The Dalton School Viewbook

The Dalton School

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Welcome to Dalton Our Mission

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Our History

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Looking to the Future The Dalton Plan

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Character, Community, Coeducation, and Inclusion

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Global Initiatives

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The Dalton Technology Plan

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Computer Science and Engineering The First Program

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The Middle School

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The High School Our Faculty

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Admissions Procedures and Financial Aid Opportunities for Involvement

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Our leading role in education

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he Dalton School has flourished and grown in ways only imagined in 1919 when it was founded by Helen Parkhurst. Today it is an international model for progressive education based upon a rigorous and challenging academic curriculum.

With a unique educational philosophy, emphasizing the individual, 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,

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inculcating self-confidence in their intelligence and in their ability to succeed, Dalton enables its students to become responsible and independent learners and thinkers.

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.

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

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.

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 different cultures, and who are confident, eager, and self-motivated learners.

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

It started with a vision in 1919 The founder of The Dalton School, Helen Parkhurst.

individualized goals. The Laboratory Plan was put into effect as an experiment 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.

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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

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 create and implement interdisciplinary projects with children and faculty in all three divisions of the school. Participants include Sara Sze, renowned installation artist; Natasha Trethewey, award-winning poet; and David Macaulay, celebrated author and illustrator. Also, as part of this program, Dalton educators and administrators participated in a workshop at The Extrapolation Factory, a state-of-the-art, interdisciplinary space designed to support robotics, artificial intelligence, and other “connected” technologies. Dalton works with these visionary thinkers generating plausible and possible forwardlooking educational ideas. The Original Mind Program continues to be a source of inspiration and collaboration.

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.

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Building on the past:

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Looking to the future

ere in New York, Dalton’s population and facilities have grown considerably and the school is now comprised of three separate campuses. The First Program, for kindergartners through third graders, consists of three interconnected townhouses on East 91st Street between Park and Madison Avenues. Bright classrooms, as well as a gymnasium, a large art center, science laboratories, music classrooms, global language center, and dance and musical theater space, are enjoyed by all. The First Program provides an ideal setting for Dalton’s youngest students.

The Physical Education Center is located at 200 East 87th Street.

This state-of-the-art facility is used by youngsters in the upper grades at the First Program through twelfth grade. Located on three floors in a high-rise building, it is comprised of over 32,000 square feet. It includes an exhibition gymnasium capable of seating 500 spectators, as well as a second practice gym, an aerobics

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room, a wrestling room, a dance facility, and a fully equipped fitness and weight training facility.

Students and faculty make great use of this extensive physical education center and it clearly demonstrates Dalton’s deep commitment to its strong athletic and highly successful sports program.

Dalton’s main building is at 108 East 89th Street where fourth through twelfth grade is housed. In recent years it became evident that Dalton had outgrown its space.

The school’s thriving and innovative educational community, committed to its philosophical heritage of educational innovation, required expansion, especially in light of students’ increasing passions for computer science, robotics, and digital design. This realization resulted in an exciting journey to design and add two new floors on top of the existing main 89th Street facility. These floors are dedicated to STEM disciplines (Science, Technology, Engineering, and Math) and provides flexible space for collaborative and

interdisciplinary meetings, community events, and an opportunity to host fairs and competitions. These new floors enable new offerings to be provided to our students without increasing enrollment. The expansion includes a robotic field, prototyping space, an engineering lab, computer science and digital media rooms, a nutritional science kitchen, and a greenhouse. There are glassed-in art rooms adjacent to a dance studio (which doubles as a black box theater), as well as open space for galleries and exhibits, which both students and faculty can enjoy. In addition to adding two new floors, the school set about to reimagine existing space on other floors in the building, maximizing the potential to transform the entire school for the twenty-first century. Overall, 32,000 square feet are impacted—12,000 square feet on the two-story rooftop as well as the renovation and repurposing of existing space. This redefined space and new floors enable faculty to carry out the progressive education Parkhurst envisioned that prepares students for the world they will inherit.

A rendering of the new STEM facility at 89th street

At the heart of our philosophy:

The Dalton Plan

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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

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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

instruction. Students and teachers schedule Labs 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.

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 or electronic document that introduces the unit, makes suggestions for study and research, and defines common obligations as well

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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

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.

Character, Community, Coeducation, and Inclusion

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hile the educational philosophy of Dalton’s founder, Helen Parkhurst, was predicated on the individual child, she also gave great emphasis to interdependence. She believed that school must teach youngsters to become “a community of individuals.” Parkhurst wanted students to develop not only the ability but also the desire to cooperate in the classroom, the community, and the larger world.

also to understand how they and their peers might interrogate and combat the societal inequities that contribute to these problems.

Age-appropriate activities, reading materials, class trips, and guest speakers on varied topics of civic responsibility and social justice are integral to a child’s education at Dalton. The task of developing kind individuals and responsible citizens requires empathy, deliberative reasoning, and the moral imagination of all members of our community.

She believed that along with developing academically strong students, an essential goal of education was to cultivate broad minded, socially responsible citizens who would learn from an early age how to give of themselves for the greater good. Today in the twenty-first century, Dalton remains committed to Helen Parkhurst’s original goal of producing academically strong graduates who are also informed, compassionate, and courageous citizens prepared for ethical leadership in local and global arenas.

This commitment to community life both within the school and beyond its walls, is central to Dalton’s progressive ethos.

Discussions focusing on commonalities, as well as respect for differences, evolve naturally from a curriculum that educates children to be self-aware, responsive to the needs of others, and to appreciate diverse perspectives.

Dalton builds community through service learning and volunteerism.

Learning to give of oneself begins in kindergarten and continues throughout all three divisions.

Service and outreach projects that are integrated into the curriculum, provide students with authentic service learning opportunities.

Additionally, through a critical service learning lens, students seek not only to alleviate social ills, but

Dalton believes passionately in a coeducational student body. In 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 recently 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

better educate all children and such findings are incorporated into Dalton’s educational programs to create a highly sensitized coeducational setting.

In recent decades, administrators, faculty, and families have worked together to cultivate a critical mass of students of color. Less than twenty-five years ago Dalton’s kindergarten grade tended to be comprised of less than ten percent children of color. Over the past years that number has risen dramatically and for the past few years the percentage has been well over fifty percent. Additionally, Dalton’s broader goal is to enrich our community not only in terms of race and ethnicity but also with respect to religion, gender identity, sexual orientation, socioeconomic background, ability, neighborhood, and parent occupation. Of course, diversity alone is insufficient; Dalton’s aim is to create a learning environment in which all members feel included and able to participate on equitable footing. Efforts in this area are fortified by ongoing professional development for faculty and staff aimed at sustained personal and professional growth around equity and inclusion.

Through outside consultancy, conferences, sustained internal meetings, and other offerings, adults in the community engage in sophisticated and challenging diversity and equity-related topics, with the goal of nurturing Dalton students, supporting its families, and enhancing the Dalton community.

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Global Initiatives:

Developing global citizens

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

alton students live in one of the most international cities in the world. The Dalton School mission and the Dalton Plan promote the theory and practice of service learning throughout the K-12 curricular program. In this regard, the school’s mission statement is explicit that “the world outside Dalton is an intrinsic element of the school’s educational process.”

