with phonics subtest; Two teacher recommendations Call Bryn Mawr Child Study at 610-527-5090 or Temple University at 215-204-7324 2) G esell Developmental Assessment; Call Lisa Hoag, Admissions Assistant, at 215-247-4700

90 minutes in small groups (or two 1 hour consecutive days depending on grade level and time of year); to include pre-academic assessments

Grades 2–5

WISC-IV with reading subtest; Call Bryn Mawr Child Study at 610-527-5090 or Temple University at 215-204-7324

Transcript Two teacher recommendations (all grades)

Two consecutive days; to include reading, math, and writing assessments

Grades 6–8

SSAT (Secondary School Admissions Test) Lower Level www.ssat.org ISEE is also acceptable

Transcript Two teacher recommendations (English, Math, and optional third), Parent and Student Statements

One day, 8:15 AM–2:45 PM: Campus Tour and Parent Interview: Student “shadow” visit and interview approximately 75 minutes

Grades 9–12

SSAT (Secondary School Admissions Test) Upper Level www.ssat.org

Transcript Two teacher recommendations (English, Math, and optional third), Parent and Student Statements

One day, 8:15 AM–2:45 PM: Campus Tour and Parent Interview: Student “shadow” visit and interview approximately 75 minutes

1 hour

The staff of the Admissions Office stands ready to help you at any time throughout the admissions process: Kristin Trueblood

Peggy Mandell ’69

Vincent Valenzuela

Liz Harris ’91

Director of Admissions for Lower School Boys ktrueblood@sch.org

Director of Admissions for Middle and Upper School Boys vvalenzuela@sch.org

Director of Admissions for Lower School Girls mmandell@sch.org

Director of Admissions for Middle and Upper School Girls lharris@sch.org

Lisa Hoag

Admissions Assistant lhoag@sch.org

Murielle Telemaque

Admissions Office Manager mtelemaque@sch.org

Charla Okewole ’97

Associate Director of Admissions cokewole@sch.org

Tuition, Payment, and Financial Aid 2011–2012 Schedule

Tuition is inclusive of all required extra costs, including technology fees, books and supplies, trips, athletic uniforms, school photos, and Parents Association dues. Optional services such as tuition refund plan, After School Center, and private music lessons will be additional charges on your bill. The cafeteria operates on a debit system. Tuition is payable in full, in two installments of 60% and 40%, or in as many as 12 installments through the HES monthly payment plan.

2011–2012 Tuition Grade

Tuition

1–4

$21,300

5–8

$24,700

9–12

$27,400

Pre-K

$16,450

Kindergarten

$18,000

1–2

$20,100

3–5

$21,350

6–8

$25,250

9–12

$27,750

Pre-K

Boys

Girls

Kindergarten

Interest-free Monthly Installment Plan

$16,700

$18,700

Higher Educational Services (HES) is an independent budgeting service that enables families to pay the tuition in up to 12 interest-free monthly installments for a nominal fee. HES also offers an unsecured, revolving line of credit at a competitive rate. For more information, please contact HES directly at 1-800-422-0010 or www.highereducationservices.org.

Financial Aid

Springside Chestnut Hill Academy awards over five million dollars in financial aid each year to families with demonstrated need in Kindergarten through grade 12, with financial aid preference given to older students. Currently, over 30% of the student body receives some form of financial assistance with most awards falling into the $8,000 to $12,000 range. Springside Chestnut Hill Academy does not discriminate on the basis of race, class, sexual orientation, religion, or ethnic background, and the possibility of needing financial aid does not in any way affect the admissions process for a student. Springside Chestnut Hill Academy requires families to reapply for aid each year. The school is committed to supporting a student through graduation as long as there is demonstrated need; however, the amount of aid may change from year to year if the family’s financial situation changes.

The Application Process for Financial Aid

Please indicate on your application for admission that you would like to receive a financial aid application packet, or contact the Admissions Office directly to receive forms and guidelines. All applicants who complete the admissions process by January 15, and complete the application process for financial aid by January 25, will be considered for a provisional grant, upon acceptance to the school or wait-listed for aid. Provisional grants will convert to a financial aid award upon receipt of a current tax return by March 1. Should you miss the January 25 deadline for

completing the financial aid process, we regret that it is highly unlikely funds will be available after that time.

