The Dalton School - Catalog by The Dalton School

Go forth unafraid

Welcome to Dalton

4 Our History 5 Our Mission

The Dalton Plan

Our Focus on Values

The Dalton Technology Plan

14 The Middle School 24 The High School 34 Our Faculty 48 The First Program

Admissions Procedures and Financial Aid Opportunities for Involvement

Welcome to The

As both an alumna and the Head of School, I am delighted that you are interested in The Dalton School. The purpose of this catalog and the entire admissions process is to help you understand what is distinctive about our school so that you can make an informed decision in finding the optimal educational environment for your child. 2

The Dalton School played an important role in twentiethcentury American educational history and continues to be a model emulated in schools around the world. Through the vision of its founder, Helen Parkhurst, Dalton is fortunate to have a unique and clearly articulated philosophy of learning that continues to guide the school’s educational practices today. True to our motto, Go Forth Unafraid, we have fearlessly embraced the new challenges of educating students in the constantly changing world of the twenty-first century. While continuing to use Parkhurst’s philosophy as our basic framework, we regularly re-evaluate the knowledge and skills our students must possess in order to be enlightened, socially conscious, and skilled young people. Dalton is alive with a dedicated, highly trained faculty and an inquisitive and talented student body. A stimulating curriculum and extensive service learning and extracurricular opportunities continually expand Dalton students’ understanding of their world and empower them as global citizens, a major goal of our school. Dalton’s academic program is rigorous and challenging, with a strong emphasis on developing intellectually curious and open-minded young people. We teach with a commitment to deep understanding rather than rote learning. Students are expected to participate actively in an extensive curriculum as well as in the school community. The

Dalton School demanding academic program is complemented by a dynamic performing and fine arts curriculum and by a comprehensive physical education and athletic program. Dalton’s three physical facilities are located in close proximity to each other. The main building at 108 East 89th Street is home to the Middle and High Schools. Additions to the building include the Cafeteria and Student Center, the Abby and Mitch Leigh Fine Arts Center, the Norma and Gordon H. Smith Science Center, and a state-of-the-art Performing Arts Center that augments the other arts facilities for the use of both Middle and High School students. The First Program, our lower school that includes grades K–3, is located in three adjacent townhouses at 53 East 91st Street. We recently purchased a contiguous townhouse that is connected to the existing ones. This new addition is handicap-accessible and enables us to improve and enlarge our programs in art and science. The third facility houses our physical education program and is located at 200 East 87th Street. With approximately ninety to one hundred and ten students in each grade, many consider Dalton a large school. This size allows Dalton to support a breadth and depth in its programming of academics, the arts, and athletics that smaller schools have difficulty in achieving. At the same time, our student/faculty ratio of seven-toone facilitates the individualization of each student’s education and helps provide the special student-teacher relationships often associated with a small school. Additionally, Dalton as a large K–12 school enables our students to interact with a wide variety of children with whom to foster and sustain friendships over their thirteen-year school experience. Beyond the size of its population, Dalton has the added dimension of a coeducational student body. We believe that a coed learning environment is best for children, since life itself is coeducational. In the past decades, a body of research has pointed to some gender differences in learning styles and approaches to schooling between boys and girls. However, the most recent scientifically controlled research confirms the theory that boys and girls learn in similar ways and whatever differences do exist between the sexes are extremely small compared to the differences among individuals, be they girls or boys. Some of this research does provide valuable insights to help us better educate all children, and we incorporate such findings into our educational programs to create a highly sensitized coeducational setting.

Not only does Dalton provide a balanced educational environment of males and females, but it also recognizes the enrichment that is provided by a community of various racial, ethnic, and socioeconomic groups. Over the past several years Dalton has evolved into a K–12 community that clearly reflects the diversity to which the school is strongly committed. If our children are truly to understand global and interdisciplinary perspectives they must achieve cultural fluency through the direct and enriching experience of a diverse, inclusive, and equitable community. At Dalton we firmly believe that character, ethical decision-making, and leadership are built from a value for, not a tolerance of, difference. We believe that such an educational environment, which acknowledges and celebrates our differences as well as our similarities, best prepares young people for the world in which they will live. In a recently approved Strategic Plan, we reaffirm the Dalton Plan as the cornerstone of our educational approach while promoting thoughtful innovation, enhancing global perspectives, and actively instilling good values. Our Dalton Technology Plan continues to develop and access cutting-edge technologies, under the rubric of the Dalton Plan, to further open our world and expand resources for learning. This program has received enthusiastic endorsement from a range of educational evaluators, assuring us that we are achieving our traditional goals through these new means. The pages that follow describe the history, philosophy, current embodiment of the Dalton Plan, and vision for our school – a school that I have seen evolve in so many ways from the days when I was a young Dalton student. Words and pictures are inadequate to communicate the excitement for learning that has always existed at Dalton and that continues to be essential to our school today. We welcome your visit to see for yourself the learning community that I found so enjoyable as a child and that continues to be so enriching to students and adults alike.

Ellen C. Stein Head of School

Our leading role in education

he Dalton School has flourished and grown in ways only imagined in 1919 when it was founded by Helen Parkhurst. Today it is recognized as a national and international model of progressive education based upon a rigorous and challenging academic curriculum. With a unique educational philosophy that is based upon individualized learning, Dalton fosters excitement and joy in the ongoing process of learning. The special relationship between Dalton students and faculty is the key to the intellectual liveliness and curiosity that thrives in the classrooms and beyond. Nurturing the children’s natural

inquisitiveness, inculcating selfconfidence in their intelligence and in their ability to succeed, Dalton enables its students to become responsible and independent learners and thinkers.

responsibility to the group form the basis for interaction in resolving problems inherent in any grouping. An active exploration of equity in all its forms is part of daily life at Dalton.

From kindergarten through twelfth grade, the school offers its students a breadth of innovative programs. It encourages its faculty to develop new teaching methodologies, curricula, and materials. Dalton continues to stand at the forefront of developing the educational potential of modern technology.

Dalton in the twenty-first century remains firmly committed to Helen Parkhurst’s pragmatic approach to education. Priorities change with the times. What time does not alter, however, is the need for independent thinkers whose knowledge and understanding are rooted in the real world, who are conversant with their culture, and who are confident, eager, and self-motivated learners.

The world outside Dalton is an intrinsic element of the school’s educational process. The diverse cultural population within Dalton is a reflection of the extended urban community. Respect for others and an emphasis on each individual’s

These were and continue to be the cornerstones of a Dalton education.

It started with a vision The founder of The Dalton School, Helen Parkhurst

in the High School of Dalton, Massachusetts, in 1916. From this beginning, the Laboratory Plan and The Dalton School eventually took their names and their mission.

he Dalton School, originally called the Children’s University School, was founded by Helen Parkhurst in 1919. It was a time marked by educational reform. Philosophers, teachers, and child psychologists identified as “progressives” began to question the conventional wisdom of the day, which held that education was a process of drill and memorization and that the only way to teach was to regiment children in classrooms. Their natural instincts to play, to move, to talk, and to inquire freely were to be suppressed. Progressive educators believed that the development of the whole child is of primary importance; that children are social beings and that schools should be communities where they can learn to live with others; that these communities should devote themselves to the total enrichment of mind, body, and spirit. Helen Parkhurst, after experimentation in her own one-room school with Maria Montessori, developed what she termed the Laboratory Plan. It called for teachers and students to work together toward individualized goals. The Laboratory Plan was put into effect as an experiment

In 1919, Helen Parkhurst relocated to New York City, where she opened her first school on West 74th Street. Larger facilities soon became necessary; the Lower School was moved to West 72nd Street and the High School opened in the autumn of 1929 in the current building at 108 East 89th Street. Eleanor Roosevelt admired the work of Helen Parkhurst and played an important role in expanding the population and resources of the school by promoting a merger between the Todhunter School and Dalton in 1939. Enlarged and modified through the years, Dalton has served as the center of an ever-expanding community – always alert to promising innovations in education and yet, in the best sense, committed to traditional values. Dalton still celebrates many of the school-wide traditions begun by Helen Parkhurst, particularly the Candlelighting ceremony in the winter, Greek Festival in the spring, and Arch Day in June. Dalton continues to place a high premium on original thinking among its students and faculty. Dalton’s Original Mind Program was created to identify outstanding creative individuals in their respective fields who are then invited to Dalton for the academic year to do interdisciplinary projects with children and faculty in all three divisions of the school. Recent participants include Sara Sze, renowned installation artist;

Natasha Trethewey, award-winning poet; and David Macaulay, celebrated author and illustrator. Over the years, Dalton has gained international recognition for its academic excellence. Schools in the Netherlands, Australia, England, Korea, the Czech Republic, Taiwan, and Chile have adopted the Dalton Plan. Today there are two schools founded on the Dalton Plan in Japan. Leading educators from universities and public and independent schools around the United States and abroad visit Dalton on a regular basis to observe its system of education and to learn more about the school’s recognized achievements in the area of technology. As Dalton continues to expand its global initiatives and partners with schools around the world, many more schools are becoming members of our international Dalton community. Here in New York, Dalton’s population and facilities have grown considerably in the last several decades. In 1964, the First Program was moved from 89th Street to a facility of its own at 61 East 91st Street, providing an ideal setting for kindergartners through third graders. In 1978, the First Program expanded to include the adjacent building at 53 East 91st Street, and it was enlarged again in the fall of 1992 to include 63 East 91st Street. Most recently, Dalton purchased a contiguous townhouse at 51 East 91st Street. This space contains newly renovated Houses, a state-of-the-art Science Center, and it enables the First Program to be handicap-accessible. 5

“

The true business of the school is not to chain the pupil to preconceived ideas, but to set him* free to discover his own ideas and to help bring his powers upon the problem of learning.” Helen Parkhurst in Education on the Dalton Plan, 1922

The Physical Education Center is located at 200 East 87th Street, and this state-of-the-art facility is used by all students in the second through twelfth grades. Comprising over 32,000 square feet and three floors in a high-rise building, the Center represents Dalton’s largest single addition of space since the school’s opening at 108 East 89th Street in 1929. It includes an exhibition gymnasium capable of seating 500 spectators, as well as a second practice gym, an aerobics room, a wrestling room, a dance facility, and a fully equipped fitness and weight-training facility. Construction of Dalton’s Physical Education Center enabled the school to convert its former gymnasium into academic space that includes classrooms, a dance studio, and a multimedia art and architecture laboratory. An entire new top floor was built which houses The Abby and Mitch Leigh Fine Arts Center. Modern art studios with skylights and large windows overlook Manhattan’s skyline. Located on the 10th floor of The Dalton School, the Middle and High School Libraries contain one of the largest independent school library collections in New York City, with approximately 45,000 print volumes, over 1,400 videos and DVDs, approximately 80 periodical subscriptions, and 46 databases. In addition, there is an extensive collection of music on CDs, audiobooks, and an archive of the school’s history. An online catalog system, OPAC (Online

Public Access Catalog), is used for locating all library materials at school or from any location where there is an Internet-accessible computer. Recently, Dalton’s cafeteria and commons area at 89th Street were renovated. This newly designed floor consists of a state-of-the art kitchen facility and a new multi-purpose cafeteria/meeting room complete with acoustic treatments and AV systems, as well as upgraded student and faculty lounges and a much improved health services area. The Norma and Gordon H. Smith Science Center is an impressive facility, providing ample modern space for both Middle and High School science. Curved hallways and a domed entry lead to chemistry and biology labs and spaces for astronomy, physics, and environmental science. In addition, there is a workshop for independent study that includes a wet lab, a technology center, and a conference facility. More recently, the music floor was dramatically renovated and houses the Performing Arts Center. This dynamic space enables Middle and High School students to pursue their passion in the arts whether in music, theater, or dance. With state-of-the-art acoustics, theatrical rigging and lights, a control booth, classroom space, a music library, recording capabilities, and a large rehearsal hall, Dalton’s performing arts program continues to be vibrant and innovative.

* The use of male pronouns in Helen Parkhurst’s writings reflect language usage of her era and does not denote male preference.

At the heart of our philosophy

The Dalton Plan

“

Let us think of a school as a social laboratory where pupils themselves are the experimenters, not the victims of an intricate and crystallized system. . . . Let us think of it as a place where community conditions prevail as they prevail in life itself.” Helen Parkhurst in Education on the Dalton Plan, 1922

nspired by the intellectual ferment at the turn of the last century, educational thinkers such as John Dewey began to cast a bold vision of a new progressive American approach to education. Helen Parkhurst caught the spirit of change and created the Dalton Plan. Aiming to achieve a balance between each child’s talents and the needs of the growing American community, Helen Parkhurst created an educational concept that captured the progressive spirit of the age. Specifically, she had these objectives: to tailor each student’s program to his or her needs, interests, and abilities; to promote both independence and dependability; to enhance the student’s social skills and sense of responsibility toward others. Parkhurst developed a three-part plan that continues to be the structural foundation of a Dalton education – the House, the Assignment, and the Laboratory.