Dalton Global Initiatives (DGI) was established to realize this goal and serves to provide students with rigorous, individualized experiences that cultivate global leadership and promote greater understanding for responsibility in the world community. Dalton recognizes that a twenty-first century education must focus on creating and providing new opportunities and programs for both its students and faculty that will expand their

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understanding of the world far beyond New York City, enabling them to be global citizens. To fully realize its mission and the larger vision of Helen Parkhurst’s Dalton Plan, the focus of DGI connects academic excellence, global awareness, and cross-cultural understanding with the development of global leadership skills in a community context. This includes a global service learning component to its programs which encourages students to think about their own lives and communities.

Service inspires students to actively participate in their local communities and lead others in effecting change beyond it. This will prepare Dalton students for success on the local, national, and global stage.

Faculty have actively pursued ways to achieve this goal, visiting schools in countries including Peru, China, India, Israel, Japan, Kenya, the

Netherlands, Singapore, and Turkey, among others, while also establishing partnership schools and creating mutually beneficial and innovative student and faculty programs. Often utilizing both real and virtual exchanges, DGI’s current programs are constantly expanding. A range of projects currently flourish in Dalton’s different divisions. In the wake of the hurricanes in Puerto Rico, First Program students engaged in discussions around disaster preparedness and relief. They partnered with a small school and exchanged letters and words of support. Middle School students engage in language immersion and service learning in Peru and Spain.

High School students continue to participate in programs in countries such as Fiji, Morocco, Italy, New Zealand, and South Africa and consider issues of environmental and cultural sustainability.

Global Online Academy

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he Global Online Academy, of which Dalton is a founding member, spans four continents, eight countries, and twelve time zones.

There are over seventy-five participating schools including independent schools in Japan, China, Jordan, South Africa, Indonesia, and Europe, as well as peer institutions in the U.S. The

mission of GOA is to replicate, in an online classroom environment, the intellectually rigorous programs and excellent teaching that are the hallmarks of its member schools.

This innovative program fosters new and effective ways, through best teaching practices, to promote students’ global awareness and understanding by creating truly diverse, worldwide, online schoolroom communities.

vast array of curricular offerings including: Advanced Statistics and Data Science, Comparative Religions, Game Theory, Medical Problem Solving, Music Theory and Digital Composition, Arabic Language Through Culture, Global Health, Microeconomics, Neuropsychology, Bioethics, Digital Photography, iOS App Development, Multivariable Calculus, and Digital Journalism.

Students commit up to seven hours per week to a single GOA course.

Teachers and students, who are located across multiple time zones, gather synchronously and asynchronously, collaborating on assignments, projects, and discussions. GOA provides elective courses that enhance Dalton’s

Consistent with Dalton’s mission, GOA promotes thoughtful collaboration, intercultural understanding, and intellectual challenge. Students work with global peers in innovative ways to shift perspectives and develop appreciation for the future of teaching and learning.

A GOA teacher conducts a prearranged remote chat session with a student across the world to discuss a reading.

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Designing the future:

The Dalton Technology Plan

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he Dalton School has been recognized for decades as being at the forefront of technology and education. Using the foundation set by Dalton’s historical commitment to experimentation and reform, the New Lab for Teaching and Learning, Dalton’s educational technology department, provides a vehicle for Dalton faculty and students to pursue innovative strategies for teaching and learning.

Collaborative efforts between the New Lab 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.

Students and teachers use virtual and augmented reality to raise awareness, start conversations, ask questions, find answers, and learn empathy, allowing others to “walk in the shoes

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of people” from a different part of the world. They use a robust learning management system to collaborate within departments and among disciplines to make connections in multiple areas of study. Using these tools and others, teachers keep the practice of the Dalton Plan vibrant and relevant.

Dalton has a fully established one-to-one digital device program beginning in kindergarten, providing students with an array of powerful tools that allows them to focus on problem solving and higher-level thinking skills.

At the very earliest ages, students are taught valuable lessons in managing and navigating their digital life. Whether a student is using a personal smartphone, school-provided tablet, or laptop, consideration is given to the appropriate nature of its use. The use of these devices, whether in school or at home, is a part of the

current culture. Leveraging the educational benefits of digital devices while also acknowledging its possible distractions allows the students, faculty, and parents to have open and honest ongoing conversations regarding appropriate and innovative use.

Faculty also embrace the modern tools for modern learners.

Once every three years, faculty participate in a thirty hour technology professional development program. Faculty use this time to prepare curricula for appropriate technology integration.

By encouraging students to pursue new knowledge that taps into individual interests, the Dalton Technology Plan supports the Dalton Plan in ways Helen Parkhurst could not have imagined but, we believe, would have wholeheartedly endorsed.

Computer Science and Engineering

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alton is extremely proud of its long history in computer science. On December 5th, 1969 four research universities transmitted the first word over the Internet. Eleven months later, Dalton was the first school in New York City to have its own mainframe computer. The following year the school received a grant from IBM to further continue its exploration in the field of computer science. That spirit of risk and innovation continues.

The Computer Science and Robotics programs at Dalton today provide an opportunity for students to learn how to break down and tackle large challenges.

By emphasizing how to embrace experimentation and failure, the program gives students a system for meeting future challenges.

While it is not the goal of the program to have every student become a professional engineer or computer scientist, the program does provide the technological literacy necessary to understand and interact with the modern world. K-12 programs are linked

together by the belief that Dalton students should have experience applying critical thinking and computational analysis to realworld problems. Each grade has an engineering experience.

In the First Program, educational technologists from the New Lab work closely with faculty to introduce technology tools for learning in purposeful, responsible, and developmentally appropriate ways that support the core curriculum. Within this context, New Lab collaborates with First

Program teachers and computer science department colleagues to introduce all K-3 youngsters to the field of computer science. In addition, technologists work with teachers to introduce students to engineering activities. Often these explorations begin as an individual class project that is then shared with the rest of the grade and division for potential expansion in subsequent years. Critical to both pursuits is a value on the iterative process. Computer science and engineering experiences are seen as tools for Assignments in all subjects for problem solving, self-expression, and collaboration.

In the Middle School, the robotics/ engineering work takes place in an afterschool program as well as in engineering projects in the core science curriculum. This program is an effort to engage students with real-world and competition-based challenges to spark their interest in STEAM and develop problemsolving skills. In recent years, the

Students design toys for children with special needs.

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program has tripled in size to include more than one hundred students. Each year the program staff optimizes the progression of design concepts and skills students develop over the five Middle School years. Examples of Middle School programs include FIRST FLL robotics, Robosoccer, Lego engineering, and Maker club. The school introduces the engineering cycle in the fifth grade history curriculum, as well as in engineering classes in the seventh

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grade, and an offering for computer science in the eighth grade.

At the High School level, students achieve familiarity with the field of computer science through four increasingly complex courses. For students who want additional challenge, a robotic engineering course is offered for all grade levels as well as a series of electives in topics such as database design and interface design. Learning goals include how to structure a problem toward a solution that others can

understand; how to select the solution which best fits the situation; how to use a programming language to solve these structured problems; how to become aware of the principles of digital electronics behind the computer science field; how to apply computer technology to support other fields of study; and how to understand the complexities of communication and information processing.

