The High School

The Dalton Plan in practice, Grades 9 through 12

The Dalton High School 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 Dalton Plan and 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,” 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.

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.

The 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. House provides a forum for discussion of a range of ethical issues that affect the lives of High School students. House Advisors play a key role in academic planning, assisting students regarding extracurricular choices, and serving as primary points of contact for parents. House, like the Assignment and the Lab, 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, which specifies required reading course work and culminating projects and assessments. The projects are of many kinds, providing choice and varying in their academic demands. The Assignment teaches students to use time effectively and 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, is the ideal Dalton educational experience. 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 a significant number of Labs a week in addition to their regularly scheduled classes in each discipline.

Curriculum

In the High School, students encounter many opportunities for choice and individualized work in academics, the arts, and physical education. The school values student choice and encourages students to self-advocate as architects of their own schedules in concert with House Advisors. 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, their House Advisors guide them 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 world languages. Dalton values interdisciplinary learning, encouraging faculty to develop interdisciplinary courses that expand upon traditional course offerings. In addition, Dalton takes full advantage of New York City, partnering with nearby museums through an extensive museum appreciation program. Beyond our physical location, Dalton is a member of the Global Online Academy, partnering with over seventy-five of the world’s most innovative independent schools to offer global online learning opportunities.

The strength of Dalton’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.

English

The ultimate goal of teaching and studying English in High School is that students acquire facility, confidence, and a relationship to reading and writing that will last throughout their lives. They study literature from different times and places to better understand human nature and experience that is at once universal and relative to specific cultural conditions. Students develop an appreciation of how literature and writing are related to art in its approach to symbolism and design; to psychology in its attention to feeling and unconscious thought; to culture in its distinctive modes of expression and biases; to history in its attention to periods, patterns of influence, and conflict; to philosophy in its search for truth. Through classes based in discussion and extensive writing, students of all backgrounds and interests are exposed to methods of analysis and gain facility in expressing complex ideas, for all will face challenging, unpredictable questions; all will need to react with clear, precise, and concise words.

Students develop ways to articulate thought and feeling in various modes of writing, including analytical essays on literature, personal and topical essays, and creative assignments. The department has instituted a source free writing policy to promote independent thinking and expression, as well as to build comfort with ambiguity in questions that have individual, often incomplete answers. To support students’ command of writing, extensive written comments and individual attention in the English Lab are constants of the program. In several English courses at each grade level, students access resources, including films, paintings, and texts from various disciplines. In keeping with the omnivorous subject matter of literature, the department’s approach to reading and interpretation necessarily draws on history, psychology, philosophy, biography, spiritual texts, art, and science.

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 and Shakespeare’s Macbeth along with works by a variety of other writers that may include Homer, Austen, Douglass, Shelley,

Hurston, Satrapi, Solzhenitsyn, Lahiri, O’Brien, Diaz, Morrison, and selected authors of short stories. As they study literature, students also concentrate on developing their own writing skills and personal voice, focusing on revising and editing their work both in the classroom and in Lab.

To gain a more specialized understanding of literary forms and techniques of close reading, 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 respectively, an essay on a set of poems by one author they select and a director’s notebook on a scene from a play that interests them. Students are encouraged at any level to pursue special literary interests through independent studies, a program that thrives at Dalton.

In eleventh grade, a strong elective program begins, encouraging 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 nation’s literary tradition. The issues of identity, vision, social order and rebellion, artifice and authority, race, gender, and class are explored in such writers as Hawthorne, Emerson, Melville, Fitzgerald, Faulkner, Larsen, O’Connor, Ellison, Morrison, and Diaz.

In their twelfth grade year, students choose each semester among eight electives. Courses focus on major authors and themes, periods, genres and modes. Recent electives include Shakespeare, Russian Fiction, Victorian Fiction, Dystopia in Literature and Film, Philosophy and Fiction on Freedom, African American Literature, Motherhood, Exiles in Modern Literature, Urban Narratives, and Modern Drama.

Creative Writing

Starting in ninth grade, students may also take elective courses in creative writing that progress through three levels: the Introductory Workshop that may be taken more than once; Advanced Poetry Workshop, Advanced Fiction Workshop, as well as Workshop in the Novella; and the Senior Thesis Portfolio Workshop.