The House is home base in school for each Dalton student and the House Advisor is the parents’ key contact with the school. In the First Program and Middle School, House is comprised of students of the same age. In the High School, each House includes students from every grade level, a microcosm of the larger school community. In all divisions, the House Advisor is considered to be a faculty mentor, sponsor, and friend who guides and assists each student in the learning process. The relationship that develops is a close one that supports students throughout their Dalton years. For the children in the First Program, the House Advisor is also the classroom teacher. In the Middle School, the Advisor sees the student through the transition into more departmentalized classes. In the High School, the House Advisor serves as a coach and counselor, helping to guide and 7

advise students as they negotiate Dalton’s rich and multi-faceted curriculum. The Assignment represents a contract between student and teacher. It is introduced in the First Program, increases in centrality in the Middle School, and becomes the focus of work in the High School grades. Designed by each teacher for each subject area, the Assignment is a printed document that introduces the unit, makes suggestions for study and research, and defines common obligations as well as opportunities for individual projects. The Assignment provides the thematic focus for daily class and homework and may be individually tailored to meet specific needs and develop particular strengths. The Laboratory is also integral to the educational culture of The Dalton School. The word

“Laboratory” best describes the educational atmosphere that Dalton strives to create, combining study, research, and collaboration. “Lab” refers to the one-to-one and small group sessions between students and teachers that augment the traditional classroom instruction. Students and teachers schedule these at specified times throughout the school day when they meet as individuals and in small groups to discuss Assignment projects, expand upon questions of interest that arise in class, clarify issues, and explore new directions about a topic to pursue. In the High School, there are special rooms for each subject area that give emphasis to this independent interaction between faculty and students. Students at Dalton begin working with the three elements of the Dalton Plan from a very young age. At the First Program, children are

presented with opportunities to make educational choices about their learning and in the process discover how to identify their interests and take responsibility for pursuing them. Over the years, Dalton students learn how to budget their time, seek out faculty, and take responsibility for their own education. Dalton graduates frequently comment on how well prepared they were for college because the Dalton Plan taught them how to take control of their own educational destinies. Today, as in the early years, Dalton is committed to educating students in accordance with the Dalton Plan developed by Helen Parkhurst. This unique philosophy of education, along with fine facilities and a dedicated faculty, continues to enhance Dalton’s reputation as one of the nation’s most innovative and successful educational institutions.

A focus on values, character, and community,

locally. . .

High School Service trip to Tilden Park, Brooklyn

to build diverse, reflective, inclusive classrooms for growth and learning.

“

A school cannot reflect the social experience which is the fruit of community life unless all its parts, or groups, develop those intimate relations one with the other and that interdependence which, outside of school, binds men and nations together.” Helen Parkhurst in Education on the Dalton Plan, 1922

hile Dalton’s founder, Helen Parkhurst, conceived of her educational philosophy predicated on the individual child, she realized the greater importance of interdependence and the critical need to teach youngsters how to become “a community of individuals.” She wanted them to develop their abilities to work together in the classroom, the community, and the larger world. Parkhurst believed that along with developing academically strong students, an important goal of education was also to teach children to be socially responsible citizens who would learn from the youngest ages how to give of themselves for the greater good. The school evokes this vision of community life by working

Dalton continues to reaffirm the ethical and moral development of its students. Discussions focusing on values and a respect for difference evolve naturally from a curriculum that seeks to educate children to be self-aware, responsive to the needs of others, and to appreciate diverse perspectives. Learning to give of oneself begins in kindergarten and continues throughout all three divisions as students participate in service learning and outreach projects that are integrated into the curriculum, thus becoming authentic service learning opportunities. Age-appropriate activities, reading materials, class trips, and guest speakers on varied topics of service and civil responsibility are an integral part of a child’s education at Dalton. The task of developing good human beings and responsible social citizens requires empathy, deliberative reasoning, and the moral imagination of all members of the Dalton community. The school remains committed to Helen Parkhurst’s original goals to create not only academically strong graduates but also those who will become informed, intuitive, and sensitive citizens who are prepared for leadership in local and global arenas.

During a trip overseas, Dalton High School students visited a school for the children of migrant workers in Beijing, China

. . . and globally Developing global citizens Dalton students live in one of the most international cities in the world. Yet Dalton recognizes that a Dalton education in the twenty-first century must focus on creating and providing new opportunities and programs for its students and faculty that will expand their understanding of the world far beyond New York City and enable them to be global citizens. The Dalton Lab for Global Citizenship was established to realize this goal and serves to provide students with rigorous, individualized experiences that cultivate global leadership and Dalton High Schoolers during their stay at The Dalton School in Den Haag, the Netherlands 10

Dalton High School students at the Great Wall in Beijing, China

Dalton students in Seville, Spain, on a chorus performance tour

promote profound understanding for responsibility in the world community. Senior level administrators and faculty have actively pursued ways to achieve this goal, visiting schools in countries such as Japan, Singapore, India, China, Turkey, Brazil, the Netherlands, Jordan, Israel, and Kenya among others, establishing partnership schools and creating mutually beneficial and innovative student and faculty programs. High School students continue to participate in exchange programs around the world as Dalton seeks additional opportunities in countries such as Egypt, Spain, France, and

Mexico. Dalton was recently awarded the establishment of a Confucius Classroom in partnership with the Chinese government. Often utilizing both real and virtual exchanges, Dalton’s current DLGC programs are constantly expanding. A range of projects take place in the different divisions. An example is first graders who blog with peers at schools in London, and soon in China, and India, reading and critiquing each others’ favorite literature. In High School, students participate in a year-long online global issues course and then meet up with their “classmates”

from our partner school in Singapore and work together on service learning projects in Cambodia.

Addressing the future

The Dalton Technology Plan

he Dalton School has been recognized for decades as being at the forefront of technology and education, having established the New Laboratory for Teaching and Learning in 1990. Using the foundation set by Daltonâ&#x20AC;&#x2122;s historical commitment to experimentation and reform, and the schoolâ&#x20AC;&#x2122;s efforts to maintain a healthy evolution of its own curricula, the New Lab provides a vehicle for Dalton faculty and students to pursue innovative strategies for teaching and learning using technology. Daltonâ&#x20AC;&#x2122;s history of educational innovation includes the development of the Dalton

Technology Plan, created with the support of generous grants from its community and beyond. Dalton continues to be a national leader for its achievements in designing methods by which new technologies can improve and redefine education. Collaborative efforts between the New Laboratory for Teaching and Learning and the faculty have produced many programs, projects, and initiatives throughout the years that support the teaching and learning goals of the Dalton Plan. The Faculty Summer Laptop Program, a successful initiative over the past years, is a one-week immersion into educational

technology. Faculty use this time to prepare curricula for appropriate technology integration. This popular summer workshop prepares teachers to manage powerful educational software and tools in close partnership with New Lab experts and allows time for creative and collaborative work with colleagues. Each faculty member who completes this workshop receives his or her own laptop. This access and education allows faculty to reshape Dalton’s pedagogy and maintain the school’s mission to provide a modern progressive education. Dalton’s New Lab also provides students with an array of powerful tools that allows them to focus their energy on problem-solving and higher-level thinking skills. The school recently introduced a one-to-one student laptop program. Each Middle School student, sixth grade and beyond, receives a school-provided laptop to use during school hours and at home. This program continues through the High School.

writing, filming, editing, and producing newscasts; to Archaeotype, where sixth graders are introduced to the history of ancient Greece and Assyria through simulated archaeological excavations; to The Great American Hall of Fame, where eighth graders become teachers as they work in small groups to prepare multimedia projects about a decade in twentieth-century American history and then present their lesson to the whole class; to The Lorca Project, where seniors unravel the complex world created by Federico García Lorca’s art, poetry, and music and then create an open-ended hypermedia book

using audio and video podcasts, blogs, wikis and collections of shared digital images, audio, video, and text. These and many other programs have profoundly altered the way writing, literature, math, science, language, art, and history are taught at Dalton. By encouraging students to pursue new knowledge that taps into individual interests, the Dalton Technology Plan supports the Dalton Plan in ways Helen Parkhurst and her associates could not have imagined but, we believe, would have wholeheartedly embraced.

Interactive multimedia programs and tools are integrated into Assignments in a differentiated, interdisciplinary, and constructivist way, thereby facilitating scholarship and intellectual inquiry. Students not only learn about different fields but are essentially able to function as archaeologists, mathematicians, astronomers, and historians with the help of technology: from a third grade class researching Native American cultures and then

The First Program

The Dalton Plan in practice, Kindergarten through 3rd Grade

H Wall tiles, created by third graders before they move to “Big Dalton,” are a tradition at the First Program. 14

oused in four adjacent townhouses on East 91st Street, the First Program provides a homelike, protective, and nurturing environment for children. A dedicated and highly trained faculty create an atmosphere of warm support and careful supervision which are basic ingredients in enhancing each child’s social skills, attitudes towards learning, feelings of self-worth, and development of interests. As in all divisions of the school, professionals at the First Program strive to establish a culturally diverse, gender-sensitive environment that supports a healthy balance among all children’s social, emotional, and intellectual development. At every

age level within the First Program, an interdisciplinary approach to teaching and learning is coupled with special consideration for each child’s interests and the development of community responsibility. Authentic feedback given to children based on their own efforts, ideas, and accomplishments, as well as respectful acceptance of a child’s feelings, help First Program youngsters to meet challenges with the persistence and optimism necessary to develop competence, confidence, and self-esteem. The First Program has House as the basic organizational feature serving as the student’s home base and the place for most academic work. Following the guidelines articulated in Dalton’s K–3 Curriculum Guide,

the House Advisor and Associate Teacher implement a program of language arts, social studies, and mathematics in conjunction with specialists in music, art, science, library, chess, and physical education. In addition, reading and math specialists work with students individually or in small groups to provide support and enrichment. While the academic work is paramount, the purpose of House is to create a feeling of safety and security and to be a comfortable, supportive place for learning. Within House, there are regular opportunities for activities that serve to develop children’s socialemotional growth and nurture the ethical development critical to effective functioning in a complicated world. It is the House Advisor’s task to be in close contact with the parents, formally during Report Days in the fall and spring, and as needed to keep parents informed as to the multi-faceted growth of their children. The Laboratory, a cornerstone of the Dalton Plan, is introduced into the First Program as students pursue special projects and interests individually and in small groups. Teachers help students learn from the earliest ages that “Lab time” is a serious time for study and productive use of the school’s resources. The Assignment is introduced in the First Program. It is a type of contract presented to students at the beginning of a new unit that presents the subject to be studied and the different choices available to children for meeting the

Assignment’s goals. An Assignment, which can be written on a white board, SMART Board, sheet of paper, or computer screen, offers the young child early experiences in structuring his or her time and the various ways that a subject can be studied.

Instructional Program Within a defined but flexible curriculum, the First Program faculty differentiates instruction for children. Teachers vary the pace of instruction in skills, enabling a variety of children to achieve both personal and academic success. Learning takes place on a one-to-one basis, in small groups, or as part of whole class activities. Opportunities are provided at all levels to encourage children to become active

and independent learners. Unique learning experiences enrich the curriculum. These experiences can be as varied as working with the Archaeologist-in-Residence who designs hands-on archaeological digs to lead young children into new areas of discovery; singing original songs based on the curriculum with the school’s Composer-in-Residence; or creating a musical production with Dalton’s Actor-in-Residence. The curriculum at the First Program is extended through field trips that take advantage of the many resources of the city, as well as through Dalton’s liaisons with

The Metropolitan Museum of Art, the American Museum of Natural History, and other institutions. These trips are an integral part of the children’s educational experience. An overnight nature study trip for third graders is a highlight of the program.

Language Arts Language Arts in the First Program builds on the children’s existing knowledge and rich linguistic experience and focuses on developing an increased competence in the use of the language arts: speaking and listening, reading and writing. Early literacy skills are supported as the children are exposed to a variety of literary genres. Reading to children continues throughout the First Program to enrich their language and vocabulary development. Once they begin to read, children receive formal instruction from their House Advisor and reading specialists. Dalton believes that reading is not only a tool for learning that helps children to

make sense of their world but also an excellent vehicle for opening up discussions about ethics and values in a meaningful way. Values such as respect, personal responsibility, sharing, and giving are systematically explored and integrated through the First Program’s curriculum at all grade levels. Similarly, issues of gender awareness, similarities and differences, bias, as well as conflict negotiation and resolution, are actively examined beginning in the early years and throughout a student’s Dalton experience. Writing is also an everyday activity in the First Program. From the beginning in kindergarten, children are encouraged to put their own voices into print – their thoughts, ideas, illustrations, findings, and discoveries. The writing process is developed in an environment of respectful “give and take.” Teachers nurture the developing potential of young writers while simultaneously introducing them to conventional spelling and grammar. The children keep journals with their own stories, group poems, or research.

They learn how to edit, revise, and rewrite. Students’ own handmade books with original stories and reports are often displayed for everyone’s enjoyment.

Mathematics Mathematics is approached in a developmental sequence that begins with the children’s first-hand experiences as the basis of their learning and understanding. The focus of the program is on process and logical thinking. Problem solving and number relationships are emphasized in addition to memorization. Teachers use a variety of manipulatives to help students internalize mathematical concepts. The program promotes exploratory math activities as teachers reinforce and enrich real-life learning situations with structured math experiences. At all levels, students work on the four major operations in arithmetic as well as on measurement, fractions, graphing, two-and-three dimensional geometry, and estimation.

Social Studies The social studies curriculum is a vehicle for discovery and is designed to help develop the children’s understanding of themselves as individuals, as members of various groups within society, and as members of a global community. The program begins in kindergarten, exploring the family unit, the classroom, and the school community. The first grade social studies program focuses on the wider community including the neighborhood surrounding Dalton, Central Park, and New York City institutions. In second grade, building on the kindergarten and first grade study of communities, the program focuses on New York City and its many diverse communities. Students undertake an in-depth study of the city that surrounds them. The program helps students develop and use a variety of new skills as part of their projects. Computers are used to map out city designs and students visit a variety of cultural institutions. The third grade curriculum is

designed to provide a conceptual framework for developing an understanding and appreciation for the elements of culture. Native American Indians, the Age of Exploration, and finally colonial New York are studied within an historical context. An additional culture is studied for a comparative perspective. An archaeological unit, set up in the First Program’s backyard within large “dig boxes,” provides an opportunity to work with the Archaeologist-in-Residence. Children participate in an excavation to make meaning of a culture based on the buried artifacts.

Science First Program students go to the Science Center during their weekly schedule to inquire, explore, experiment, take risks, and develop those skills they will need to move into the Middle School science program. Children are encouraged to work as young scientists within all domains of science: physical science, life science, and earth and space science. Through active investigation they develop the capacity to hypothesize and think analytically about complex phenomena.