In the High School, each Assignment contains a brief introduction on a

narrowly focused topic followed by an extended period of development in class. The Assignment is structured so that students are also encouraged to expand the work depending upon their interests.

Students often extend their work to the Lab, which is especially important in the computer science department. Labs are for students who want support solving a problem at any level and are a key resource for individualized advancement in STEAM possibilities. In line with

Dalton’s mission statement promoting equity within the school, there is a clear recognition of the current inequities in engineering culture, specifically with regards to gender and race and the school creates initiatives each year in response to these challenges. An example is an annual city-wide conference called Bit By Bit that Dalton female High School students develop and conduct for girls in public and independent schools who are interested in computer science.

From the earliest inception of computer science at Dalton in the 1960’s to what it has evolved into today, the program clearly illustrates Helen Parkhurst’s directive in 1919 to future educators: change with the times; prepare students with skills they will need for the future; and teach them to be innovative original thinkers who experiment, take risks, and understand the benefits of failing at one approach so they can develop new approaches to a challenge.

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The First Program The Dalton Plan in practice, Kindergarten through 3rd Grade

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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.

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

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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 Spanish, music, art, science, library, chess, theater arts, 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 social-emotional 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 delineates 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 all types of learners to achieve both personal and academic success.

Learning takes place on a one-toone 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 Archaeologistin-Residence who designs hands-on archaeological digs to lead young children into new areas of discovery; learning how to play chess beginning in kindergarten; or creating and choreographing an original musical production in theater arts.

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.

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

Second graders design a city.

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. Carefully crafted units of study related to identity development formation help students explore similarities and differences, gender stereotypes, and gender expression. Children are given the opportunity to take on a variety of perspectives, reflect, negotiate, and resolve conflicts.

These themes are actively examined beginning in the early years and throughout a student’s Dalton experience.

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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 firsthand experiences as the basis of their learning and understanding.

The focus of the program is on the development of number sense and problem solving. Through

differentiated instruction, activities are designed to provide challenge and build upon the students’ previous experiences. Emphasis is placed on developing number sense and fluency through strategy work and math games. Students learn to use multiple strategies to arrive at the most efficient solutions. They then apply these strategies to a variety of problem solving investigations. In the process, children develop increased conceptual understanding and strong mental math skills. A common mathematical vocabulary ensures continuity and helps students articulate their thinking processes. Teachers use a variety of manipulatives to help students internalize mathematical concepts and reinforce and enrich real-life learning situations with structured math experiences. Students work on solidifying their knowledge of the four major operations in arithmetic, as well as exploring measurement, fractions, graphing, two-and-three dimensional geometry, and estimation

concepts. A math coordinator and a team of math specialists work closely with individual children, small groups, and whole groups to provide both support and enrichment.

Social Studies The social studies curriculum is a vehicle for discovery and is designed to help develop the children’s sense 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. Technology resources are integrated throughout the study.

Students research a variety of landmarks as part of a city planning unit and visit a variety of cultural institutions as well as many ethnically diverse neighborhoods throughout the five boroughs. The third grade curriculum is designed to provide a conceptual framework for developing an understanding and appreciation for the elements of culture. Through direct observations and guided field trips, students learn about local Eastern Woodland Indian populations as well as global cultures during the Age of Exploration and Expansion.

An archaeological unit, set up on the school grounds within large “dig boxes,” provides an opportunity for students to participate in the

excavation of a simulated archaeological site, working closely with the Archaeologist-inResidence. The museum program supports Dalton’s mission to promote interactive teaching and learning. Two in-house museum educators weave their academic training in anthropology and art history into the curriculum.

Children have access to a digital database of art images, created specifically for each House, to help the students recreate a context for the kinds of artifacts they uncover.

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 science. Through active investigation they develop the capacity to hypothesize and think analytically about complex phenomena.

The school-wide science curriculum utilizes an inquiry-based and STEAM approach to learning. It is interdisciplinary in scope and developmentally appropriate building upon students’ previous knowledge. 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

Global Language Program

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. They leave the Science Center brimming with questions they have developed and excited to share their discoveries.

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 and first grade students, and twice a week with second and third grade students.

Kindergarten students investigate the five senses, earthworms, force and motion, trees in the neighborhood, sinking and floating, and seeds and fruit.

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First grade students explore land snails, magnetism, seed germination, the life cycle of a plant, Newton’s laws of motion, and weight and mass.

Second grade students examine sound, liquids and volume, electricity, bridge building, green tree frogs, aerodynamics, and acids and bases.

Third grade students study pendulums, plant requirements, chemical interactions, the water cycle, and arthropods.

The Science Department also runs an after school program that focuses on both STEAM and robotics. Students create, invent, and build using a variety of materials with a focus on problem solving through creativity and collaboration. Students also gain a strong foundation of coding through multiple robotic platforms and face challenges where they must use repeat loops, sensors, and if/then parameters.

Recognizing the importance of early language learning, Dalton begins teaching Spanish in kindergarten at the First Program.

With the goal of proficiency, children learn Spanish using immersion methodology and the communicative approach as a means of connecting language, culture, and content. Dalton’s program follows a FLES (Foreign Language in the Elementary School) model in which students experience their language class for a specific amount of time each day.

The FLES Program is beneficial because it connects to STEAM disciplines such as science, math and theater arts using their content to reinforce concepts and vocabulary. Such an approach strengthens knowledge of the first language, especially vocabulary and grammar, and is engaging and satisfying for young learners. As a means of providing the targeted literacy skills that have been proven to be helpful for heritage language learners, Dalton Spanish teachers offer Labs for these children during the school day. The Labs include conversations, short readings, and occasional writing activities that continue to validate and strengthen a child’s Spanish language proficiency.

Global Learning Initiatives The goals for the Dalton Global Initiatives for First Program are to continue to enhance the First Program curriculum by identifying global resources for faculty, staff, and students, encouraging faculty development of global curricular collaborations, and facilitating faculty connections with partner schools around the globe.

Through these relationships and collaborations, the First Program continues to develop opportunities to learn more about each other’s cultures and schools using a variety of technological resources such as

email, Skype, VoiceThread, and blogs. Toward this end, faculty members developed a First Program DGI blog of resources, connections, and contacts. Partnerships have been established and collaborations made with schools in England, China, Iceland, Canada, India, South Africa, and Ethiopia.

The Arts Children at the First Program enjoy visual arts, music, and theater arts regularly each week.

The art studio at the First Program nurtures and supports the creativity of each individual artist.

The program is designed to inspire children’s natural curiosity and inventiveness by facilitating their exploration of art materials and by encouraging self-reflection during the process of art making.

Through lessons grounded in artistic development, students gain experience with a variety of art materials, tools, and techniques.

With an emphasis on learning through exploration and guided experimentation, children are mentored in small group demonstrations and one-on-one instruction. The children develop increasing independence and competency with materials and tools, build trust and confidence in their artistic vision, and experience the hard work and satisfaction that creative work can bring. With a commitment to global awareness and diversity, students learn a respect not only for their own artwork but for those of others 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, partsinging, and assemblies.