History and Social Science

How do we access the past? What evidence can we rely on to help understand historical development? What are the critical thinking and preparation skills and habits of mind that will empower students to engage with the historical record (in textual and material forms)? These are the guiding questions students embrace as they participate in the study of world history at Dalton. Ninth grade history marks the beginning of a three- year examination of world history in a global context as students investigate the historical developments from the early-modern to the contemporary world through a close reading of crucial texts. In terms of content, Dalton has moved away from the coverage model often associated with the study of history and instead favors a thematic focus that allows for greater depth while also addressing the breadth of the historical narrative under investigation. Rather than moving quickly across the globe from one epoch to another, the history department utilizes a group of texts as analytical and content anchors. In the ninth grade, students study the thirteenth century (with a focus on Sundiata) and expands into the very late eighteenth century (with a comparative study of the American and French Revolutions). Tenth grade history examines the significant events of the nineteenth century from a global perspective, and the eleventh grade experience uses the complex forces of late globalization (and its many, many challenges and disruptions) as a framing device. By the end of their three-year experience, students have also participated in a thorough discussion of the events of the twenty-first century via discussions of current events.

Scaffolding the development of critical reading skills becomes much more apparent and successful by slowing down the process of examining history and allowing for the time and space to contemplate, reconsider, contest, and develop. A “Skills Handbook” and targeted skills workshops assist students in their efforts to master productive and effective habits. In addition, each Assignment promotes flexibility and accommodates student interest through individualized research projects. Collaboration plays a crucial role in the curriculum as students come to rely on each other for analysis and depth of comprehension. The classroom culture supports a seminar-style discussion, and the Assignment provides students ample opportunity to interact directly with peers in the classroom, outside of the classroom, and in an online space. In this way, participation in the history curriculum involves and encourages the development of good citizenship.

Mathematics

At Dalton, the study of mathematics encourages students to appreciate and excel at the many and varied facets of this rich discipline. Students come to understand mathematics as a symbolic language and as a tool essential to many fields. Dalton students gain fluency in mathematics necessary to navigate in a world increasingly oriented toward science and technology. Mathematics is taught as a logic system, a skill, an analytical process, and as an absorbing game that students can play and master. In addition to the core courses, students can enroll in Math Team or the Mathematics Seminar electives, enabling them to compete in a wide variety of local, state, and national competitions. Dalton students have excelled in these contests, routinely winning numerous awards. Typically, in all age groups, Dalton students place in the top three in the city for New York City Interscholastic Math League, as well as several individual and team awards based on the national American Mathematics Competition.

Most Dalton students complete a four-year sequence in math beginning with algebra, advancing to geometry, precalculus, and calculus. Electives such as statistics are also offered for the upper grades. Sections in core classes are calibrated to the demonstrated ability range of the students. All courses provide students with an environment in which to develop as mathematical thinkers, to be comfortable solving problems independently, and to challenge themselves regularly.

Science

Scientific understanding is essential for all educated citizens today. Only those 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, all students take a rigorous three-year sequence in science beginning with biology in the ninth grade and chemistry in the tenth grade, with a particular focus on independent research in biology. In the junior year, students elect from advanced level courses in biology, chemistry, and physics. Students may also opt in the junior and senior years for courses in environmental science, astronomy, forensics, and evolutionary biology, among others. Because much of scientific inquiry involves long-term laboratory work, many of the courses integrate experimental research projects into the Assignments. In addition, many students participate in the Science Olympiad or SMART team. The Dalton Science Research Program affords extraordinary opportunities to study with researchers and specialists in the many laboratories and hospitals in the New York City area. This program, in particular, has sparked passions that have opened internships, influenced college majors, and initiated alumni career choices.

Dalton students compete successfully in city, state, and national science competitions, gaining awards, confidence, and exposure to numerous cutting- edge fields.

World and Classical Languages

The Dalton School World and Classical Languages Department nurtures learners who engage meaningfully with cultures and people beyond their own. While rigorous study of French, Latin, Mandarin, and Spanish necessarily encompasses grammar, syntax, etymology, and rhetoric, students also develop a robust and authentic understanding of another culture’s stories: its histories, philosophy, literature, and media. As this understanding engenders a new appreciation for one’s native culture, students also gain insight into the nuanced structures embedded in the English language. Successful students of world and classical languages at Dalton are global citizens who can operate effectively within and between cultures.