The science curriculum utilizes an inquiry-based approach. It is interdisciplinary in scope and developmentally appropriate, building upon students’ previous knowledge base. The program enhances the children’s critical thinking skills and encourages them to apply the science they are learning to real-world situations. Through carefully constructed investigations, students learn to work as scientists do, making discoveries and assessing outcomes. Embedded within every curricular unit are structural elements that encourage students to generate questions, design experiments, observe and collect evidence, and arrive at sound conclusions. Children are also introduced to the metric system, which is used throughout their scientific studies at Dalton. Students work independently and in small groups on activities that are part of a thirteen-year sequence of

science studies. Science teachers meet once a week with kindergarten children as well as with those in first and second grade, and twice a week with third graders. Kindergarten science classes focus on different “cycles” in nature, including the life cycle of plants, insects, and birds such as the Emperor Penguin. Students investigate the properties of water and study oceans and the rain forest. In first grade, students undertake a study of snails. They study the five states of matter, learning to identify the physical characteristics of different properties of matter, and conduct studies related to magnets and aerodynamics. Second graders study astronomy utilizing a wide variety of media. These youngsters also become “forensic detectives,” furthering the development of their scientific investigation skills as they try to solve various mysteries in science.

A unit on owls focuses on the characteristics and behavior of owls, and culminates in an exciting dissection of owl pellets. Third graders continue to explore chemical, physical, and biological processes. The third grade science program includes a study of the characteristics and behavior of tree frogs. Students make observations, design tests, conduct controlled experiments, and generate conclusions based upon questions developed by the children themselves. The curriculum focuses on mastering important experimentation skills through an exploration of seed germination and an analysis of characteristic properties of specific powders. Their introduction to chemistry includes learning about the pH scale and its effectiveness in determining the acid and base content of substances.

Home Assignments

The Arts

Dalton is committed to supporting a balance of the various needs of a developing child. Believing in the tenets of progressive education and the philosophy behind the Dalton Plan, the school supports young children having time to pursue individual passions and the opportunity to reflect and build on their many experiences. Dalton recommends that all students read or be read to each night.

The art studio at the First Program is an exciting and comfortable place for children. The space is arranged so that materials and tools are easily accessible. Instruction in the use of the tools and materials is provided at the beginning of each unit. As the children build upon their art experiences, they become

Formal out-of-school assignments begin in the third grade. They support the childâ&#x20AC;&#x2122;s commitment to completing and returning assigned work. These assignments are designed to help the child learn time management, establish a routine for home study, and develop individual responsibility for schoolwork. Parents are encouraged to help their children find an appropriate study time and place. The goal is to provide opportunities for children to realize that schoolwork often requires thought or attention beyond the classroom.

increasingly familiar with each process, gain in their mastery of technical skills, and apply their more advanced knowledge to individual efforts of creative expression. The goals of the art curriculum are mastery of skills, accessibility to personal image making, independence, and global awareness and respect, not only for materials, but for each otherâ&#x20AC;&#x2122;s work as well. All First Program children regularly participate in music as part of their weekly schedule. Movement activities, singing games, and the use of instruments introduce the

elements of music theory. Students participate in group singing, part-singing, and assemblies. As children get older, they have the opportunity to play musical instruments; second and third graders play Orff instruments and third graders also learn to play the recorder. Music teachers often work collaboratively with classroom teachers on interdisciplinary projects. Daltonâ&#x20AC;&#x2122;s First Program Chorus is enjoyed by many students. It rehearses throughout the school year and performs concerts twice yearly.

First graders with their decorated reusable bags for a local store in honor of Earth Day.

Dalton and citybased organizations that provide services to those in need, such as Homes for the Homeless and the Yorkville Common Pantry.

Service Learning Community Service within the First Program has been broadened and redefined to encompass the more comprehensive term, “Service Learning,” a reciprocal teaching/ learning framework that enhances community building within the curriculum, and provides students with authentic goals and purposes for helping others on a local, national, and global level. From the beginning, students are immersed in rich, ethics-related conversations and projects generated from literature, classroom interactions, and student experiences. Meaningful, doable projects are integrated with the First Program House Curriculum, and children enter into caring, reciprocal relationships with others over long periods of time. Each House and Grade Level Team develops at least one service-based project or initiative each year. Such activities include studies in kindergarten that relate to food, clothing, and shelter, becoming rich learning opportunities for extending the children’s understanding about individuals within their immediate environment who may lack these basic essentials. The children problem-solve possible solutions, and this in turn leads to the development of on-going exchanges between kindergarten classes at 20

The mission of the first grade service learning curriculum is to provide first graders with opportunities for responsible citizenship, where a passion for a just and equitable world is cultivated. Students engage in a variety of activities where they enjoy a spirit of cooperation and a sense of local and global citizenship. They participate in a walk-a-thon that raises funds to promote literacy in underserved communities and that supports the education of students in Kenya. Students also sponsor a Mitten

Drive for Homes for the Homeless, and on Earth Day, donate reusable bags to a local grocery store. The second grade-wide service learning goals include providing experiential opportunities that seek to broaden the children’s understanding of the world around them and their responsibility to the world. Emphasis has been placed on creating awareness about global issues related to sustainability. Students have taken actions within their own classrooms, homes, and communities to reduce pollution and overuse of resources and have pledged to encourage others to do the same. They learn about ways in which humans can harm or help the earth. Working with the New York City Restoration Project, each House visits a garden within each borough, weeds, and plants bulbs, and gains understanding about

Kenyan students who are part of the Dalton/Ujima Project

ecological issues. Students also focus on ways in which they can help the earth in their everyday lives at home and at school. As a grade, they work together to create informative oral and video presentations about the importance of the three “R”s (reducing, reusing, recycling) and also participate in organizing a school-wide battery drive.

that community. Examples include developing reciprocal relationships with students in a charter school in New Orleans and learning about the geography and ecology of both New York and New Orleans and participating in a tree planting and clean-up event along the Bronx River with the Bronx River Alliance.

For third graders, service learning experiences provide children opportunities to learn about communities outside their own, establish a connection with members of that community, develop awareness of alternate perspectives, discuss similarities and differences, identify injustices, and take action to participate in efforts that support the needs of

Children in grades K–3 also take part in school-wide service learning initiatives that help to encourage positive self-esteem and build school spirit. For example, the First Program plays an active role in the K–12 Dalton Kenya Ujima Project (a Swahili word meaning “collective endeavor” or “working for the common good”) in support of the education of students in the

Subukia district in Kenya. Interested second and third grade students are able to join the First Program Human Rights Club. Initially created by students, children learn first-hand about fundamental rights and responsibilities, develop and initiate fundraising projects on the local and global level, and build ongoing connections with fellow students in Kenya. Parents are informed about service projects and related initiatives through the Dalton Website, individual class newsletters, the Dalton eBlast, and frequently at Parent Association meetings.

Technology at the First Program Dalton provides the opportunity for students to explore and learn about current technologies. At the First Program, computer technology and software applications are used to broaden and enhance the curriculum. In the Computer Lab, student assignments involve a combination of skills that include expression, exploration, presentation, and reflection. Using a wide range of technologies, First Program students write and illustrate their own books, graph mathematical relationships, produce multimedia presentations, explore digital media, and learn to make use of the Internet as they research projects. A laptop cart containing numerous laptops allows First Program students to further their use of technology in the classroom. Students and faculty also have opportunities to work with SMART Boards. These versatile teaching tools

accommodate an array of student learning styles: visual (text, pictures, animation, video), auditory (sounds, music, word pronunciation, oral reports) and tactile (pens and fingers allow physical interaction with the board).

Physical Education Physical activity is part of every day at Dalton. All kindergarten and first grade students enjoy a curriculum that includes ball skills, movement education, gymnastics, folk dance, and team activities. Second graders are introduced to the skills associated with team sports, which include soccer, hockey, and volleyball as well as a continued reinforcement of basic motor skills, ball skills, and gymnastics. In third grade, Dalton studentsâ&#x20AC;&#x2122; physical education classes take place at the 87th Street facility, where team sports are the main focus of the curriculum and students are involved in basketball, badminton, wiffleball, and track and field. Fitness is an integral part of the physical education routine. At each grade level, First Program students participate in

exercise routines aimed at increasing their flexibility, upper body strength, and cardiovascular endurance. Outdoor play roofs, the gymnasium at First Program, and the facilities at the 87th Street Physical Education Center provide ample space for physical education classes. This program develops studentsâ&#x20AC;&#x2122; skills so that they can take part in and enjoy games and sports events designed to build sportsmanship, grace, and athletic ability.

Chess At Dalton, formal chess instruction begins in kindergarten. Students receive weekly chess instruction in kindergarten and first grade classes throughout the school year. In second grade, students have formal chess class for one semester. Opportunities for the extension and development of a student’s passion for chess abound at Dalton. An informal early morning drop-in chess program is offered every morning at 7:30 so children can play chess for fun before school starts. The more rigorous after school programs offer chess instruction across all grade levels to enhance student’s skills and to better prepare them for tournament play. Dalton students participate in many local chess tournaments throughout the year, as well as in the New York City and the New

York State Scholastic Chess Championships, the National K–12 Scholastic Championships, the National Elementary Scholastic Championships, and the National All-Girls tournament. Over the past several years, the Dalton Chess Teams have won numerous city, state, and national championships, making Dalton one of the top chess schools in the nation.

After School Program Dalton offers an After School Program to all K–8th grade students. The Serendipity Program (K–3rd grade) and Encore! (4th–8th grade) run instructional classes from 3:15– 4:30 p.m. At First Program, students select from a broad range of courses including Computer Fun and Games, Tae Kwon Do, Guitar, Woodworking, Hip Hop, Comedic Performance, Mini-Musical, Cooking, French, Photography,

and many more. ASP has introduced Serendipity Study Corner, providing support for 3rd graders with home assignments. Kids Club, from 4:30 until 5:45 p.m., provides additional after school support for Dalton families. Here students play organized games, listen to stories, draw, work on the computer, do homework, and have a snack. The Dalton Language Institute offers a more intensive after school language experience for Dalton’s youngest students. The renowned Dalton Chess Academy is another component of the After School Program, offering all levels of chess instruction to Dalton students. Continuation of the After School program is available in the Middle School. The After School Program is offered on a fee basis with a sliding scale for those families receiving tuition assistance.

The Middle School

The Dalton Plan in practice, Grades 4 through 8

he Dalton Middle School has developed a program to address the unique academic and social needs of young students during this crucial stage in their development. It provides a transition from the protective, self-contained classrooms of the First Program to the departmentalized High School. It is a program designed for the unique needs of Middle Schoolers. The hallmarks of the Middle School program include: óóA

home base within the school community guided by caring, experienced adults. It provides a social environment that is warm, secure, and student-centered (House).

óóOpportunities

for the exploration, development, and expansion of

knowledge, skills, and criticalthinking capacities while providing for individual interests and talents (Assignment). óóPersonalized,

specific assessment and evaluation of student work, and regular student-teacher conversation ensuring support and feedback (Lab). The House is central to the Middle School program. House Advisors guide students through the school year by carefully following progress in all disciplines, by mentoring young students, and by functioning as the primary liaison with parents. Middle School teachers serve as House Advisors. This special role as an advocate and mentor assists teachers in building special partnerships with students. The greatest benefit of the House system

in the Middle School is that it provides adequate time and space as well as a forum for students to learn important life skills and to engage in cooperative discussion. House is a time for dialogue, learning, reflection, and problem solving. It is an important time of the day when students learn about community, and it is a place where they are able to contribute their perspectives on important issues. This learning and sharing is guided by the House Advisors in a warm and supportive environment. Here students can communicate and discuss their ideas, take risks, mediate and resolve issues, and learn and model civic responsibility. In the fourth and fifth grades, students work and learn largely in self-contained classrooms where much of their instruction takes

place. They come to think of themselves as members of a classroom community working to build relationships within the grade. Guided by House Advisors who provide support and a caring environment, students become confident learners, expand their knowledge, and refine their social skills. In the sixth, seventh, and eighth grades, when the academic program is fully departmentalized, the House Advisor’s role as advocate and mentor is crucial. Each House meets at the beginning of every day and for an additional period each week. House Advisors help students develop necessary social and organizational skills to become successful, independent learners. The Assignment provides an organized plan for teaching and learning. When Assignments are presented and discussed in any discipline, teachers help students identify what skills are needed to complete the various tasks, where the resources might be located to research a topic or advance a level of learning, and what timetable should be followed to meet the expectations of the Assignment. As students progress through the grades, Assignments increase in complexity and grow to encompass up to six-week units, providing greater opportunities for students to select options for learning within each assigned topic and area. The Laboratory provides students with opportunities during the schedule to work with their teachers individually or in small groups. The Laboratory also provides time to use the libraries

and to locate other specialized resources to pursue topics, complete assignments, and enrich or remediate student learning.

computers and digital displays); to combine data obtained from such sources with information shared in the classroom.

Classes are grouped heterogeneously in most areas throughout the Middle School. Individual learning styles and skill levels are recognized by grouping within the classrooms, by expanding upon the Assignment to augment learning, and by providing enrichment and support through the Laboratory.

Student cumulative progress is evaluated formally three times each year through skills checklists and narrative reports. In addition, conferences between parents and House Advisors are held twice a year. Letter grades are not reflected on reports for fourth through seventh grades but are introduced in eighth grade in preparation for High School. Grades and other methods of assessment, however, are used to evaluate individual assignments. Student work is thoughtfully evaluated in ways designed to assist the student in growth and progress.

Through the Dalton Plan, in particular the Laboratory and Assignment, students learn skills that include:

óóThe

ability to set goals and to determine priorities consistent with the stated course objectives and the student’s own progress; to establish habits conducive to learning independently or with others; to follow a schedule that meets expectations for both short- and long-term projects.

óóThe

ability to define, locate, and use resources external to the classroom (e.g. library, studio, and laboratory materials and methods, primary and secondary documents, visual materials, and information available through various information systems including

The Middle School faculty are highly skilled professionals who have special training and interest in working with children in this age group. In addition to the regular teaching staff, the Middle School employs specialists in the areas of psychology, health services, enrichment reading, developmental math, and organization and study skills. Children interact with these specialists individually or in small groups. Dalton’s commitment to “the city as a classroom” is evident in all curriculum areas. Teachers make use of The Metropolitan Museum of Art, the Museum of Modern Art, the Guggenheim Museum, the Cathedral Church of St. John the Divine, The Cloisters, the Tenement Museum, the Bronx Zoo, the American Museum of Natural History, the Cooper Hewitt

Museum, The Jewish Museum, The Morgan Library & Museum, Ellis Island, and many other resources within the city that relate to areas of study. Students take field trips outside the city to Plimoth Plantation, Black Rock Forest, and Gettysburg.