As children get older, they have the opportunity to play musical instruments; second and third graders play Orff instruments and third graders learn to play the recorder. Music teachers often work collaboratively with classroom teachers on interdisciplinary projects. Many youngsters enjoy singing in Dalton’s First Program Chorus. It rehearses throughout the school year and performs concerts twice yearly.

The theater arts offerings at the First Program emphasize personal expression while supporting curricular learning through drama and dance.

The program allows for students to view topics using an arts lens while simultaneously

developing important life skills that will serve them throughout their lives.

In kindergarten, young children use the tenets of creative movement to build imagination and to develop gross motor skills. Gender stereotypes are broken down through acting out and reimagining fairy tales.

The first grade creative movement program deepens skills learned in kindergarten with an emphasis on articulating critical responses to visual art. Students begin the process of recreating stories through dance motifs, physically exploring the

brushstrokes of various painting styles, and creating their own versions of tango and flamenco as a reinforcement of content learned in Spanish.

The second grade program focuses on musical theatre. It connects to the social studies and literacy curricula and culminates in a musical dramatization of a piece of children’s literature that highlights the landmarks and many cultures of New York City. Additionally, students begin to work more deeply in dramatizing poetry and masterworks of art, and demonstrating their knowledge of electrical circuits through choreography in a unit of study about Human Circuitry.

Theater and drama are the focus of the third grade curriculum.

Students dramatize folklore, creation mythology tales, and fables. They learn about the practical use of excavated weaponry from their archeological digs while practicing stage combat using foam swords. They capitalize on previously learned skills to experience and understand curricular projects more fully.

Homework 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.

Formal out-of-school assignments begin in the third grade. They support the child’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.

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. Beginning in kindergarten, each House and Grade Level Team develops servicebased projects or initiatives 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 Dalton and city-based organizations that provide services to those in need, such as the New York Common Pantry and The Church of the Heavenly Rest.

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 walkathon that raises funds to promote literacy.

First graders at The Pool In Central Park.

Dalton partners with a school in Haiti.

They work closely with the New York Common Pantry and actively participate in helping to prepare meals for those in need. Students also create hand-knitted hats for the Homes for the Homeless organization. They organize a month-long postal system for the entire division, use the proceeds to support environmental causes, and on Earth Day, donate personally designed reusable bags to a local grocery store.

The second grade 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 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 provide the other Houses with weekly “green tips,” and work together to create informative oral and video presentations about the importance of the three “R”s (reducing, reusing, recycling).

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 that community. Third grade students take on a leadership role by helping their classmates to identify meaningful causes across all grade levels, and research specific institutions connected to those causes. They organize a divisionwide election that helps the whole community in the decision making process for allocating and distributing the funds collected which are then given to various charitable organizations.

Children in grades K–3 also take part in school-wide service learning initiatives which help to encourage

positive self-esteem, develop global understanding, and build school spirit. Interested second and third grade students can join the First Program Human Rights Club.

Initially created by a group of third grade students, children learn first-hand about fundamental rights and responsibilities, and develop and initiate fundraising projects.

Emphasizing the importance of service learning, both on the local level and global level, Dalton has taken on the mission of supporting the Notre-Dame du Perpétuel Secours School in the outskirts of Port-Au Prince, the capital of Haiti.

Founded in 1967 and situated in the small village of Bel Air, one of the most economically challenged areas in the region, Notre-Dame is dedicated to providing an education for one hundred twenty-two young girls in first through sixth grades.

Faced with an onslaught of obstacles such as poverty, hunger, earthquakes, and hurricanes, the school has persevered in its mission of educating students and giving them a chance at a better life. A Dalton French and Spanish teacher and House Advisor is affiliated with the Notre-Dame School community and coordinates fundraising initiatives within Dalton in support 23

of the school. This faculty member’s commitment to Notre-Dame’s ongoing success has had a direct impact across all divisions and notes if Notre-Dame’s girls were not enrolled in school, their chances for success in later life would be highly compromised.

Several fundraising initiatives have been spearheaded across Dalton in support of the Notre-Dame School.

The First Program contributes funds through the first grade’s annual walkathon outreach.

Parents are informed about service projects and related initiatives through the Dalton website, individual class newsletters and blogs, the Dalton eBlast, and frequently at Parent Association meetings.

Technology Technology at the First Program supports and enhances the way that all subjects are taught and learned.

Working with educational technologists from the school’s New Lab for Teaching and Learning, teachers provide students with an array of digital tools. These tools are integrated into assignments in a

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differentiated, interdisciplinary, and constructivist way throughout the curriculum to facilitate scholarship and intellectual inquiry. Using iPads, laptops, and interactive SMART Boards, students document their thinking processes, problem solve, express themselves in multiple ways, collaborate with their peers, and work independently to master concepts.

digital age. The goals of the digital citizenship curriculum are threefold: to develop lessons with teachers that enrich and support their curricula, to provide students with guidelines for using Internet resources safely and responsibly, and to increase awareness and encourage appropriate social interaction with digital tools and resources.

Examples of technology use include Skyping with experts and cultural institutions around the world, photographing and annotating objects and museum artifacts on field trips, composing musical scores in the style of various musical genres, creating interactive digital books for creative writing and research, and programming animated stories.

Physical Education

In addition, faculty and educational technologists introduce to students in all grades the importance of being responsible digital citizens.

Dalton partners with Common Sense Media to provide parents with guidelines and resources to support children growing up in the

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’ physical education classes take place at the First Program gym. The children are introduced to the skills associated with team sports, which include soccer, newcomb/volleyball, basketball skills, and kickball, as well as a continued reinforcement of basic motor skills, ball skills, gymnastics, folk dance, and sidewalk games. In third grade, physical education classes take place at the 87th Street facility and once a week at The Brick Church. Team sports are the

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

main focus of the curriculum and students are involved in basketball, badminton, wiffle ball, kickball, volleyball, soccer, lifetime fitness development, tumbling, team handball, football skills, and track and field. At The Brick Church, students are introduced to yoga, world dances, fitness games, and sidewalk games. 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, the space at The Brick Church, and the facilities at the 87th Street Physical Education Center provide ample space for physical education classes. This program develops students’ 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 program offers chess instruction across all grade levels to enhance students’ 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

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, Tennis, Beyond Lego, Guitar, Woodworking, Hip Hop, Mini-Musical, Cooking, French, Photography, and many more. ASP has introduced Serendipity Study Corner, providing support for third 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 Initiative 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. First Program students are also introduced to STEAM and robotics classes which provide active, hands-on problem solving activities and encourages students to create, invent, build, and make discoveries.

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.

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The Middle School The Dalton Plan in practice, Grades 4 through 8

T

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.

The Middle School years offer students many opportunities to explore their identity and to discover how to navigate individual needs within a community rich with multiple needs and perspectives. During this time of self-discovery, students are encouraged to participate in clubs, find their voice academically, make connections with teachers using the Lab system, and increase their social network. To foster this, the Middle School environment is one

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where equity in all its forms— gender, race, religion, economics —is valued and present in the curriculum, in House, and in Health classes. The hallmarks of the Middle School program include: n A home base within the school community guided by caring, experienced adults. It provides a social environment that is warm, secure, and student-centered (House). n Opportunities for the exploration,

development, and expansion of knowledge, skills, and criticalthinking capacities while providing for individual interests and talents (Assignment). n Personalized, 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. 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.