In Dalton’s High School, students are required to study a world or classical language for three consecutive years, and choose from four languages: French, Latin, Mandarin, or Spanish. Some students at Dalton choose to study two languages during High School. In studying Latin, students develop an understanding of grammatical structures and vocabulary while immersing themselves in the rich literature and history of classical civilizations and learning to become excellent thinkers along the way. Latin students translate excerpts taken from Caesar, Cicero, Virgil, Horace, Catullus, and Ovid among other authors and thinkers from the ancient world.

Students of French, Mandarin, and Spanish develop proficient reading, writing, speaking, and listening 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 in upper levels provide opportunities for students to analyze and discuss real-world topics, current events, literature, cinema, and sociopolitical themes relevant to the cultures being studied. Web-based programs, authentic materials, and audio and video materials are used to enhance the learning experience. The school regularly offers additional language immersion experiences around the city and abroad.

Computer Science

In Computer Science, students are given a broad introduction to the field with a variety of Assignments. Students learn programming languages and the use of professional software development tools. In addition to two introductory courses, students may enroll in advanced electives including Data Structures and Algorithms, Relational Databases, Math and Physics Simulations, Web Engineering, Python, and Interface Design. Dalton’s Computer Science Team participates in several road trips a year competing in regional college competitions as well as the American Computer Science League. Over the past decade, Dalton has won or tied for first place at many of these events. Four times a year, juniors and seniors compete in class on theory topics and programming. Additionally, students can compete in national linguistics competitions.

Students practice their engineering skills in Dalton’s robotics course and in various competitions. Recently, each mixed-age class designs, builds, and programs a robot for the FIRST Tech Challenge, an international competition. Fabrication techniques used include 3D printing, laser cutting, milling, and traditional machining. The Dalton Robotics Team has placed in the top one percent and advanced to the World Championship in each of the past many years.

THE ARTS IN THE HIGH SCHOOL

Creativity and self-expression are essential to a Dalton education. With an emphasis on hands on learning, the art, dance, music, and theater departments exemplify the process-oriented Dalton Plan. The outstanding studios are state-of- the-art facilities but the dedicated and innovative teachers are the true strength of the Dalton arts program.

Visual Arts

Dalton’s Visual Arts program is unique in its breadth and focus, offering twenty-five different two-dimensional, three-dimensional, digital, and multi-media art courses. The scope of the art curriculum allows students to learn an array of materials and methods from a variety of teachers. By providing a genuine studio experience, these courses develop visual perception, aesthetic judgment, and technical abilities in a range of media. Each teacher, an artist with expertise in a particular medium, conveys the possibilities of art through open-ended assignments that encourage individual responses. Students have the opportunity for playful experimentation as well as skill development. They frequently attend Labs to work independently on art assignments. Students may focus on one medium or explore several art forms during their school careers.

Music

The High School Music program brings the joy of music-making to students’ daily lives. Curricular content and the music class learning environments are designed to integrate personal expression and collaboration; the familiar and unfamiliar; skills development and pure fun; and student autonomy and teacher expertise. Dalton’s musical standards of excellence include objectively measurable skills such as instrumental or vocal technique; the ability to practice effectively; the ability to move an audience; and fluency in diverse aesthetic points of view. Classes include robust offerings in Jazz, Strings, Winds, Choral, and Percussion Ensembles. Co-curricular clubs such as the Performing Arts Committee offer music students the opportunity to apply their knowledge to independent projects and to produce their own performances.

Dance

The primary goal of the High School dance program is to expose students to the process of dance, both as a physical discipline and as a creative and performing art. Classes, which are held in an expansive studio in the High School, are designed to attract not only dancers but also athletes wanting to move with greater ease and efficiency and actors desiring more expressive movement qualities. Through classes and performances, the program educates and inspires both dancers and viewers. Guest artists regularly visit to showcase and create work. The annual Dance Theater Workshop performance is a highlight in the spring, involving months of preparation with student choreographers and dancers and drawing packed audiences for several days.