Curriculum The Dalton Middle School provides a balance between attention to the basics through the coverage of necessary skills and body of knowledge, and the need for students to explore a wide variety of interests and experiences. The Middle School curriculum is vibrant and intellectually stimulating. It engages and challenges students with courses in English, mathematics, and social studies, as well as science, modern and classical languages, the arts, and physical education. Fourth and fifth grade students are taught social studies, language arts, and math by their House Advisor. Reading and math specialists are teamed with House Advisors in these grades to provide additional support and enrichment for students.

The sixth through eighth grades are organized around teaching teams that work with a core group of students. This assures that every student is well known to the group of teachers and will be assessed in a thoughtful and meaningful way. Each child in these grades works with three core teachers, one each in English, math, and social studies. These teachers share a common set of students, a common schedule, and a common planning time. As a result, they have adequate opportunity to meet and discuss the individual needs of students and the structure of curriculum within their grade level. Foreign language, art, music, science, dance, and physical education are taught outside the core time. In these disciplines, students from different cores can interact and work together in common course work. These teachers communicate regularly with the core teachers to ensure that student progress is evaluated and advanced.

English/Language Arts The Middle School English/ Language Arts program stresses the appreciation of literature and creative writing as well as the basic skills of reading, writing, and speaking. Students hone their

spelling, grammar, and vocabulary skills in each successive Middle School year. In fourth and fifth grades, students read independently and have opportunities to write daily using a variety of literary formats to develop fluency. Because writing is integral to learning, fourth and fifth graders are encouraged and directly instructed in how to rethink, rearrange, and polish their words. They learn strategies for good writing during the writing, revising, and editing stages of their work. Spelling and grammar are taught in a meaningful context. In the sixth through eighth grades, students read and explore a variety of literary genres. At the same time, all students are taught how to write cogent, clear, and precise prose and how to revise and edit their writing, using correct usage, punctuation, grammar, and spelling.

Social Studies The Middle School Social Studies program strives to familiarize students with the basic tools, vocabulary, and skills of the social scientist, and to make students aware of different ideas and cultures around the world, past and present. The program encourages students to address the question, “How do we know about the past?” Through the curriculum they learn that new discoveries by archaeologists, scientists, and historians change our view of history and that historical understanding matures and evolves. Fourth graders begin by studying continuity and change in their own school locality. Having graduated and moved from the “old country” of the First Program to the “new country” of the Middle School, students study emigration. They learn about citizenship, the law, and civic responsibility. Their studies continue with the history of the Pilgrims, culminating in a grade-level trip to Plimoth Plantation in Massachusetts. The fifth grade social studies curriculum

utilizes an anthropological approach to understanding human culture and begins the study of ancient civilizations in the latter part of the year. The focus is on the peoples of Mesopotamia with an emphasis on the Sumerians, and later, Egypt, India, and the Far East. Sixth graders continue their study of the roots of western civilization, examining the ancient Assyrians, Greeks, and Romans. Ancient Greek and Assyrian history is studied using Archaeotype, a software program developed at Dalton to assist students as they construct interpretations of the history of these ancient sites. Students work in groups around a graphic computer simulation of an archaeological excavation to “dig up” artifacts, measure them, and make observations about their findings. In the seventh grade, students study the Middle Ages in the West, the Near East, North Africa, and Central Asia. Through an examination of Islam; the Viking and Saxon invasions; the rise of the university; the construction of cathedrals, mosques and

madrasses; and the romantic epics of this period, students explore medieval religious beliefs and the concepts of feudalism and chivalry. Specific topics such as the reign of Charlemagne, Beowulf, and the Sutton Hoo ship burial broaden their understanding of the medieval world. The eighth grade Social Studies curriculum develops skills through the study of American history. Students complete a range of assignments pertaining to Colonial America, the Civil War, Westward Expansion, the growth of Urban America, the Great Depression and World War II, and the struggle for civil rights for all Americans. The curriculum also includes a “Model Congress” assignment in which students write and vote on their own bills as a legislative body. Students develop arguments using primary and secondary sources. They write traditional essays and research papers, but also have the opportunity to develop their skills creatively through presentations, historical role-playing, and writing historical fiction.

Mathematics The Middle School Math program is carefully structured to lead from the concrete arithmetical work that absorbs younger students to the more abstract conceptual work presented in the seventh and eighth grades. Knowing that it is vital for students to develop the fundamentals of number and symbol sense, the fourth grade studies number properties, estimation, problem solving, and patterns. They continue to study all four operations in the fifth grade, the final year of basic arithmetic. As fifth graders continue to strengthen their computational skills, they are exposed to reasoning deductively and inductively, formulating the appropriate rule (algorithm) for a specific problem, and searching for

patterns. The use of manipulatives, individual and whole group activities, and discussions add to the active and collaborative nature of the learning in the younger grades. The sixth grade pre-algebra curriculum emphasizes the necessary arithmetic skills and the importance of abstract analytical training, both of which are essential for a solid foundation in mathematics. The basic arithmetic skills that are emphasized during this year include: order of operations with integers, fractions, exponents, decimals, ratios, percents, and proportions. An introduction to the more conceptual and abstract language of mathematics and problem solving includes work in the following subjects: variables, equations vs. inequalities,

solving equations with inverse operations, integers and rational numbers, number theory, graphing, and geometry. Throughout the year, students are given the opportunity to apply their knowledge of mathematical properties and their mathematical reasoning to multidisciplinary projects, thus strengthening the learned concepts. In addition to practicing basic skills and concepts, seventh graders study geometry and advanced pre-algebra in preparation for a formal course, Algebra I, in eighth grade. The course includes the rules of exponents and binary operations of polynomials and develops studentsâ&#x20AC;&#x2122; spatial sense through constructing, drawing, measuring, visualizing, comparing, transforming, and

classifying geometric figures. At this level, geometry focuses on investigating and using geometric ideas and relationships rather than on memorizing definitions and formulas. The eighth grade algebra program represents an extension of and a carefully constructed sequential step in the work the students explored in the seventh grade. The curriculum material models the content that one would find in a standard Algebra I course in both scope and sequence. Students learn the material by analyzing and studying statements, illustrations, and examples. It is the active engagement in the material that helps to secure the studentsâ&#x20AC;&#x2122; understanding of the concepts.

Science Middle School students are exposed to the major disciplines in the sciences to provide increased understanding of themselves and the world around them. The science program is geared to provide students with the basic skills of scientific methodology. The program alternates between physical and biological sciences, beginning in the fourth grade when the students study an earth science course to discover how their planet functions. Not only is science studied in the laboratory, but also on field trips to Black Rock Forest and Central Park. By the end of eighth grade, students have a thorough understanding of biology, geology, and astronomy, as well as some basic principles of physics and

chemistry. In addition, students in the sixth grade study the scientific method utilizing Dinosaur Canyon, a computer simulation of a hypothetical geological site. Students find fossils and take rock samples that are removed to a simulated laboratory for analysis. By sorting through their samples, analyzing their data, and characterizing their observations, they find meaning in their discoveries. Students in eighth grade also use the computer as a tool to pursue a study of motion and growth, the structure of matter, and the nature of energy. The eighth grade utilizes Virtual Laboratory, which simulates basic science laboratory experiments conducted in the classroom. Each â&#x20AC;&#x153;virtual labâ&#x20AC;? allows the student to apply the step-by-step method of inquiry and prepares the student for the real world event. Students identify the directly measurable, relevant facts, create a proposal relating the facts, design an

experiment, graph the results, and develop a descriptive equation. This methodology also permits students to work independently through the event so that they can contribute confidently in their group to the real world solution.

Foreign Language The study of classical and modern languages, including Latin, Mandarin, Spanish, and French, begins in the fifth grade and continues through High School. In their first year of modern language study, students learn to communicate in simple social situations and learn basic linguistic structures, often in playful activities. In the sixth through eighth grades, students concentrate on the more advanced structural foundations including the study of grammar and vocabulary. They learn to write increasingly advanced compositions and study the cultures of French, Spanish, and Mandarin speaking peoples. The study of Latin is pursued within the context of the Roman civilization. Students learn vocabulary and the fundamental structures of grammar and syntax, developing basic translation skills so that by eighth grade they are working with historical texts.

The Arts Middle School students study dance, music, and the visual arts as a regular part of their weekly schedule. They are also introduced to theater arts in fifth grade. Beginning in seventh grade, students select two courses in the visual or performing arts, choosing from dance, music, theater, and the visual arts. The dance program is designed to build both technical and creative movement skills. Technical development includes alignment, strength, flexibility, and coordination. Creative exploration integrates improvisation, phrasing, and choreography.

students elect to begin the study of voice or an instrument of their choice. In the seventh grade, based on recommendations, students may continue their musical studies by becoming members of a number of vocal and instrumental performance groups. These groups include Concert Band, Jazz Ensemble, Percussion Ensemble, String Orchestra, Wind Ensemble, Chorus, and in some special cases, the High School Orchestra. For students who wish to pursue the study of music history, courses on World Music are available in place of performing.

A variety of dance styles are introduced throughout the year, including modern dance and jazz. All students participate in dance in fourth through sixth grades and may elect to dance in seventh and eighth grades. The eighth grade course is an extended study of dance that includes choreography, performance, and master classes with guest artists.

The dramatic arts are introduced in fifth grade. In seventh grade, students may elect to concentrate in theater as one of two required arts courses. Theater study touches upon the many aspects of acting and stage production during the year, including rehearsing, performance, and improvisation exercises and games. All students in sixth through eighth grades may audition for, and participate in, the annual Middle School theater production.

Students are required to take music in fourth through sixth grades, including general music, music skills development, singing, and introduction to instrumental music. Fourth grade students are introduced to string instruments and the recorder. Fifth grade

Students in fourth through sixth grades must take visual arts. These courses introduce the various forms of artistic techniques and the materials used to create art. In the seventh grade students may choose to solidify their basic artistic skills through two required visual arts

courses, Drawing and Design and Dimensional Design. The visual arts curriculum for eighth grade is rich and varied and includes Ceramics, Painting and Composition, and Media Arts. Students are also introduced to the use of computers as a tool in art-making through new media techniques.

Athletics and Physical Education In fourth through sixth grade classes, students pursue a program rich in skill development complemented with a variety of sports and game activities. Indoor classes are held at the 87th Street Physical Education Center, and outdoor classes take place at Randallâ&#x20AC;&#x2122;s Island (children are bused to and from both locations).

Clubs and Student Organizations Students are also encouraged to participate in extracurricular and elective activities during the school year. Student-led clubs are a vital part of community life. Clubs such as Service Learning, Asian Cultures, Environment, and Human Rights connect Dalton students to the outside world. The Robotics Club attracts boys and girls with interests in engineering and computer science where they learn to design, build, and program Lego Mindstorms NXT robots.

They collaboratively develop solutions to robot game missions and real-world research challenges. The Dalton Robotics Team competes in tournaments and has placed first among peer teams from other schools in the area. The literary magazines, performing arts productions, and Middle School Yearbook provide additional creative outlets. There are also several opportunities for math extension. Students may participate on math teams or join the Math Olympiad club, and many compete in national mathematics competitions. Students may also participate in the Middle School Government that organizes social events such as dances, sports evenings, and assemblies.

The interscholastic athletic program for the Middle School begins in seventh grade. The goal of the program is for children to participate in athletic competition while learning the value of teamwork, skill development, and sportsmanship. Dalton has a â&#x20AC;&#x153;no-cutâ&#x20AC;? policy in Middle School; any child who wishes to participate on a team will be given the opportunity. Dalton is a member of the Manhattan Private Middle School League. 31

Dalton offers the following teams: FALL SEASON 7th-8th Grade Football 7th-8th Grade Volleyball 7th-8th Grade Boys Soccer 7th-8th Grade Girls Soccer

WINTER SEASON 7th-8th Grade Boys Basketball 7th-8th Grade Girls Basketball 7th-8th Grade Swimming 7th-8th Grade Wrestling

SPRING SEASON 7th-8th Grade Baseball 7th-8th Grade Boys Lacrosse 7th-8th Grade Girls Lacrosse 7th-8th Grade Softball 7th-8th Grade Track and Field

After School Program Dalton offers an After School Program for all K–8th grade students. Where Serendipity (K–3rd grade) ends Encore! begins. Encore! is the 4th–8th grade After School Program and is a natural extension of Serendipity. These programs work together in close collaboration to create a sense of continuity and natural progression between the two programs. The Encore! After School Program runs from 3:30 to 4:30 daily with course offerings at Encore! including Robotics, Website Design, Yoga, Hip Hop, Guitar, Tae Kwon Do, Comedic

Performance, Homework Club, and more. For those families requiring an extended day service, students can join Homework Club after other classes and continue to work on homework or just relax after a long day until 5:45. For the more advanced chess players, the Dalton Chess Academy offers continuing instruction. The mission of Encore! is to be responsive to students’ changing wants and needs and to provide relevant and meaningful after school experiences. The After School Program is offered on a fee basis with a sliding scale for those families receiving tuition assistance.