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.

The Lab provides students with opportunities during the schedule to work with their teachers individually or in small groups.

Lab also provides time to use the libraries and to locate other specialized resources to pursue topics, complete assignments, and enrich or remediate student learning.

n The ability to define, locate, and

Classes are grouped heterogeneously in most areas throughout the Middle School.

Individual learning styles and levels are recognized by grouping within the classrooms, by expanding upon the Assignment to augment learning, and by providing enrichment and support through Lab. Through the Dalton Plan, in particular the Lab and Assignment, students learn skills that include: n The ability

to set goals and to determine priorities consistent with the stated course objectives and the

use resources external to the classroom (e.g. library, studio, laboratory materials and methods, primary and secondary documents, visual materials, and information available through various information systems including computers and digital displays); to combine data obtained from such sources with information shared in the classroom.

Student cumulative progress is evaluated formally four 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.

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.

of Natural History, The Cooper Hewitt Museum, The Jewish Museum, The Morgan Library & Museum, the New-York Historical Society, and many other resources within the city. Students also have opportunities to travel outside of the city with their classes on various field trips throughout their time in Middle School. Students take field trips outside the city to Black Rock Forest in upstate New York, Philadelphia, and Washington, D.C.

Dalton students come to think of themselves as global learners in New York City, using its many resources to extend the classroom.

The school’s commitment to “the city as a classroom” is evident in all curricular areas. Teachers make use of The Metropolitan Museum of Art, The Museum of Modern Art, The Guggenheim Museum, The Cathedral of St. John the Divine, Museum of Chinese in America, The African Burial Ground National Monument, The New York Tenement Museum, The Bronx Zoo, the American Museum

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 in grades fourth through eighth with courses in English, mathematics, and social studies, as well as science, world

Students visit The Morgan Library to handle ancient Syrian seals.

and classical languages, the arts, computer science, and physical education.

Fourth and fifth grade students are taught social studies and language arts by their House Advisor.

Most classes mix students to provide appropriate levels of challenge. Specialists 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. In all grade levels,

world and classical languages, art, music, science, dance, and physical education are taught outside the core subjects of English/Language Arts, social studies and math. In these disciplines, students interact and work together in common course work. Teachers communicate regularly with the House Advisors and 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.

The fourth grade Language Arts program introduces students to a scholarly approach to literature while continuing to develop their love for reading and writing.

Fourth graders are transitioning from learning to read to reading to learn. In addition to whole class explorations of a rich array of texts including classics, historical fiction, poetry, and folk tales, they continue to select and read books of their own choice. The curriculum includes E.B. White’s Charlotte’s Web, Ai-Ling Louie’s retelling of Yeh-Shen, and Angela Carter’s translation of Charles Perrault’s Cinderella. Through close reading, annotation, discussion, written responses, and creative projects, literary analysis is introduced.

The fifth grade Language Arts program is based on the continuous development and

integration of writing and reading skills. Class books are selected around the theme of “The Individual within a Community,” one that is deeply tied to the interdisciplinary nature of the curriculum, as students explore the ways in which protagonists survive, evaluate, and adapt to their environments. Texts include Madeleine L’Engle’s A Wrinkle in Time, Lois Lowry’s The Giver, and Rebecca Stead’s When You Reach Me. The literature program works hand-in-hand with the fifth grade social studies program that emphasizes how the first ancient cities were settled and culture was created. An approach incorporating guided and independent reading—featuring Roger Lancelyn Green’s Tales of Ancient Egypt—fosters a love of literature and emphasizes comprehension, critical thinking, and interpretative skills.

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 29

Fifth grade students experience the age-old process of making mud bricks out of clay, earth, water, and straw.

prose and how to revise and edit their writing, using correct usage, punctuation, grammar, and spelling.

The sixth grade reading program is committed to educating students to examine literature with a critical eye. Over the course of the year, sixth grade students are introduced to the process of becoming proficient in close reading and annotation, inference, and analysis. They are also beginning to broaden their understanding of the foundational elements of Greek myth and theatre in addition to studying a range of work such as Yoshiko Uchida’s Jar of Dreams and Gary D. Schmidt’s Lizzie Bright and the Buckminster Boy. The seventh grade English curriculum strives to help students consider authorial intent and the impact of the audience in literature. Furthermore, in the seventh grade, students work to understand language as an art form and learn how it can be used to create and shape not just narrative, but also imagery, voice, and tone. The overriding goal of 30

the year is to help students achieve a comfort level with language that will allow them to consider and internalize the way an author utilizes style and technique to shape his or her work.

The literature curriculum in seventh grade features a variety of genres to achieve these goals. Plays such as Lorraine Hansberry’s A Raisin in the Sun and William Shakespeare’s Romeo and Juliet complement short story and poetry texts as students solidify their critical reading skills and understanding of characterization and plot. The literature provides excellent fodder for large group discussions and serves as a bridge to the essay writing component of the course.

The eighth grade English curriculum focuses on helping students take ownership of their reading and writing skills. Building on the grammar and vocabulary foundations established in previous years, students increase their functional grammatical knowledge—specifically focusing on punctuation—while acquiring a broader base of vocabulary words gleaned from the texts. The

literature curriculum emphasizes twentieth century American texts, such as Harper Lee’s To Kill a Mockingbird and Ray Bradbury’s Fahrenheit 451. Public speaking also holds a formal place in the curriculum, as students study famous modern and historical speeches and learn about Ethos, Pathos, Logos, and the rhetorical devices that make such speeches successful.

The writing component of the curriculum aims to give students the confidence to break away from the structure and strictures of the five-paragraph essay. Students engage in a wide variety of writing tasks—ranging from informal journaling to passage analysis work to formal essay writing—all with the goal of providing practice in utilizing the entire writing process.

Great emphasis is placed on students independently working to create outlines that allow them to analyze literary questions in an individual style. In-class and take-home assignments vary throughout the year in an effort to prepare students for the assortment of tasks they will be faced with in High School English classes.

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 guides students to reconstruct the past through the examination of artifacts and ancient texts and the application of critical Fourth graders participate in an emigration unit in social studies

thinking skills necessary for an ongoing study of history. Students focus on the overarching concepts of geography, city development, kingship, religion, and trade through a year-long study of two ancient civilizations: Bronze Age Mesopotamia and Ancient Egypt.

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.

Seventh grade history examines two pivotal areas of the early modern period. Students examine the Islamic World between the 7th and 16th centuries, focusing on the basic tenets (beliefs and practices) of Islam and the life of Muhammad, Muslim expansion, art, architecture, trade, and travel. After learning about the development of Islam in Arabia, they examine the Umayyad, Abbasid, and Ottoman Empires, and end the unit with a look at the impact of the Crusades on both the Islamic and European worlds.

Students then shift westward to Europe

where they explore the Italian Renaissance. They examine the art, architecture, and literature of the Italian city-states and study the impact of ideas and technologies from the Middle Eastern world on European society. After that, students turn their attention to the Northern European Renaissance and the Reformation investigating what happens when people challenge authority and refuse to conform to societal expectations.