Theater

Through classes, productions, and independent projects, the theater department fosters collaborative and creative artists who enrich the community as they hone their individual skills. Every aspect of theater is explored—acting, directing, stagecraft, design, and writing. Collaborative relationships among the artists are nurtured as students develop their love of theater. The goal is to tap into students’ lively theatrical

imagination so that they can create original theater pieces in a variety of styles. Vibrant community productions present a broad range of dramatic literature and performance styles. All students are welcome to participate in the program, regardless of prior experience; seniors have special opportunities to develop independent original projects.

STUDENT LIFE Student Government Cabinet

Dalton’s High School government cultivates community and provides an outlet for student opinion that can be readily transmitted to the administration and faculty. The government is made up of a Legislature (the entire student body) and Cabinet and is led by a President. As the advisory board to the President, the Cabinet is a microcosm of the whole legislature. The Cabinet is charged with the responsibility of discussing issues that impact student academic and co-curricular life at Dalton and proposing changes to members of the High School Administration as needed. All students, faculty, and staff are welcome to attend these meetings.

The Co-Curricular Program

The co-curricular program consists of a variety of publications, affinity groups, performance-based clubs, speech and debate clubs, and clubs devoted to particular interests. The following are examples of active clubs: The Daltonian, the student newspaper; Blue Flag, the literary magazine that includes poetry, stories, and images of student art; and Real Politik, a political op-ed journal. The Performing Arts Club organizes events that feature music, poetry, and comedy. Student members of Model UN, Modern Congress, Public Forum Debate, and Parliamentary Debate, represent Dalton at conferences and tournaments throughout the country. The Political Action Club, Wildlife Club, and the Military History Club, among others, provide opportunities for students to pursue individual interests with similar-minded peers.

High School students participate in Habitat for Humanity in New Orleans. Joining the other divisions, the High School has taken on the mission of supporting the NotreDame du Perpétuel Secours School in the outskirts of Port-Au Prince, the capital of Haiti. The High School Notre-Dame Club has initiated a score of fundraising campaigns, including a highly successful “Go Fund Me” schoolwide appeal in support of the school, as well as clothing and school supply drives.

Peer Leadership

In the Peer Leadership Program, a group of twelfth graders is chosen to work with ninth grade students each academic year. The program enhances students’ understanding of social justice and equity-related but not limited to race, gender, sexuality, and socio-economic status. Its members strive to cultivate a sense of empathy and compassion within the Dalton community and beyond. The Peer Leadership seminar for twelfth graders offers the students a thematic lens through which they engage in conversations about issues related to inclusivity and community building. Peer Leaders are trained to be facilitators of small ninth grade discussion groups, to develop the skills required to be an effective leader, and to mentor the ninth graders through the transition to High School. Peer leadership groups are made up of approximately ten ninth graders and two twelfth graders and provide a weekly forum in which the ninth graders, new to the High School, benefit from the twelfth graders’ counsel and experience.

Community Supported Agriculture Dalton students, along with advisors, developed and now run the Community Supported Agriculture program (CSA) for the Dalton community. Partnering with local New York area farms, the CSA provides fresh produce to over one hundred Dalton family shareholders.

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. In High School, the Director of Service Learning and the House Advisor provide guidance in finding appropriate service placements and in providing ongoing support. Through service, students come to understand the values of empathy, compassion, and caring as the basis for civic responsibility. Service opportunities include work both within and outside the Dalton community. Dalton has established relationships with several local organizations seeking student volunteers. Dalton High School students participate in soup kitchens, after school programs, hospitals, big sister/brother mentoring programs, and many other agencies. Recently, students have served at the East Harlem Tutorial Program, Harlem Academy, Star Learning Center, Carter Burden Center for the Aging, Dorot, JCC, The American Society for the Prevention of Cruelty to Animals, and Youth Service.

Dalton has a long-standing relationship with Habitat for Humanity—helping at build sites, painting community centers, and advocating. Each year since 2006, students and faculty travel over spring break to New Orleans to assist Habitat’s rebuilding efforts following Hurricane Katrina.