Service Learning The Dalton Middle School is dedicated to developing a sense of community and to encouraging civic responsibility. Community outreach and service learning are an integral part of Middle School student life. Reaching out to those in need is an important student experience. These are the teachable moments that emphasize caring and responsibility and that support Dalton’s commitment to community and civic values. Fourth grade students learn about civic responsibility as they become “citizens” of the Middle School. To this end, a fourth grade elective program sets the stage for young students to explore their community, to expand their understanding of civic responsibility, and to learn the

importance of giving and sharing. In fifth grade, students work with the Brooklyn DA’s office in supporting “Kids for Kids.” Students in grades six through eight participate in service learning through both the House curriculum and a grade-level “Day of Service.” During House, students choose organizations to support that are meaningful to their group. While on the “Day of Service,” students visit agencies throughout the metropolitan area such as: the Harbor for Boys and Girls, Henry Street Settlement, the Housing Enterprise for the Less Privileged (HELP), the Lenox Hill Neighborhood House Head Start Program and Women’s Shelter, and the New York City Parks and Recreation Department. An important adjunct to service

learning in the Middle School is the work of the Service Learning Committee. This student-directed committee is extraordinarily active and is sustained by studentgenerated goals and objectives. Students develop service and outreach projects and implement them through agency visits, collections, and client services. Students work with numerous organizations including Common Cents, City Harvest, Ronald McDonald House, the Yorkville Common Pantry, the American Cancer Society, and Foster Care for Infants. The good works they do and the appreciation they receive from the people they help and the agencies they serve exemplify their commitment to outreach, caring, and sharing.

Middle School students participating in a Penny Harvest project 33

The High School

The Dalton Plan in practice Grades 9 through 12

he High School is the logical extension of the principles of the Dalton Plan that begin in the First Program and continue through the Middle School. It is devoted to educating the individual in independent thought and ethical action. By stressing integrity as well as academic achievement, a Dalton education encourages personal resourcefulness, intellectual rigor, and social responsibility. The goals of the school in the twenty-first century are consistent with the philosophy of Helen Parkhurst, who wanted educated students to be “industrious, sincere, openminded and independent.”

In addition, two values articulated by Helen Parkhurst inform the instructional methodology: “freedom,” the right of students to develop at their own rate; and “cooperation or interaction of group life,” a recognition that to progress, all members of any community of learners must interact and share. To achieve these values, the Dalton High School, like the other divisions, utilizes the three components of the Dalton Plan: the House, the Assignment, and the Lab. The High School curriculum is an extension of Dalton’s values. Students are offered the freedom to choose topics in the Assignment that attend to their individual interests and needs while ensuring

knowledge across a broad spectrum of the humanities, the sciences, and the arts. As a High School student progresses through the program, there are choices to be made within each course of study via the Assignment and throughout the elective program. Appropriate to the age and development of students, these choices increase as a student advances from ninth grade to twelfth grade. Dalton students are diverse in their interests and backgrounds. Individuals thrive in the Dalton community because the school’s philosophy is to help each student achieve his or her highest potential in an academic or extracurricular interest.

Each component of the Dalton Plan, the House, the Assignment, and the Lab, is designed to give students in the High School increased command over their own education. House in the High School comprises students from all four grades. It meets on a daily basis, providing students with a small community within the whole where they encounter opportunities for support, growth, and relaxation. Helen Parkhurst stated, “The socialization of the school is as vital to the success of the experiment as is the liberation of the pupil.” House in the High School fosters both group activities and individual relationships. It provides a forum for discussion of a range of ethical issues that affect the lives of High School students. The House Advisor plays a key role in the academic planning of each student. He or she is responsible for counseling about course and extracurricular choices and acts as the student’s guide and advocate. In addition, the House Advisor is the parents’ chief contact with the school, both informally as well as on Report Days, when student, parents, and the House Advisor meet to discuss each young person’s progress. House, like the Assignment and the Laboratory, is deliberately designed so that experienced adults encourage and guide students to become more responsible for their own education.

Central to the pedagogy of the High School is the Assignment. In all courses, teachers prepare Assignments that are designed to cover four to six weeks of work. The Assignment includes an introduction to the unit of study written by the teacher, suggestions regarding resources for acquiring further knowledge of the subject, and a work plan, sometimes taking the form of a “contract,” which specifies required reading course work and culminating projects. The projects are of many kinds, providing choice and varying in their academic demands. In some cases, the option of group projects is available. The Assignment teaches students to use time effectively. Further, it allows for the tailoring of class work and homework to meet students’ individual needs and develop their strengths. Suggesting study, research, and collaboration, the word “Laboratory,” or Lab, best describes the educational atmosphere that Dalton strives to create. Labs are one-to-one and small group sessions between students and teachers that augment formal classroom instruction. Students and teachers schedule these meetings throughout the day in order to discuss projects, build upon questions that arise in class, and explore new topics. In Lab, teachers are seen as scholarly

resources committed to the validation and enhancement of student work. Time for students to meet with teachers and discuss ideas and/or difficulties is an integral part of the instructional model in the Dalton High School. Dalton high school students have approximately 9–12 Labs a week in addition to their regularly scheduled classes in each discipline.

Curriculum In the High School, students encounter a distinctive curriculum with many opportunities for choice and individualized work in academics, the arts, and physical education. The emphasis on the value of students choosing their own courses increases through the four years of High School. Each student eventually becomes responsible, with the counsel of the House Advisor and parents, for planning a large part of his or her schedule. At all times, the working relationship among students, parents, and faculty is cooperative and committed to developing self-reliance in the student. While students are offered an extensive range of electives, each student’s House Advisor guides him or her in making appropriate choices. Furthermore, students must fulfill carefully defined departmental prerequisites and school-wide distribution requirements before the total

elective program is available to them. These prerequisites include required courses in English, history, mathematics, science, and languages. The strength of Daltonâ&#x20AC;&#x2122;s High School curriculum is widely recognized. All course work in this division emphasizes preparing students to read texts critically, analyze data effectively, and write prose with clarity and purpose. There are rigorous courses in all disciplines, allowing students to grow intellectually as they advance toward graduation. The exceptional scholarship of Dalton students is evident throughout the school. Additionally, colleges have recognized the strength of Daltonâ&#x20AC;&#x2122;s curriculum through the successful results that our students attain on standardized achievement tests and other assessments.

English The ultimate goal of teaching and studying English in High School is that students acquire a love of reading and writing that will last throughout their lives. They study literature from different times and places in the hope that they will better understand human nature and experience. Students develop an appreciation of how literature and writing are related to art in its approach to symbolism and design; to culture in its distinctive modes of expression and grammatical structures; to history in its attention to periods, patterns of influence, and the search for truth. Students develop an ability to articulate thought and feeling in various kinds of writing assignments, including critical and expository essays on literature, the personal essay, and the creative writing of short stories and poetry. In several

English courses at each grade level, students use new technology to access resources, including films, paintings, and scholarly essays that enrich their analytical work. An elective creative writing workshop is also offered that students may take in any year. Ninth graders begin with literature of enduring importance from classical to modern times that establishes major themes and symbolic patterns and that gives a broad outline of the evolution of English literature. To this end, all students read selections from the Bible, as well as Chaucer, Shakespeare, and Austen. A variety of other authors that may include Homer, Dickens, Langston Hughes, Malamud, and Rushdie are offered as well. As they study literature, students also concentrate on developing their own writing skills, focusing on revising and editing

their work both in the classroom and in the Lab, and addressing the more complex elements of grammar. To gain a more specialized understanding of literary forms, students in tenth grade examine works of two major genres, poetry and drama, each of which is given full attention in a semester-long course. They acquire a broad familiarity with many English and American poets from the Renaissance to the present, and they study the nature of comedy and tragedy in classical and modern plays. In each course, students develop their independence and originality by writing an essay on a poet and dramatist who interests them. In eleventh grade, a strong elective program begins that encourages students to develop their individual interests and passions. Students

select from five year-long courses in American literature, each with a different approach to our nationâ&#x20AC;&#x2122;s literary tradition. The issues of identity, society and social order, and gender and sexuality may be explored in such writers as Hawthorne, Emerson, Melville, Douglass, Chopin, Wharton, Fitzgerald, and Ellison, among numerous others. In their twelfth grade year, students choose from fourteen electives. Courses focus on major writers, including Shakespeare and James Joyce, or genres, periods, and themes, including African American Literature, Russian Literature, The Gothic Novel, Biographical Criticism, Modern Drama, Film Theory and Criticism, The Literature of Madness, and The Short Story.

History and Social Science The History curriculum supports students in mastering the goals of careful reading, critical inquiry, and historical awareness. The Assignments serve to develop these skills, enabling students to consider major events in many countries and eras. As part of the three-year history requirement, freshmen examine world religions, the rise of global trade routes, the Renaissance and Reformation, the Scientific Revolution, the Enlightenment, the Age of Exploration, and the founding of colonies in North and South America. The ninth grade concludes with a close comparison of the American and French Revolutions. Sophomores begin with a detailed study of the American Constitution and a number of other national constitutions created in the early

19th century. The remainder of the year is dedicated to an in-depth examination of 19th-century world history, with the Industrial Revolution and the American Civil War and Reconstruction examined in the context of the rise of nationalism and imperialism around the globe. In junior year, students focus on major events of the 20th century: World War I, the Great Depression, World War II, the Chinese, Russian and Iranian Revolutions, the end of the colonial era, the Cold War and the collapse of Communism. Throughout the three years, students focus on themes such as the rise of religious institutions, the emergence of political leaders, the role of trade and economic developments, philosophical and intellectual traditions, and various artistic and cultural movements. In the senior year, students may choose one or two of the following one-term electives: The Press and the Public Interest, African American History, Fundamentalism,

Nationalism, American Politics, The Developing World, Art and Non-Art, The Modern Middle East, The City in History, Comparative Revolutions, History of Western Philosophy, and Issues in Identity. In all history courses, emphasis is on the close reading of primary source material along with assigned secondary sources in order to help students master the relationship between text and context. The classes are conducted in seminars to encourage maximum student-to-student discussion rather than exclusively teacher-directed instruction. Short homework assignments enable students to practice clear writing and thinking. In tenth grade, students research and write an historiographical essay on a topic of their choice. Throughout all three years, mastery of the factual material and the ability to analyze and debate the events that have shaped and are shaping the modern world are emphasized.

Science Scientific understanding is essential and has become increasingly valuable to the educated person. Only those members of society who understand the complexities and interrelationships of the scientific disciplines can make intelligent use of this knowledge to expand and improve the human condition. At Dalton, students are required to take a three-year sequence in science beginning with biology and chemistry in the ninth and tenth grades and continuing with a third year. In the junior year, students elect from advanced level courses in biology, chemistry, and physics. Students may also opt for courses in environmental science, astronomy, and animal behavior, among others. Because much of scientific inquiry involves long-term laboratory work, which includes experimental research projects, a large workshop for independent study is available in the Science

Center for student use during the academic year. The Science Internship Program affords numerous opportunities to study with researchers and specialists in the many laboratories and hospitals in the New York City area. Dalton students also compete in city, state, and national science competitions.

Mathematics At Dalton, the approach to the study of mathematics allows students to appreciate the many and varied facets of this rich discipline. Students understand mathematics as a symbolic language and as a tool essential to many fields of human endeavor. Indeed, the curriculum is designed to fulfill the requirement that well-educated students possess the mathematical fluency necessary to

navigate in a world increasingly oriented toward science and technology. Additionally, mathematics is presented as a logic system, a skill, an analytical process, and as a game that students can play and master. The three-year required sequence in mathematics is structured in four levels beginning with algebra, geometry, and trigonometry, and ending with courses in calculus and statistics. The sections are calibrated to the ability range of the students taking them. All courses provide students with an environment in which to develop as mathematical thinkers, comfortable with the fast-paced and ever-changing technological world. In addition to the course sequences described, those students

who have interest in particular aspects of mathematics may join the Math Team or the Mathematics Seminar, a course taught by a team of teachers and designed to explore mathematical topics and questions that arise from studentsâ&#x20AC;&#x2122; interests and curiosity. Daltonâ&#x20AC;&#x2122;s math students compete in a wide variety of local, state, and national competitions. Within the past few years Dalton students have excelled in these contests. In one year alone, Dalton won first place in our region for New York State; placed first and third in New York City mathematics contests; three Dalton students were cited to be among the top 15 math students in the city; at a national contest, Dalton received four awards, including gold and bronze medals.

Computer Science Because our society has become increasingly dependent on the flow of information utilizing technology, students at Dalton must demonstrate skill in computing in order to graduate. They may meet this requirement by taking specific science and humanities courses that necessitate the use of computer technology, or they may elect to enroll in computer science

courses. In Computer Science, students are given a broad introduction to the field covering topics in applied sciences, social sciences, and mathematics. They learn programming languages and the use of well-known computer problem solving and Web page tools. In addition to introductory courses, students may enroll in Advanced Computer Science, Advanced Topics in Computer Science, Computer Linguistics, an independent study course,

or a class in Web Design. Daltonâ&#x20AC;&#x2122;s Computer Science Team participates in three to four road trips a year competing in regional and national competitions and participates in the American Computer Science League (ACSL), which consists of American, Canadian, and European teams. In the past few years Dalton has won outright or tied for first place. Four times a year, juniors and seniors compete in class on theory topics and programming. Additionally, students are offered the opportunity to compete in national linguistics competitions.

Foreign Language Knowledge and use of foreign languages gives students a window into other cultures while enriching their understanding of their own culture and language. Mastery of languages other than English is essential, given the variety of languages spoken in New York and the demands of an increasingly global society. In Daltonâ&#x20AC;&#x2122;s High 40

School, students are required to study a foreign language for three consecutive years, and choose from five languages â&#x20AC;&#x201C; two classical and three modern. Some students at Dalton choose to study two languages at some point during High School. In studying ancient Greek or Latin, students develop an understanding of grammatical structures and vocabulary while immersing themselves in the rich literature and history of classical civilizations. Greek students read from the works of Xenophon, Plato, Euripides, and Homer. Latin students translate excerpts taken from Caesar, Cicero, Vergil, Horace, Catullus, and Ovid. Students of both French and Spanish develop proficient writing and speaking skills as they immerse themselves in classes taught exclusively in the target language. The faculty emphasizes active and meaningful communication in the exploration of varied cultural contexts. Elective courses offered to juniors and seniors provide challenging material from the target

culture, such as drama, poetry, media, cinema, newspapers, Websites, and prose, that is discussed and analyzed. Multimedia software, Web-based programs, and more traditional audio and video materials are used to enhance the learning experience. The school offers additional language immersion experiences for interested students who have acquired a level of fluency in their respective languages. Studying Mandarin Chinese presents students with a gateway to one of the worldâ&#x20AC;&#x2122;s great cultures, one that straddles both ancient and modern worlds. Students learn to manipulate both written characters and the tones and pitches used to differentiate the meanings of words. Students are taught to speak and write Mandarin using linguistic patterns and grammatical systems radically different from those of English. In the process, they also become more knowledgeable about the culture and history of one of the greatest nations on earth.