Seventh graders also explore the impact of technology on the transmission of ideas and beliefs.

The eighth grade social studies curriculum develops skills through the study of American history.

Students complete a range of Assignments pertaining to Colonial America, Westward Expansion, the Civil War, 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.

The mathematics program in the fourth grade builds upon the skills and concepts that were introduced in the First Program. Exercises in algebraic thinking, searching for patterns, and deconstructing word problems, allow for the development of a range of problem-solving strategies. Underpinning all units is an emphasis on place value in the base-10 number system. Students are expected to master their multiplication and division facts, become fluent in multiplication with large numbers, and are introduced to the long division algorithm.

Fractions are more deeply explored as students learn to find equivalents, to order and compare, and to add and subtract rational numbers. The understanding of place value is further deepened through an

introduction to decimals, their relationship to fractions, and their use in basic operations. The study of geometry focuses on polygons, area and perimeter of quadrilaterals, and spatial logic. Measurement skills are incorporated throughout the year.

Fifth grade mathematics is the final year of basic arithmetic where children solidify the computational skills introduced and reinforced in fourth grade in anticipation of sixth grade pre-algebra, where facile application of these skills will be necessary. While solidifying their computational ability, students strengthen and deepen their conceptual understanding and utilize both in problem-solving situations. Children apply the four basic operations to whole numbers, fractions, decimals, and percents. In addition, the students explore concepts related to place value, number theory, data analysis, measurement, and plane geometry.

As the children examine all areas of study, they further develop their number sense, specifically their estimation skills, so they may evaluate the reasonableness of their answers.

The sixth grade pre-algebra curriculum is a transition from the arithmetic-based curriculum of fifth grade to the beginning of algebra presented in seventh grade. The course reinforces the computation, estimation, and problem-solving skills necessary for a solid foundation in mathematics, while also exposing students to algebraic concepts and developing their abstract reasoning skills. Word problems are incorporated throughout the course of the year to support and strengthen students’ facility in applying their knowledge.

In sixth grade students extend their computational skills with whole numbers, decimals, and fractions to include operations with integers, exponents, and rational numbers.

They broaden and deepen their understanding of ratio, proportion, and percent concepts, and they also use the language of algebra to write and solve equations. In addition, students are introduced to the Cartesian Plane. In sixth grade math, long-term Assignments are also incorporated into the curriculum, and these include a

graphing project and the Stock Market Game. During the interdisciplinary Greek Festival, students research Greek temples and build scale models.

The seventh grade math curriculum builds on the prealgebra learned in sixth grade.

During the first two months of the fall semester, seventh grade students review several elementary algebra skills and concepts and then begin to extend their knowledge base during the rest of the semester. They study Linear Equations, Exponents, Polynomials, and an Introduction to Factoring and Radicals. During the second semester they explore Plane Geometry exercising their logic skills to informally prove some basic Euclidean theorems, developing construction skills using compass and straight-edge and deriving 2-D and 3-D formulas for areas of various polygons. They also spend a considerable amount of time learning to use Geometer’s Sketchpad to help facilitate their studies. The year ends with a thorough study of the Cartesian Plane where the algebra from the first semester is combined with the geometry of the second semester.

Although conceptual students are grouped separately, all students use the same textbook and cover the same material. Conceptual students will extend their knowledge and will be challenged by asking them to apply basic skills and concepts to more complex problems.

The eighth grade algebra program is an extension of and a carefully constructed sequential step in the work students explored in the seventh grade. The curriculum is an Algebra I course with additional Algebra II topics for the conceptual sections. Students learn the material by analyzing and studying

Science

grades, students learn about a variety of scientific disciplines during the year. In sixth and eighth grade, they focus on the physical sciences, and in seventh grade they focus on life science. Not only is science studied in the laboratory, but also on field trips to Black Rock Forest and Central Park. In addition, they are given the opportunity to explore in more detail, topics studied in class or to investigate related topics through supplementary projects. Dalton students are encouraged to think for themselves and to pursue their individual questions to resolution.

Through hands-on work in independent and collaborative projects and by regularly leaving the classroom, Middle School students develop curiosity and excitement about science. They are exposed to the major disciplines in the sciences to help them understand their world and to develop a strong foundation for in-depth scientific pursuits. The science program provides students with the basic skills of scientific methodology. In fourth and fifth

The fourth and fifth grade science program builds on the First Program science curriculum with a combination of topics from physical, life, earth and space, and environmental sciences. Students in the sixth grade study the scientific method utilizing Dinosaur Canyon, a computer simulation of a geological site. Students find fossils and then research and identify them to learn the history of their site, including its geologic time period,

statements, illustrations, and examples. The coursework includes: solving first degree and literal equations and inequalities, operations with polynomials, factoring, solving simultaneous equations, working with functions, and simplifying rational and irrational expressions. In addition, the conceptual sections complete enhanced function work, connect solving quadratic equations with their graphic representations, and apply algebra skills to solving advanced equations.

environment, and the type of life that existed there. Seventh graders focus on a comprehensive study of human biology. Students cover a wide range of topics including all systems of the body (circulatory, skeletal, muscular, respiratory, excretory, nervous, endocrine, reproductive, immune, and digestive), as well as nutrition, behavior, diseases, sexually transmitted infections, AIDS, and substance abuse (including smoking and alcohol abuse). Students in eighth grade are introduced to the nature of gravity, planetary motion, the structure of matter, and the nature of energy. In addition, students study earthquake data to establish the earth’s plate boundaries and how the plates move. By the end of eighth grade, students have a thorough foundation in biology, geology, and astronomy, as well as some basic principles of physics and chemistry.

Throughout the Middle School, students are taught to think in an inquiry-based way: they identify the directly measurable relevant facts, create a proposal relating the facts, design an experiment, graph the results, and come to understand natural phenomena.

World and Classical Languages Middle School students study classical or world languages.

Options include Latin, Mandarin, Spanish, and French.

The Spanish program that began in First Program continues into fourth grade at the Middle School.

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Students continue to build on their proficiency through immersive lessons with a cultural theme and STEAM (Science, Technology, Engineering, Arts, and Math) content connection. At the end of fourth grade, students are given the opportunity to continue with Spanish or make a switch to French, Latin, or Mandarin.

In their early years of language study, students learn to communicate in simple social situations and learn basic linguistic structures, often in playful activities. As they progress, 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. Beginning in seventh grade, students select two courses in the visual or performing arts, choosing from dance, music, theater, and the visual arts.

The Middle School Dance program at Dalton approaches dance as an

intellectual and creative art form that is concerned with the expression and communication of ideas in an academic environment.

Technical development includes alignment, strength, flexibility, and coordination. Creative exploration integrates improvisation, phrasing, and choreography.

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.

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 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. In addition to the winter assemblies and the annual spring concert, other performance opportunities are pursued to allow the groups to share their achievements. Past venues have included nursing homes, holiday store events, and the Interschool Choral Festival for the Chorus; Interschool Instrumental Festival at Alice Tully Hall for various ensembles; and the “Music in The Parks” adjudication for the Jazz and Percussion Ensembles where they recently received Excellent and Superior ratings.

Theater is integrated into the sixth grade as part of Greek Festival. 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.