Named Scholarships for New Students

Springside Chestnut Hill Academy offers eleven need-based scholarships to new students who have demonstrated extraordinary promise during the admissions process. Funded through the regular financial aid program, these grants are based upon demonstrated financial need and are awarded at the school’s discretion: • Northwest Neighborhoods and Community Scholarship for academically outstanding students of color, awarded to eligible new boys entering grades 4–11 • The C.P. Pearson ’59 Scholar/Athlete Scholarship, awarded to a new Upper School boy • The Franklin A. Steele Middle School Scholarship, awarded to a new Middle School boy • The George V. Strong III ’74 Citizenship and Scholars Award, awarded to a new Upper School boy • The Christopher Carrington Mellor ’69 Student Athlete Award, awarded to a new Upper School boy • The STEM Scholarship for passion in science, technology, engineering or math, awarded to a new Upper School boy entering grade 9 • The Joseph Lanktree Castle II ’50 Scholar of Promise Award, awarded to a new Lower or Middle School boy entering grades 3–8 • The Neighborhood Scholarship Award, awarded to a new Middle or Upper School girl entering grades 6–11 • The Johanna Sigmund Scholarship, awarded to a new Upper School girl • The Sarah Heckscher Scholarship, awarded to a new Upper School girl • The Athletic Scholarship, awarded to a new Upper School girl

Please consult the sch.org website for links to “Outside Sources of Funding.”

Financial Aid Requirements and Deadlines for Admissions Applicants Only (process and dates are different for returning students) Submit to School and Student Services for Financial Aid (SSS) by January 15

Upload to SSS online account no later than January 25

• Create online account at www.sss.nais.org and complete Parent’s Financial Statement (PFS) online

• Signed copy of 2010 IRS 1040 • Copy of W-2(s) • Copy of most recent 2012 paystub(s)

• Signed form 4506 • Signed copy of 2011 IRS 1040 by March 1 to confirm grant

Springside Chestnut Hill Academy at a Glance The Facts

• A mong the oldest single-sex schools in Philadelphia, founded in 1879 (Springside) and 1861 (Chestnut Hill Academy)

Points of Pride

• N ational Merit Scholars: 15 recognized, 4 winners in 2011 • A ll-American Athletes: 4 in 2011

• Unique structure: single-sex in grades Pre-K–8, coed in grades 9–12 • Accredited by the Pennsylvania Association of Independent Schools

• “ Best of Philly” acclaimed student technology leaders • I nternationally award-winning robotics team and regional host, FIRST LEGO League robotics competition

• 2011-2012 Enrollment: over 1100 girls and boys • Over 30% of the student body receives financial aid and scholarship

• I nnovative academic departments established, Pre-K–12: New Media, and Engineering and Robotics

• Average class size: 15 with 8:1 student-teacher ratio • Faculty credentials: average tenure, 12 years; over half hold doctorate or master’s degrees; all pursue ongoing professional development

• M andarin Chinese, beginning in Pre-K

• 100% of graduates attend 4-year accredited colleges or universities • Endowment: over $40 million

• C ustomized, 1,600-square-foot, state-of-the-art Robotics and Engineering Lab

• Families come from 65 zip codes; 52% live in the city of Philadelphia

• Gold LEED-certified Rorer Center for Science and Technology building

• 29% are students of color

• L argest school solar array in city of Philadelphia: 440 solar panels atop 52,000-square-foot athletic field house

• 62-acre campus adjacent to Wissahickon watershed in Fairmount Park

• F irst lower school with dedicated Physics and Engineering Lab

• N ew stadium turf fields for football, field hockey, and lacrosse (2012)

Hartw ell Lane

WILLOW GROVE CAMPUS (formerly CHA)

Blue Lot Special Event Parking

Burr Lot

ÞÞ

8. Main Entrance: Wissahickon Inn 9. Jordan Lower School Entrance 10. Middle School Entrance 11. Upper School Entrance 12. Harris Commons Entrance 13. Conkey Center for the Performing Arts 14. Woodward/Kingsley Gyms 15. Rorer Center for Science and Technology 16. Jennings House (Head of School’s Home)

Challenge Course Chestnut Lot

4 Lower School Playing Field

Philadelphia Cricket Club Field

Playing Field

Varsity Field

Þ 5 No through traffic

Cherokee Street

Laurel Lot Pearson Field Talbot Field

Philadelphia Cricket Club

Wales-Charles Field Shuttleworth Field

Gold Lot

Willow Grove Avenue Squash Courts

ÞÞ

CHEROKEE CAMPUS (formerly Springside) 1. 2. 3. 4. 5. 6. 7.

Business Office Lower School Entrance Middle/Upper School Entrance Special Events Entrance Upper School Entrance Vare Field House Smilow House (President’s Home)

500 West Willow Grove Avenue Philadelphia, PA 19118 Willow Grove Campus 215-247-4700 Cherokee Campus 215-247-7200 WWW.SCH.ORG

Middle School Lot

Þ 9

Skating Club

Track

15 Landreth Field

13 Lower School Lot

Springfield Avenue