The Arts Creativity and self-expression are at the core of a Dalton education. The school philosophy is premised on first-hand experience, and this is the foundation of the arts at Dalton. The dance, theater, music, and visual arts departments express the soul of the Dalton program. With a performing arts space, a theater, and extensive dance, visual, and media arts studios, the school offers its students access to outstanding facilities. However, the true strength of the arts program comes from faculty who are professionals in their fields. These teachers shape and educate the students with the utmost dedication and enthusiasm, always sharing the personal passions that brought them to careers in the arts. Each course provides a cooperative environment where students can shed their inhibitions, expand their focus, discover their talents, and find their voices. It is not surprising that so many students dedicate a large portion of their time and energy to the arts. High School 41

students often discover that what begins as a requirement for graduation ends as one of the defining features of their Dalton experience. Throughout the school year, students at each grade level have the opportunity to participate in major theatrical productions, musical concerts, dance performances, and visual arts exhibitions. Each year nearly a third of the schoolâ&#x20AC;&#x2122;s graduating seniors choose seminar-based independent programs in visual arts, music, theater, and dance. These senior projects often lead to community-wide exhibitions and performances that herald the central role of the arts at Dalton. The rigor and achievement realized in these experiences often parallel, integrate, and synthesize the academic experiences that have shaped and informed the studentsâ&#x20AC;&#x2122; careers at Dalton.

Technology The Dalton Technology Plan provides members of the High School community with access to the latest information technologies and systems. The Technology Plan encourages an educational environment free of traditional constraints of time, resources, and space, where cooperation is a significant motivator, and inquiry and self-guided learning have intrinsic value. Its many interactive multimedia and Web-based programs greatly enhance and enrich numerous English, science, history, mathematics, and foreign language courses. The High School Course Catalog, which describes the extensive offerings in the humanities, arts, sciences, and physical education, is available upon request.

Student Government Daltonâ&#x20AC;&#x2122;s High School government stimulates a sense of community among students and faculty and gives Dalton students an opportunity to participate in self-government. It also provides an outlet for student opinion that can be readily transmitted to the administration and faculty. The government is composed of a Legislature and Cabinet and is led by a President. The Legislature, composed of the entire student body and faculty, meets often either in full session or in committee to

discuss issues in open debate and manage the Student Activities budget. The committees are the working arms of the government. Among the committees are Curriculum, Fine Arts, Performing Arts, Public Affairs, Another Perspective, Human Rights, Service Learning, and The Environment Club. The Cabinet, composed of committee heads and government officers, functions as an advisory board for the government and as the student voice in matters academic, extracurricular, and social.

Service Learning High School students’ commitment to service learning builds upon service projects performed in the First Program and the Middle School, with the expectation that students will take on more individual responsibility for service. The Director of Service Learning and the House Advisor provide guidance in finding appropriate service placements and ongoing support as the student gains insight from the service program. The High School service learning requirement is based on depth of commitment and not exclusively on time spent. Students complete four project “credits” during High School, with each project representing a sustained, meaningful commitment to one agency or cause. Through service, students come to understand the values of empathy, compassion, and caring as the basis for civic

responsibility. Student service opportunities include work both within and outside Dalton, with the expectation that at least two units must represent service to the larger New York City community. In addition, Dalton is involved with over sixty different agencies that seek student volunteers. Students volunteer in soup kitchens, after-school programs, hospitals, and many other agencies and institutions. They develop big sister/ brother mentoring relationships and help children with homework. They also assist at agencies such as East Harlem Tutorial Program, Star Learning Center, Burden Center for the Aging, and the American Society for the Prevention of Cruelty to Animals. Dalton also has a close relationship with Youth Service Opportunities Project work camps, which allows students to serve and to reflect on the experience of helping those who

are homeless and hungry. On the traditional “Day of Service,” the entire High School student body and faculty spend a full school day working together and volunteering throughout New York City.

Interschool Program and Museum Collaborations Dalton is affiliated with seven other independent schools in the city offering specialized classes for academic credit and activities after school. The purpose of this program is to make available areas of learning that may not be a part of any single school’s curriculum. The school funds lectureships at the American Museum of Natural History and at The Metropolitan Museum of Art. These lecturers, on staff at both Dalton and the museums, work closely with faculty in developing curriculum, organizing field trips, and creating

High School Service Learning project in New Orleans, Louisiana 43

Mentoring Program partners High School students with Middle School peers during common free times each week. These programs establish a context within which to address issues raised by students, faculty, and parents of color in the schoolâ&#x20AC;&#x2122;s community.

Grade and Class Activities

counseling and guidance in achieving their goals. A forum enables High School students of color to meet several times a year with Dalton alumni for dialogue sessions on topics relevant to their lives and interests. Opportunities are provided for students and adults to enjoy a range of educational and cultural activities. The Peer Assignments that include the collections and resources of these institutions.

Publications The major publications of the High School include The Daltonian, the monthly student newspaper; Blue Flag, the literary magazine that includes student art and photography as well as writing; the Fine Arts magazine; Real Politik, published by the Public Affairs Committee; and the Dalton Yearbook. Many student publications have attracted praise and have been recognized in national journalism competitions.

Students of Color Mentoring Programs Support for students of color in their developmental years works best when the structures are deliberate and varied. Dalton offers several support programs for students of color. The longstanding Adult Mentoring Program pairs High School students with Dalton alumni of color who offer them 44

Dalton offers many opportunities for distant trips and local outings. These include participation in Model United Nations, Model Congress, debate tournaments held at college campuses, spring training for athletes in spring sports at camps in Florida, various grade trips, dances, a winter formal, a prom, and spring grade events. Freshmen take part in a three-day orientation at Pine Forest Camp in Pennsylvania. Seniors participate in a three-day retreat near the end of their Dalton experience.

Peer Leadership

Internships

In the Peer Leadership Program, twenty-four seniors are chosen to work with ninth grade students each academic year. Peer leadership groups, composed of ten ninth graders and two seniors, provide a weekly forum in which the ninth graders, new to the High School, benefit from the seniors’ counsel and experience. The Peer Leaders are guided by four faculty members with whom they meet regularly.

Internships are available for students in science and other fields including finance, business, architecture, art (museums and galleries), publishing, public relations/communications, fashion, media, theater, and foundation work. Students may be involved in internships during the school year and/or the summer. Science internships are provided for students to work in research areas such as genetic engineering, immunology, psychology, and ecology. In conjunction with this work, Dalton students have been finalists in a variety of science competitions.

Peer Tutoring Juniors and seniors who wish to serve as peer tutors are assigned to teachers in all the divisions. They work oneon-one with some students, lead group discussions, and may serve as teaching interns in academic or arts classes. Tutors are advised and guided by the coordinators of the program and by the teachers in the area in which they serve. The program provides assistance to students in need of extra help. In addition, it introduces students to teaching and inspires reflection about their educational experience.

Interscholastic Athletics Although students can participate in sports within the curriculum and take advantage of the aerobics and weight training facility in the Physical Education Center, the interscholastic athletic program provides an opportunity for those students who wish to compete at a higher level. The Dalton School offers a broad-based program for

both boys and girls. Approximately three-quarters of the student body choose to participate in at least one sport. A significant number of Dalton students continue their athletic careers at the collegiate level. Members of Dalton’s coaching staff are highly skilled and knowledgeable about their respective sports. A certified athletic trainer assists Dalton’s student-athletes with injury prevention, rehabilitation, and strength and conditioning. Team practices and games are held at the 87th Street Physical Education Center as well as at the fields, track, and tennis courts at Randall’s Island, Asphalt Green, Sportime, Astoria Park, and the Armory Track Facility. Dalton is a full member of the following leagues: New York State Association of Independent Schools Athletic Association, Ivy League of Preparatory Schools, and an associate member of Girls’ Independent Schools Athletic League (G.I.S.A.L.) and Private Schools Athletic Association. Dalton’s teams compete in these leagues as well as others.

Dalton offers the following teams: FALL SEASON

Cheerleading (Varsity) Cross Country (Varsity) Football (Varsity) Boys Soccer (Varsity/Junior Varsity) Girls Soccer (Varsity/Junior Varsity) Girls Tennis (Varsity/Junior Varsity) Volleyball (Varsity/Junior Varsity)

WINTER SEASON

Boys Basketball (Varsity/Junior Varsity) Girls Basketball (Varsity/Junior Varsity) Cheerleading (Varsity) Swimming (Varsity) Wrestling (Varsity)

SPRING SEASON

Baseball (Varsity/Junior Varsity) Golf (Varsity) Boys Lacrosse Girls Lacrosse Softball Boys Tennis (Varsity/Junior Varsity) Track and Field (Varsity)

Recently, the Girls Varsity Volleyball team won the Ivy League Championship and NYSAIS State Championship; the Boys Varsity Basketball team won the NYSAIS AA Federation Championship; the Girls Varsity Track and Field team won the NYSAIS State Championship. Other recent championship league wins include the Ivy League in Girls Soccer, the G.I.S.A.L. in Girls Basketball, Varsity Wrestling, Boys and Girls Varsity Track and Field, Varsity Football Hudson Valley League Champions, and NYSAIS State Championship for Boys Varsity Soccer.

College Counseling Dalton hopes its students develop self-understanding, follow passions with a sense of what true excellence requires, and become independent life-long learners. Like every other aspect of a Dalton learning experience, Daltonâ&#x20AC;&#x2122;s college admissions procedure reflects these

goals, by ensuring that even the process of applying to college furthers the education and selfdiscovery for our students, as they consider and identify schools aligned with their developing interests and ongoing goals. College counseling is introduced to juniors and their parents at a January evening college presentation that formally launches the planning process. Following this event are individual meetings with each junior, the parents, and the college counselor, to begin discussion of student interests and priorities and to generate a list of appropriate colleges to consider. In addition to other scheduled college programs, a major spring college fair acquaints

juniors and parents with admissions representatives from 150 campuses from around the country and abroad. College counselors continue to meet with students individually and in groups through senior year to discuss campus visits, interviews, essays and applications, early admissions programs, and financial aid, as well as to narrow the field of prospective college choices. House advisors and faculty also support students through advisement about academic programs, extracurricular participation, and standardized testing, as well as by writing college recommendations. Over ninety-nine percent of all Dalton graduates enroll at four-year colleges and universities, and the school strives to find the best match for each individual.

Below is a list of colleges most frequently attended by graduates in the past five years.

Graduation Requirements To graduate from Dalton, a student must receive a minimum of 19 academic credits and fulfill the requirements in arts, health, physical education, and service learning. All students must be computer literate.

Amherst College...........................................13

Lehigh University.............................................2

Bard College.......................................................7

Miami, University of.......................................6

Barnard College................................................7

Michigan, University of..............................11

Bates College.....................................................4

Middlebury College........................................4

Bennington College........................................2

Mount Holyoke College................................2

Boston University ...........................................9

New York University ...................................14

Bowdoin College..............................................9

North Carolina, University of......................2

Brandeis University.........................................3

Northwestern University..........................14

Brown University..........................................25

Oberlin College.................................................9

Bucknell University.........................................4

Pennsylvania, University of.......................38

Carleton College...............................................3

Pomona College...............................................4

Carnegie Mellon University.........................4

Princeton University....................................14

Chicago, University of....................................7

Purchase College..............................................3

3 years....................................................... 3 credits

Colgate University........................................10

Reed College......................................................4

Science

Columbia University....................................20

Rhode Island School of Design...................2

3 years....................................................... 3 credits

Connecticut College ......................................6

Rice University..................................................5

Cornell University.........................................21

Rochester, University of................................2

Other academic electives . .............. 3 credits

Dartmouth College......................................10

Sarah Lawrence College................................3

Duke University.............................................13

Skidmore College.............................................5

Emory University.............................................4

Smith College....................................................2

Eugene Lang and Parsons School..............2

Southern California, University of............3

Fordham University....................................... 4

Stanford University.........................................6

George Washington University..............12

Swarthmore College......................................7

Georgetown University................................3

Syracuse University......................................10

Gettysburg University...................................2

Trinity College...................................................3

Hamilton College..........................................10

Tufts University................................................9

Harvard University....................................... 17

Vanderbilt University.....................................5

Harvey Mudd College....................................2

Vassar College...................................................5

Haverford College...........................................2

Washington University in St. Louis............4

Hobart and William Smith College...........2

Wesleyan University....................................15

Hunter College..................................................2

Wheaton College.............................................2

Indiana University........................................10

Williams College...............................................6

Johns Hopkins University.............................9

Wisconsin, University of...............................6

Kenyon College....................................................2

Yale University...............................................20

The following are the specific requirements for graduation: English

4 years....................................................... 4 credits History

3 years....................................................... 3 credits Languages

3 years....................................................... 3 credits Mathematics

Computing: We expect all students to have the following skills before graduation, and these skills are integrated in the curriculum as well as in the computer science courses.