The Middle School Visual Arts program encourages personal expression and inventive thinking through imaginative exploration of art materials and methods. 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 35

robots. They collaboratively develop solutions to robot game missions and real-world research challenges. Dalton’s robotics teams compete in tournaments and have placed first among peer teams from other schools in the area as well as receiving top place awards regionally, nationally, and internationally.

complemented with a variety of sports and modified games. In addition, students also participate in lifetime fitness and wellness activities. Indoor classes are held at the 87th Street Physical Education Center. For sixth grade, outdoor classes take place at Randall’s Island in the fall and spring.

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 “no-cut” 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.

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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.

In recent years, the Middle School has added clubs from activities that range from Debate to earlymorning Ping Pong. The list of clubs in the Middle School changes each year depending on student and faculty interests.

Dalton’s numerous robotics teams attract boys and girls with interests in engineering and computer science where they learn to design, build, and program Lego Mindstorms NXT

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

Middle School Athletic Teams: FALL SEASON 7th-8th Grade Cross Country 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 Developmental Squash 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

and many compete in national mathematics competitions.

Students may also participate in the Middle School Government that is run by students who are advised and counseled by two faculty advisors. Membership of the Middle School Government consists of two elected representatives (one male, one female) from each House in fifth through eighth grade, as well as the elected officers. Elections are held in House in early October. Middle School Government organizes social events such as dances, sports evenings, and assemblies.

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 at First Program. These programs work together 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 pm daily with course offerings at Encore! including Art, Dance, Guitar, Comedic Performance, Retro and 3D Game Design, Homework Club, and more.

Courses such as Dalton Rock Band and languages through The Dalton Language Initiative work in collaboration with the Dalton Music and Language departments to reinforce the practices and philosophies that students learn during the regular school day. For the more advanced chess players, the Dalton Chess Academy also offers continuing instruction.

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 5:45pm. For seventh and eighth grade students who return to school after athletics, the After School Program also offers Study Lounge where students can settle into daily and long-term assignments.

Study Lounge runs daily from 3:30 to 5:30 pm and is on a sign-in basis; there is no need to enroll.

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 Community service and service learning are essential to the Middle School experience. Students during this time are developing a sense 37

Fifth grade students use Skype to communicate with students and teachers in Tanzania.

of themselves vis-a-vis their communities and the world at large. House Advisors, classroom teachers, and club advisors work with students in many areas to enhance their appreciation for the perspectives of others, help them further develop empathy, and guide them to understand how they can make a difference. Students in grades four through eight participate in service-oriented clubs and in House campaigns to raise awareness about housing, health, and hunger. Students also often initiate new projects every year and as a community, the school often responds to an immediate local or global need.

The Middle School Day of Service for seventh and eighth grade students provides young adults with opportunities to be civically engaged and make a difference in the local community. Preparation leading up to the Day of Service provides each student with an authentic experience grounded in purpose and engagement. Before 38

the actual day, Houses review information about the non-profit they are partnered with and engage in activities about the issues the non-profits hope to address. On the actual day, students are paired across grades to engage in meaningful work on site—at schools, parks, shelters, soup kitchens, and retirement homes, among others. At the end of the day, students gather in House to reflect on their experiences and develop plans for continuing their work. Through experiential learning and reflection, students further develop a sense of responsibility for others and become young leaders who are informed, caring, and contributing global citizens.

Examples of service learning in the Middle School in recent years include: n As an extension of their social studies study of ancient river-valley civilizations, fifth grade students partner with a school in Tanzania to discuss water equity and

conservation. In addition, fifth graders raise money for their Tanzanian partner school to purchase books and other school supplies. n A group of eighth graders led several Houses from across the Middle School in raising money to purchase an ambulance for a remote village in Mozambique. n A fifth grade robotics team participated in a competition in which they developed a website to provide support to homebound senior citizens. n Sixth grade Houses participated in the World Education Games in support of UNICEF. n Eighth grade Houses create

birthday cards and decorate shopping bags used to make food deliveries for God’s Love We Deliver. n The cast and crew of the Middle School musical always choose an organization to which part of the proceeds of their ticket sales are donated.

n Middle school students, along

n Human Rights Club: In addition

with a faculty member, organized a doll-making project. These handknitted dolls were then donated to the Notre-Dame School in Haiti as part of a Dalton school-wide commitment to this economically challenged school which serves young girls in first through sixth grades.

to various projects, Human Rights Club sponsors a school-wide fundraising drive for Heifer International in which funds are raised to purchase livestock for a village.

Middle School clubs with a focus on service learning and human rights: n Community Service Club: This fourth–eighth grade club runs a variety of drives for local and national organizations such as Yorkville Common Pantry and Ronald McDonald House. The club also provides leadership opportunities for its eighth grade members.

n Asian Cultures Club: Middle

School students volunteer to work at the “ACC Teahouse,” an important yearly event in Dalton’s community. Also, members of the ACC help create a slide show to raise awareness about AsianAmerican month which plays on the general information screen in the Dalton lobby. n Spectrum Club: The Middle

School Spectrum Club writes and performs “Public Service Skits” for Middle School assemblies that encourage students to be thoughtful

in choosing words and actions that are inclusive for everyone in the Dalton community. Also, the club has raised money for the Trevor Project, an organization that supports LGBTQ youths in crisis. n Environmental Club: This

club runs a school-wide assembly to raise awareness about environmental issues. In addition, they often sponsor a drive to collect batteries to be recycled. The Middle School Environmental Club also successfully advocated that every Monday be “Meatless Monday” in the Dalton cafeteria. n Wildlife Conservation Club: In addition to conducting school-wide assemblies to raise awareness about conservation issues, this club also sponsors fundraisers on behalf of various endangered species.

Middle School students plant trees as they focus on ecology and environmental issues.

The High School The Dalton Plan in practice, Grades 9 through 12

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he 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,

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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.

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.

Students are encouraged at any level to pursue special literary interests through independent studies, a program that thrives at Dalton.

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 threeyear 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.

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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.

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.

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.

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 cuttingedge 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 47

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.

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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-ofthe-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

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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.

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.

Theater

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

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

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STUDENT LIFE Student Government Cabinet

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 52

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

Dalton offers the following teams: 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)

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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.

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

The Dalton School mascot, Ivan the Tiger.

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.