Student Diversity Clubs and Initiatives

Creating a school where understanding, support, and affinity help to maintain and fortify diversity is an ongoing process. Within the co-curricular program, Dalton fulfills this vision through a variety of clubs and initiatives that highlight student agency. Studentrun affinity groups include the Women of Color and Men of Color clubs. Additional groups include Asian Cultures Club, HOLA, Spectrum (for LGBTQ students and their allies), Feminism Club, and Human Rights Club. Dalton’s longstanding Student-Alumni Mentoring Program is a model in which Dalton alumni of color are matched with High School students of color in order to provide a strong support network and heighten a personal sense of student empowerment.

Peer Tutoring

Once students request a peer tutor, juniors and seniors who have been chosen are assigned to work with their peers in all academic departments. Peer tutors work one-on-one with some students and also lead small groups; peer tutors also may serve as teaching interns in certain classes. Tutors are advised and guided by the coordinators of the program and by the teachers in the subject area where they serve. The program provides assistance to students who are in need of both academic support and organizational skills. In addition, peer tutors themselves are introduced to teaching techniques, inspiring reflection about their own educational experience.

Internships Internships are available for students in many fields including science technology, law, finance, business, architecture, art media, political campaigns, and foundations. The Internship Program Coordinator manages and posts opportunities on the school’s internal database; assists students in developing and writing resumes and cover letters; and provides interview coaching. Students may be involved in internships during the school year but students typically intern during summers or in May during Senior Initiative. Science internships are especially recommended for students working in research areas such as genetic engineering, immunology, psychology, and ecology; for these internships, the science research coordinator helps arrange placements. In conjunction with this work, students have been finalists in a variety of science competitions. Dalton’s family and alumni network offers extensive connections to internship opportunities for students interested in exploring careers and honing skills.

Interscholastic Athletics

Although students can participate in sports within the curriculum and take advantage of the cardio 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 all students. Approximately three-quarters of the student body choose to participate in at least one sport. Many 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 and track at Randall’s Island, Asphalt Green, Astoria Park, and other facilities throughout New York City. Dalton is a member of the New York State Association of Independent Schools Athletic Association and participates in the following leagues: Ivy League of Preparatory Schools, the Metropolitan Middle School League, Hudson Valley Football League, and Private Schools Athletic Association.

The athletic program has a rich history of success that includes winning both league and state championships. Recently, the Girls Varsity Soccer team won the NYSAIS State Championship. The Football team completed an undefeated season and won the Hudson Valley Football League championship. Both Basketball teams are among the top teams in the Ivy League every year, with the Girls Basketball team most recently winning the NYSAIS Championship. Other notable athletic achievements include the Boys Basketball team winning the Ivy League Championship, the Wrestling team placing in the national tournament, and the Girls and Boys Track and Field teams placing in the top three at the PSAA league finals.

FALL SEASON

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) Swimming (Varsity) Wrestling (Varsity) Squash (Varsity/Junior Varsity)

SPRING SEASON

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

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, Dalton’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, their parents, and the college counselors, 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 with admissions representatives from one hundred and fifty 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 counseling about academic programs, extracurricular participation, and standardized testing, as well as by writing college recommendations. One hundred percent of all Dalton graduates enroll at four-year colleges and universities, and the school strives to find the best match for each individual.

Graduation Requirements

Students in the High School are expected to fulfill a robust range of requirements in the arts, humanities, science, and math disciplines, often with several options. In addition, students must fulfill requirements in health and wellness, including physical education, and must meet expectations in service to the broader community. A rich elective program is integrated, ensuring that throughout their High School years, students have ample choices about their studies.

ENGLISH 4 years . . . . . . . . . . . . . . . . . . . . 4 credits

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

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

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

SCIENCE 3 years . . . . . . . . . . . . . . . . . . . . 3 credits ARTS . . . . . . . . . . . . . . . . . . . . . . 2 years

(Theater, Dance, Music, Visual Arts)

ELECTIVES. . . . . . . . . . . . . . . . . .3 credits HEALTH. . . . . . . . . . . . . . . . . . . . 2 semesters

(1 in 10th grade and 1 in 12th grade)

PHYSICAL EDUCATION. . . . . .4 years

SERVICE LEARNING . . . . . . . . .4 project credits

The High School Course Catalog, which describes the extensive offerings in the humanities, arts, sciences, and physical education, is available upon request and online.