1. Word processing

2. Use of a spreadsheet

3. Internet: search and Web technology 4. Knowledge of the computer

file system

Arts................................................................ 2 years (Theater, Dance, Music, Visual Arts) Health................................................2 semesters Physical Education........................................4 years Service Learning..........................4 project credits

Teaching the Art of

Learning “T

“W

hen I was five years old, I carried a small, green, plastic briefcase filled with paper and made my little cousins in diapers be my students! Indeed, as long as I can remember, I always wanted to be a teacher,” states Julie Stolzberg, a First Program faculty member and alumna of Dalton. “To me, teaching is a passion; it is not a job or a career.” Ms. Stolzberg taught in many public and independent elementary schools in Massachusetts and New York City before returning to her alma mater. “I especially love teaching second grade as the children have mastered many skills and have the tools that enable them to begin to delve deeply into content. What I remember so fondly about my own Dalton experience was learning through the Dalton Plan, especially Lab, which I utilize even with my young students.

he best part of being a kindergarten teacher is the opportunity for unplanned teaching that just crops up all day long,” says Debbie Reilly, one of Dalton’s five kindergarten teachers. “Children of this age are young enough to be in awe of the world but old enough to ask really great questions. Their insatiable curiosity results in conversations that lead to places that I, as a teacher, did not even expect to go! For kindergarten children, everything is food for thought and they wonder about things that are very real in their lives and society. My job is to help kindergarteners make sense of the world around them. The many skills we teach children in kindergarten, such as problem solving, collaboration, making connections, writing, and math, are presented in a context that is relevant to them, demonstrating that such skills have purpose in their lives.”

Teaching was a career change for Ms. Reilly, who received her Bachelor’s degree from Hunter College, her Master’s degree from Bank Street College, and has been a faculty member at Dalton for close to two decades. After selecting Dalton for her own four-year-old daughter many years ago, she experienced Dalton first-hand, and decided to attend graduate school and become a teacher. “I love teaching here. We have amazing children at the school with wonderful families who deeply respect the philosophy and values of Dalton. Dalton does for its faculty what it does for its students; it encourages us to follow our passions, and, in the case of teachers, to bring this excitement to our classrooms. It’s a dynamic school that respects the individuality, autonomy, and creativity of students and teachers alike.”

I want children to construct their own experience as they explore an interest or an area, engaging deeply in their projects. Dalton teachers guide students towards goals and give them the fundamental building blocks they need, but the gift of teaching at Dalton is the

creativity that is encouraged to get children to reach those goals. It’s all about those magical moments at Dalton when the child realizes, ‘Wow, I can do this!’ and learning becomes more about the process than just the product.”

rchaeology does not tend to be taught in elementary or secondary schools. However, Dr. Neil Goldberg is Dalton’s resident archaeologist at the First Program and Middle School. He believes that archaeology enables children to learn about the world and is a wonderful way to teach both humanities and science. “Archaeology is ideal for young children because it actively engages them and builds upon observation skills that they have already learned. Children of this age haven’t yet been acculturated to the school culture and the way you learn for a test. They all come on an equal footing because none of them have had previous archaeological experiences. Archaeology is about discovery, finding things that nobody has found before. Mystery is involved as well as fascination with the past.” Dalton students experience archaeology in third grade during a multi-week hands-on dig based on their social studies curriculum. In sixth grade they participate in the Archaeotype program, a computersimulated archaeology unit, created by Dalton faculty, that is part of the sixth grade history study.

“C

hess does such extraordinary things for children,” states David Macenulty, Dalton’s chess teacher. “We all know chess is a ‘brain game’ that helps develop a huge range of thinking skills – pattern recognition, logical sequencing of ideas, categorizing and classifying information, defining and anticipating problems, and creatively overcoming obstacles – but there is also an enormous emotional component to chess. There can be a lot riding on every move. When children have completed a chess tournament, they feel they can handle just about anything. Confidence, a belief that you can succeed, is essential in everything we do. The chess kids are very confident, and I have no doubt they will be very successful in most everything they do. They learn how to balance their skills with their emotions, and that will make them very valuable players in the broader arena of life.” After years teaching in the public schools, and then as Director of Program Development at Chess-in-the-Schools, Inc., Mr. MacEnulty came to the First Program at Dalton to teach chess to

061113-225

even the youngest Daltonians in kindergarten. Today, Dalton’s young chess teams consistently win championships at local, state, and national tournaments. “Dalton kids are amazing to teach. They grasp concepts so quickly and they already know that making mistakes is perfectly okay because they are taught at Dalton that this is how one learns. Dalton students are encouraged to take

risks and you can see this when they are in front of the chess boards – they are phenomenal chess players!” Mr. MacEnulty emphasizes ethics and integrity in his classes. “I teach the children that no chess trophy or reward is worth losing one’s integrity.” He praises the strong support that he receives from all constituencies for Dalton’s chess program. “I love teaching here. At Dalton, all the pieces fall into place.”

After receiving a Master’s degree in Teaching English, grades 5–9, from Tufts University, Ms. DeJesus taught Middle School English at a variety of boarding and day schools, including Shady Hill in Massachusetts, and the Wilmington Friends School in Delaware. In addition to her work as the Chair of the Middle School English Department for the past three years, Ms. DeJesus teaches sixth grade English. “I’ve worked at many schools, but at Dalton I have found such unusually dynamic students who need and absolutely thrive on challenge. They’re quick, witty, and have so many diverse interests outside of school.

“Dalton is a wonderful school at which to teach because it has a unique structure that guides teachers. I love the Dalton Plan. House is so pivotal because in order to do Middle School students justice, one needs to have a system in place that supports them and that gives them a sense of a ‘family’ on a daily basis at school. That is exactly what House is all about. Assignments provide children with a framework that empowers them. We develop Assignments to provide students with ample opportunities to go in different directions when they delve into their work. At Dalton, creative expression is as important as the academic experience – both should overlap in students’ lives, and they do at Dalton. I find that Lab provides a wonderful opportunity to establish the rapport necessary to connect to Middle School students and enables teachers to interact with the individual student and reflect on the work at hand. I also love my interaction with my colleagues at Dalton. The mark of a great institution is when the adults in the community feel a sense of collegiality. Dalton has an extraordinarily bright, diverse faculty and we all feel an aura of respect for our craft.”

conversation, and love to apply what they learn. These are ‘take charge’ kind of kids. You give them a little and they take off and love to go above and

beyond the subject matter. Provided with appropriate framework and guidance, Dalton students are very independent and do ‘go forth unafraid.’ ”

students of this age to connect to; students should read material that reflects their personal life experiences. Teaching children of this age is so rewarding because they are at the cusp of this development; they are very open to new ideas and not yet set in their ways as human beings. Students seek help from their teachers and at the same time, they are grappling with being independent. Our role as Middle School faculty is to guide and support children through this interesting yet difficult phase in their lives.”

hile attending Wesleyan University, Andrea Dejesus got involved during her summers with City Bridge, a program for inner-city Middle School students, and became excited about a future working with this age group. “Middle School students are very intriguing beings; there’s the intellectual development, the development of who they are but also that very important social/cultural piece. A Middle School teacher naturally has to incorporate these notions when preparing work for

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eaching is an extraordinary way to share one’s passion, a terrific opportunity to bond and connect deeply with others, both children and adults.” AMANDA SCHOLLENBERGER’s particular passion is medieval history, and she explores this era with her seventh grade students as a Middle School history teacher. “I love tapping into the energy of this particular time in world history with the young people in my classes as we explore the forces that shaped the modern world. The learning environment at Dalton is about striking a balance of freedom and providing a foundation of excellence. The Assignment is my favorite part of the Dalton Plan. The Assignment is a living, organic document that provides wonderful flexibility and enables me to tailor the curriculum to the needs of the children. It is always open to the influence of the students, and their perspectives and input often help to interpret the scope and sequence of the given material. Dalton students are wonderful to teach. They are incredibly inquisitive, enjoy engaging in intellectual

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am very much interested in pedagogy,” says Robert Mason, a math teacher in the Middle School. With his doctorate from Columbia University and a teaching career of almost three decades, “I am very happy when I am able to show a child his or her own capacity – intellectual, emotional, affective, and cognitive – all of that. Mathematics has clear strategies that children can use to find the answer to a question.” Dr. Mason points out that teaching is an art form within a scientific basis. In fact, he characterizes teaching as “the artful puncturing of space with pedagogical objects. The greatest gift I can give kids is to show them how to search for information, how to study,

and how to learn. I like unlocking their capacity to learn, to search, to be curious.” every day. We are always looking for new ways, new methods and practices that we can adapt to the curriculum of our courses. The Lab allows the students to follow their passion beyond the classroom through individual or group conversations with us.

ichele Viard-Andre, former head of Dalton’s Language Department for 16 years, states that, “It was love at first sight when I started teaching at Dalton many years ago, and the honeymoon is not

over! I love the freedom that is given to teachers to create courses and develop their own curriculum. Guided by the students’ motivation, interest, and determination, at Dalton, teachers re-evaluate constantly what we do

“One of the things I cherish most at Dalton is the continuity. It’s wonderful for a teacher, especially in foreign languages, to see students grow and learn over an eight-year period. I can follow my students from the moment they take their first steps in their language acquisition in the fifth grade, to when they reach the advanced levels and can actually express themselves fluently, and study and appreciate the literature and the culture of another people.”

est Africa and New York City might seem to be worlds apart, but not so to Malcolm Fenton, a faculty member in the Science Department. Dr. Fenton holds a Ph.D. in Geology and Archaeology, and after years of doing scientific research, Dr. Fenton decided to fulfill his long-term wish to teach science to children. Reflecting back to his own early learning experiences, first in a one-room student-centered school in West Africa and later in a very traditional parochial school in the Republic of Ireland, Dr. Fenton is still struck by how similar Dalton was to his beloved early schooling. “What’s different in a school like Dalton is that students are encouraged to seek out answers by themselves, thereby making them confident, self-motivated learners. Learning is serious business but it should also be joyful.

“We’re a community of explorers and learners at Dalton. What sets us apart from other more traditional schools is that we provide appropriate freedom and at the same time foster the responsibility that promotes growth in young people.

Dalton students aren’t afraid to challenge opinions and to search for their own conclusions. All these traits will help our students take active and productive roles in an increasingly complex and demanding world.”

ne such colleague is LOTUS DO BROOKS, who teaches watercolor and drawing to both Middle School and High School students.

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he Dalton community respects and supports a strong visual arts program. Dalton is unique in that the art teachers are working artists. As colleagues, they provide wonderful ideas and support,” says Linda Hanauer, Chair of the Art Department for the Middle School.

obert Meredith finds Dalton “a rare school, in that it deeply values the arts and sees them not as a frill, or addition to an academic education, but rather as representing the essence of curiosity and creativity.” Teaching at Dalton for over three decades, he has seen much change at the school and yet speaks of the “ongoing growth and freedom to expand my courses, creating the architecture curriculum and bringing art history to life with an experiential

After instructing art students of all ages in Boston, she settled into teaching at Dalton. She has remained at the school for many years, deeply committed to Dalton’s arts program. “I truly believe that the skills we teach in the art studios at Dalton transfer to other parts of the students’ lives, to their other subjects, and everyday living. The way we teach visual arts involves perception and a great deal of creative problem solving, and this becomes a fun way of learning. The Dalton arts program is unique not only in terms of its vast array of courses offered but also because it is not just for talented students or those with leanings toward the arts. The art studios are places where young people have the opportunity to excel.”

course based on art available in our city.” He describes one of his more recent innovations, a global exchange with Dalton Den Haag in the Netherlands. “This year-long curriculum links students from two different cultures and educational experiences. They share one another’s countries, schools, and homes while collaborating on research-based projects to investigate areas where our social, political, cultural, and historical backgrounds overlap and differ. The students spend time tracing each

other’s footsteps, so to speak, riding bikes to school in Holland, or taking subways here in the City. They feel the rhythms of each other’s hometowns, taking in the buildings, fashion, art, and even history of each other’s development as peoples and nations. This kind of learning represents a departure from the traditional classroom and helps build needed connections between global citizens. It is extremely exciting for our Dalton faculty as well as for the students.”

alton’s rigorous academic program blends traditional classical education with innovative approaches. Its Classical Languages program is rich, allowing students to study these languages in depth throughout their Middle and High School experiences. Stanley Rosenberg, one of Dalton’s Greek and Latin faculty members, states, “The great advantage of being a cross-divisional teacher at Dalton is having the ability to teach students from fifth grade through twelfth grade. When I spend many years with a student I become very close to that student and his or her parents!” Mr. Rosenberg, who has been teaching all levels of Classical Greek and Latin for over four decades, has taught multiple generations within many Dalton families. Many of his students have gone on to study the Classics in college and receive doctorates in these fields. With a great love as a boy for Greek mythology, Mr. Rosenberg remembers wanting to be a “Professor of Mythology” in sixth grade, and indeed, he has more than fulfilled his early career choice. His passion for medieval music and his facility with languages led Mr. Rosenberg into a study of Latin, as well as German and French, at the university level.

Graduating from Hunter College, he went on to Yale University, and received his Master’s degree in Greek and Latin. Mr. Rosenberg began his teaching career at Dalton and asserts, “I love being here. The Classics have always enjoyed strong support within the curriculum at Dalton

and the students truly appreciate the Classics for their own value. The camaraderie among the faculty is extraordinary and it is wonderful to work with such an extremely impressive group of highly intellectual and exceedingly committed educators.”

satisfy every student’s personal engagement with a text. Lab allows for that necessary expansion and also results in our students seeing learning as ongoing. Intellectual endeavor flourishes at Dalton, both for students and teachers, regardless of what bell might or might not have rung.

multitude of talents and passions. They have so many lenses with which to approach their work and class conversations. Whether in Lab or in the hallways, they love to engage you with their ideas and thoughts. Extraordinary connections are made here with the students and faculty. The expectations are that such relationships are not just possible. . .they are probable.”

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t was while I was in graduate school when I began to think of reading books for a living and the joy that comes from talking about books as a profession.” A native of Dallas, Texas, Will Fisher graduated from Columbia University, continued there for his Master’s degree and is working towards his Ph.D. in African American Literature. As a faculty member in the High School English department his courses include Literature and Composition, American Literature, African American Literature, and Gender and Sexuality. Mr. Fisher’s personal philosophy of teaching English literature dovetails well with Dalton’s. “I do not believe there is one way to read a text and I am not interested in giving students my opinion or hearing them replicate my opinions. I want to teach my students how to ask questions, articulate a position or logical argument, make connections to other texts, and be close readers. That kind of rigor is critical in any walk of life beyond literary study, and it is a skill set that needs to be taught. Forty-five minutes in class is a very finite period of time in order to accomplish these goals and to

“This is an environment where people are very invested in learning. Dalton kids are quite talented in many ways with a

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here are great courses in Dalton’s English Department I’d like to take,” says Andrew Glassman, holder of an Endowed Chair in English and Chair of the High School English department. Mr. Glassman, who graduated from Boston University with his M.A. and Ph.D. in English Language and Literature, finds Dalton an unusually lively environment. “There’s a great intellectual vigor and boldness here,” he says, “an interplay of minds. Highly educated colleagues and very bright, ambitious students create an atmosphere that is stimulating and productive. Students face a challenge that stretches their awareness. At the same time, teachers learn as we teach – and that’s an ideal situation for everyone.” In addition to core courses such as Literature and Composition, Introduction to Poetry, Introduction to Drama, and American Literature, Mr. Glassman has taught a range of senior electives, including Russian Fiction and Fiction from India. “Literature,” he says,

“presents a fusion of philosophy and art. Like philosophers, writers evaluate human experience. Like artists, writers sharpen our perceptions and evoke our

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ow does one best have a conversation with a group of students? What is the most effective process of communicating and engaging young people, fully investing them in the history of ideas?” Fortunately for Dalton, Kevin Slick decided to further explore these questions teaching high school students rather than those in university. With a double major in History and Fine Arts from Bard College, and a Master’s degree in Modern European History from Binghamton University, Mr. Slick has taught in the High School History department for over a decade. “I have found a rich, collaborative, and intellectually engaging atmosphere here at Dalton with great energy and engagement among my colleagues.” Mr. Slick’s courses include World History, American History, Fundamentalism, and Contemporary Art History. “Teaching here is quite extraordinary; the administration at Dalton has great trust in us and the courses we design are satisfying for both the teachers and the students at Dalton. Teachers can take great risks as they design their courses and the faculty is always looking at new research and trying to find innovative

feelings about experience. Looking at literature through both perspectives, students should be able to see their lives as part of a larger search.”

ways to tap into core ideas. Faculty constantly reflect upon Assignments – they are the foundation for our collaboration. We revise them regularly as we think deeply about the curriculum and the Assignments’ developmental appropriateness for our students. Young people at Dalton have great brains and are so curious about the world of ideas, and while it is important to craft strong intellectual beings with excellent skills we also want to pay close attention to these young adults’ individual needs. Lab enables us to always be accessible to our students and provides a lively, dynamic, safe environment for students to have comfortable conversations with their teachers. The Dalton environment allows for a great sense of playfulness in classrooms and in Labs. While the work is demanding, it is important to try to keep the students well grounded, thinking about community, ethics, and their place in the broader world. It’s never dull at Dalton; it’s always lively with a good deal of laughter.”

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t Dalton, the science faculty give students time to think, not just provide them with answers,” states Nora Boyer, faculty member in the Science Department. Trained as a bio-chemist, Ms. Boyer pursued a career in industry before becoming a science teacher. Ms. Boyer has been at Dalton since 1993, following her nine years at Miss Porter’s School, teaching Middle School Science, Regular and Honors High School Chemistry, Advanced Chemistry, as well as an elective in Forensic Science. “I love teaching my students how chemistry integrates into so many things, helping them to see the connections between

their classroom experience and their daily life. My job as a teacher is to challenge students to think – to help them evolve into scientifically literate and knowledgeable scientists.” Commenting on the Dalton learning environment, Ms. Boyer states, “It is the Dalton Lab system that enables me to fully know many of my students and allows me to create a unique learning situation outside of the traditional classroom setting. The students here are highly motivated and engaged in learning – especially with teachers who are passionate about their subject matter. Dalton students keep my colleagues and me stimulated with their questions and their desire to succeed. It is the students as well as the faculty who benefit from this unique learning environment which we call Dalton.”

“Our coaches are extraordinarily knowledgeable about their sport and dedicated to the excellence of our program. A great advantage is that since so many of our coaches are also our physical education teachers, they’ve known the students since they were young. “One of the enjoyments of teaching and coaching at Dalton is watching a seventh or eighth grader playing a sport for the first time and then seeing him or her progress to becoming a varsity athlete!

hysical Education teacher Roy Samuelson is a graduate of Dalton and has been teaching at the school for over three decades. “I knew I wanted to teach from a very early age, and my role models were some of the best physical education teachers ever at Dalton. Just like years ago, our staff today is extremely

supportive, not only working with our many talented female and male athletes, but also taking the time to encourage the student who might never have thought to go out for a particular team and helping that individual to take that risk. We have always taught Dalton students that there are far more important things than winning the game.

“What always struck me, even as a student at Dalton, is that so many of our most outstanding Dalton athletes are also involved in many other areas in the school – students on our teams quite often are in the school orchestra or are involved in a play. While some aspects of the physical education program at Dalton do not change, some do! Different from my old days at Dalton, we now have an outstanding Physical Education Center, as well as the use of many other facilities in the city.”

Admission Procedures and Financial Aid

At The Dalton School, the primary concern is for each child to feel successful in the school environment. Therefore, Dalton seeks to enroll students of sound character and educational promise who bring diversity in talent, background, and experience. The school seeks students with strong academic potential who will benefit from the Dalton Plan, learn to work independently, and be able to contribute their imagination, curiosity, and special interests to the Dalton community. 56

Admission decisions are based on the following: First Program Applicants Kindergarten and Grade 1: group interview, school records, and the test administered by the Educational Records Bureau (ECAA). Some applicants are observed at their nursery schools. Grades 2 and 3: individual interview, school records, and the test administered by the Educational Records Bureau (ECAA). In addition, The Dalton School requires that all families new to the school, applying to the First

Program, have an individual parent meeting with the Director of Admissions or another senior staff member. Upon receipt of the application, the Admissions Office will schedule this meeting, along with a tour of the First Program facility. A cut-off date for receiving applications is in the annual admissions checklist that is included with the admissions materials.

Middle and High School Applicants A personal interview, writing samples, school records, teacher recommendations, and the test

Incomplete Admissions Files Dalton reviews the status of all applications each month. If a file is incomplete, the Admissions Office will inform the parents of applicants indicating the information needed to complete the admissions process. We ask all applicants to wait until early January to check the status of an application.

Financial Aid

administered by the Educational Records Bureau or other standardized testing are required. The Admissions staff and faculty conduct individual interviews with Middle and High School applicants and their parents. Personal interviews of applicants begin in October. Once the applications are received, the Admissions Office will call parents to schedule a tour and interview.

First Program, Middle and High School Applicants For those whose files are complete by the end of January, Dalton subscribes to the timetable of the

Independent Schools Admissions Association of Greater New York (ISAAGNY) for notification of acceptance. As these dates vary from year to year, the annual admissions supplement includes the current notification dates.

Tours Tours are offered for parents and applicants (second through twelfth grades), and for parents only (kindergarten and first grade) on the day the applicant is interviewed at Dalton. If an applicant is interviewed at his or her present school, a separate tour will be offered to parents.

The Dalton School is committed to a tuition aid program designed to ensure that its educational offerings are open to all candidates. Over $7,000,000 in grants is awarded to approximately 20% of the student body, kindergarten through twelfth grade. Awards range from partial to almost full tuition assistance. The Financial Aid Committee determines the amount of financial assistance after the student is accepted. Families seeking financial aid must apply at the time of submission of their child’s admissions application. Requests for financial aid made at a later date will only be considered if there are significant changes in the family’s circumstances. All financial aid decisions are made on the basis of need. A financial aid application will not prejudice an application for admission. Applicants for tuition aid must file a Parent Financial Statement (PFS) with the School and Student Service for Financial Aid (SSS). In addition to submitting the PFS form with the required fee to SSS, Dalton requires that a copy of the family’s most recent IRS 1040 form be forwarded to the school. 57

Frequently Asked Questions At Dalton, it is our aim to make the admissions process as personal as possible. We welcome your inquiries and offer you the following answers to questions most commonly asked by applicant parents. Should you desire additional information, please do not hesitate to contact us. Do you offer open houses? Yes, for First Program parents as well as for Middle and High School applicants and parents. Open Houses are held in the fall to provide an opportunity to meet faculty members, students, and school administrators and to hear about Daltonâ&#x20AC;&#x2122;s educational offerings. Is there a birthday cutoff date for kindergarten applicants? Admission is based on the qualifications of each individual candidate; however, the child should be five years old by August

31st. Kindergarten classes are comprised of children who range from five years old to those who are turning six years old in the fall. Are any applicants given special consideration? Yes. Siblings and children of alumni applicants are given special consideration and the percentage of community applicants admitted to Dalton is higher than that of other applicants. However, we are able to enroll many qualified non-community students. Do you enroll an equal number of boys and girls? As a coed school that addresses gender issues, we try to enroll an equal number of girls and boys. Do students come from a limited number of schools? No. We receive applicants from a wide array of schools in many locations throughout the city and

neighboring suburbs, as well as from out of state and international schools. However, Dalton is a day school and has no facilities for boarding students. Do you require letters of recommendation? Dalton does not require personal recommendations although letters of recommendation are welcome, especially from those who know the candidate and the family well. Two letters are sufficient. We ask that you request them to be sent directly to the appropriate Admissions Office. Does Dalton have a wait list? Yes. At the conclusion of the admissions process, some students will be offered wait list status. These applicants are eligible for acceptance if additional openings occur due to withdrawals and if the family has not signed a contract with another ISAAGNY school. The Dalton School is actively committed to having a diverse community. The school does not discriminate on the basis of race, color, religion, gender, ethnic origin, age, physical disability, or sexual orientation in administration of its educational policies, admissions policies, financial aid programs, and athletic and other school administered programs.

The annual Candlelighting ceremony at Dalton

Opportunities

for Involvement

The Parents Association Dalton has a very active and dynamic Parents Association dedicated to supporting the schoolâ&#x20AC;&#x2122;s mission of inclusion. Daltonâ&#x20AC;&#x2122;s parent body is diverse and shares a wide range of interests and family cultures. The PA serves as a place where all parents are welcome to connect by lending their time, talents, and skills. Many opportunities exist for parents to become involved in the PA. The PA welcomes all parent volunteers, and there are close to thirty committees on which parents can serve. Parents can also become Grade Representatives, House Parents, Committee Chairs, and PA

officers. Volunteering enables parents to share their special interests to benefit the children and the extended Dalton community. Various PA Committees focus on specific initiatives. There are a wide range of projects and events where parents may volunteer their time and/or services. Several committees, such as PA Topic Coffees, Diversity, Parents of Children of Color, and Learning Styles, sponsor engaging discussions for parents on Dalton curriculum and educational philosophy, parenting topics, and other issues of interest. These meetings follow a variety of formats: open discussions, workshops and guest speakers, as well as student and parent panels.

Other committees focus on family events such as the All School Picnic, Homecoming, the Ice Skating Party, the First Program Multicultural Festival, and the Book Fair, in addition to other various Community Service activities. Additionally, the PA hosts several evenings a year, each of which celebrates the work of a member of the Dalton community such as a professor, filmmaker, or author. The Dalton Parents Association, through close cooperation with all members of the community, and the support of the administration, fosters a vibrant community within The Dalton School.

The Board of Trustees Dalton’s Board of Trustees sets important policies for the school and oversees operations. At monthly meetings, the Board discusses developments at the school and votes on policy decisions.

The Dalton Council Appointed by the President of the Board of Trustees, the Dalton Council is an advisory group of parents to the Board of Trustees and functions in a similar fashion to the Board Committees. It addresses the Board on topics of interest and reports the results and recommendations from the several studies conducted each year.

The Alumni Association The Dalton Alumni Association is made up of alumni representing over nine decades of graduates. Its purpose is to foster the spirit of fellowship and loyalty among its alumni and to promote the interests of The Dalton School. The Alumni Council consists of 30 members elected by the alumni body, a faculty liaison, and a senior class representative. It serves to promote a close relationship and understanding between the alumni and the school and to further the general welfare of Dalton. The monthly meetings focus on issues concerning Dalton alumni and plan for programs and services that would interest alumni of different ages and classes and the Dalton community.

Fundraising and Charitable Giving The Dalton School Funds Annual Fund Each year volunteer parents, grandparents, alumni, and parents of alumni, as well as faculty and staff, raise money for the Annual Fund. This fund supports general operating expenses including teachers’ salaries and financial aid. Dalton, like most independent schools, uses the Annual Fund to bridge the gap between tuition revenue and the actual cost of educating each child. Tuition alone does not cover the expense of a Dalton education. Every family is asked to take responsibility for closing this shortfall at whatever charitable giving level is appropriate and comfortable for them. Dalton depends on and appreciates the strong support and participation of parents, as well as other members of the Dalton community, to provide the best education possible for its students. Capital Campaign In addition to the yearly gift to the Annual Fund, many parents also consider a pledge over three to five years for the new Capital Campaign. Recent commitments to the campaign have been earmarked for a variety of purposes, including building projects, financial aid, curricular innovations, and the endowment. Dalton continually strives to increase its endowment, as a strong endowment provides the

financial cushion needed to keep tuition within reason, supports a generous financial aid program, and supplements long-term faculty compensation. Supporting Dalton’s growing endowment is an investment that benefits students and teachers now and in the future. Spring Benefit Each spring, Dalton holds a community-wide fundraising gala. Hardworking parent and alumni volunteers on Benefit Committees plan an event usually in the form of an auction, dinner, and/or theater party. Parents, alumni, grandparents, faculty, staff, and friends are invited to attend and participate. The proceeds augment professional development for faculty, financial aid for students, or may be designated by the Development Committee for a particular school need. Deferred Giving: The Parkhurst Society Planned giving is a thoughtful way to support the school for the long term, as well as to maximize tax advantages for donors. Dalton’s Development Office will work with families to assist in developing a charitable plan. All those naming Dalton as a beneficiary or setting up a deferred gift become valued members of The Parkhurst Society.

The Dalton School 108 East 89th Street New York, NY 10128-1599 212-423-5200 e-mail: admissions@dalton.org Website:www.dalton.org