Of the graduates of the classes of 2013-2017, 100% matriculate at four-year colleges. College enrollment figures for the five classes include: American University....................................................3 Amherst College..................................................... 13 Barnard College..........................................................4 Bates College...............................................................4 Bowdoin College..................................................... 11 Brandeis University......................................................2 Brown University.................................................... 27 Bucknell University......................................................2 California Institute of Technology.......................2 Carleton College........................................................4 Carnegie Mellon University.....................................2 Case Western Reserve University........................2 Chicago, University of........................................... 14 Colby College...................................................................2 Colgate University....................................................8 Columbia University............................................. 18 Cornell University................................................... 33 Dartmouth College............................................... 15 Duke University..........................................................7 Emerson College............................................................3 Emory University.......................................................3 George Washington University...........................2 Georgetown University..........................................6 Gettysburg College..................................................2 Grinnell College..............................................................3 Hamilton College.................................................... 10 Harvard University................................................. 34 Harvey Mudd College.................................................2 Haverford College.........................................................2 Johns Hopkins University.......................................3 Kenyon College...............................................................5 Lehigh University.......................................................3 Los Angeles, University of California..................3 Macalester College.......................................................2 Massachusetts Institute of Technology...........3 McGill University...........................................................2 Michigan, University of...........................................8 Middlebury College..................................................9 New York University . ..............................................4 Northwestern University.................................... 19 Oberlin College of Arts and Sciences................5 Pennsylvania, University of................................ 26 Pomona College.........................................................6 Princeton University.............................................. 15 Reed College....................................................................2 Rice University............................................................3 Sarah Lawrence College.........................................3 St. Andrews, University of........................................6 Stanford University..................................................9 Southern California, University of.......................7 SUNY Purchase...............................................................2 Swarthmore College................................................3 Syracuse University..................................................2 Trinity College.............................................................2 Tufts University..........................................................6 Tulane University..........................................................4 Union College..................................................................2

University of Virginia..................................................2 Vanderbilt University...............................................4 Vassar College.............................................................5 Wake Forest University............................................... 3 Washington University in St. Louis.................. 18 Wellesley College..........................................................2 Wesleyan University............................................. 17 Wheaton College.......................................................2 Williams College........................................................8 Wisconsin Madison, University of.......................3 Yale University......................................................... 27

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.

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Teaching the art of

Learning

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HOBANA RAM is not only a skilled teacher, but she is also an accomplished performing artist.

Melding her two passions, the students in her class benefit from her expertise with young children as well as from her experience as a singer and a classically trained Indian dancer. “I love teaching second grade,” states Shobana Ram, “The children are at the stage where they come in with gems of knowledge about the outside world. They are hungry to learn and so extraordinarily curious to know more. By second grade they have the skills to understand the world and to make meaningful connections. My role as a teacher is to continue to inspire them to explore.

At the same time I can bring my commitment to the arts to my children and Dalton encourages me to do so.”

Born in southern India, Ms. Ram attended New York City public schools, graduated from The University of Virginia, and then received a Master’s degree in International Educational Development from Teacher’s College at

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here are so many great things about being a kindergarten teacher at Dalton!” says DEBBIE REILLY, one of Dalton’s five kindergarten teachers. “We have an amazing group of families who have chosen Dalton because they believe in and respect the philosophy and values of the school.

Then, there are the children!

Kindergartners are old enough to ask really wonderful questions that lead us to unexpected places, but they are also young enough to be in awe of and positive about the world around them.

Their insatiable curiosity takes us to increasingly deeper levels of inquiry and learning. Everything is food for thought as they wonder about things that are very real in their lives and society. My job is to create the environment to facilitate these inquiries and encourage growth. The work of problem solving, collaboration, making connections, understanding math concepts, communicating through

speaking and writing, takes place every day in every activity we do.”

Columbia University. Having worked at the Ford Foundation, Ms. Ram decided to change her career path from implementing policy to teaching, thereby creating a grassroots opportunity to work personally with children and families. “I was drawn to Dalton for its deep commitment to the values of diversity, equity, and social justice. As a first generation immigrant

myself, I can bring personal experiences to my students and help to make our conversations about different cultures and awareness of stereotypes more real to them. It is very important to me, as well as to Dalton, that they learn how to be inclusive community members and understand that forming relationships with all different kinds of people enhances us all.”

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 over two decades.

After selecting Dalton for her own four year old daughter many years ago, she experienced Dalton first-hand and decided to leave the corporate world, attend graduate school, and become a teacher. “I love teaching here. Dalton does for its faculty what it does for its students; it encourages us to follow our passions, and bring this excitement into our classrooms. It’s a dynamic school that respects the individuality, autonomy, and creativity of students and teachers alike while it also focuses on creating a successful community in each house, each division, and school-wide.”

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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.

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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-theSchools, Inc., Mr. MacEnulty came to the First Program at Dalton to teach chess to 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.”

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Searching for a more progressive learning environment, Dr. Reid eventually found her way to Dalton where she is currently a faculty member in the Science Department, teaching younger Middle School students as well as instructing a biology course in the High School.

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rowing up in Baltimore, MD, ALICIA REID remembers as a child, wanting to become a cardiologist when a beloved relative became ill from congenital heart disease. Dr. Reid later decided as a young woman that she would indeed dedicate her life to the sciences. A graduate of Virginia Union University, she became interested in biomedical research. This focus evolved into a passion and Dr. Reid pursued and received a Ph.D. in Cellular

Physiology from Weill Cornell Graduate School of Medical Sciences. Working in a laboratory over the summers during her postdoctoral fellowship at Weill Cornell, Dr. Reid trained numerous students and it is there that she discovered a deep love for teaching. She shifted careers and became a Teach for America fellow in NYC, instructing middle school students in science for nearly six years, an experience for which she is most grateful.

“I love the wonderful sense of community at Dalton. It is a purposeful community that embodies such a high level of excellence. I work among an amazing team of faculty members and have collaborated with individuals both within and outside of the Science Department. There is so much openness at Dalton to be creative. We are actually encouraged to experiment and try different approaches when we design the science curriculum, which is not necessarily the case in many other schools. I thoroughly enjoy putting these practices into my classroom.

The Dalton Plan and specifically the Lab structure are remarkable. I think they should be modeled in schools throughout our country.”

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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

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wonderful to teach. They are incredibly inquisitive, enjoy engaging in intellectual 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.’”

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eing the eldest of five sisters is a feat in itself and when they all follow you to the same school that is a family story with a lot of Dalton memories! Today INANNA DONNELLEY is a faculty member in Dalton’s Middle School and teaches seventh grade math.

A graduate of Yale University, Ms. Donnelley believes that her Dalton education set her up for success at college. With a father who was a professor at The New School, an emphasis on teaching and education was prevalent in her home. After graduating from college, Ms. Donnelley returned to the First Program as a co-teacher. She later received her Masters from The University of Chicago and taught at The Chicago Latin School before returning to New York City to teach briefly at The Brearley School.

When her son began kindergarten at Dalton, Ms. Donnelley returned to the fold and joined Dalton’s Middle School Math Department.

“I love teaching and I absolutely adore Dalton students. Our kids are so motivated and are extremely

interesting young people. We have such a diverse student body and they bring a multitude of different experiences to the table. I truly enjoy learning right along with them. Those “aha moments” abound at Dalton and there is such excitement, energy, and buzz in the classroom each day. There is never a dull moment (in a great way!) at Dalton.

“It is a joy to be able to show my students that there is not always one right answer to a math problem and if there is, there are multiple ways to arrive at that answer. We present them at first glance with an unfamiliar problem, require them to tap into what they know, let them develop a game plan, collaborate with their peers as resources to tackle the problem, and then move forward with the challenge.

Dalton students have a real comfort with risk taking and develop resilience in marvelous ways. They embrace challenge and understand that they do not need to be guaranteed success in order to try out a strategy. They know that risk taking and failure do not define them but rather are opportunities for growth and learning.”

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est Africa and New York City might seem to be worlds apart, but not so to MALCOLM FENTON. A faculty member and a former department chair in the Science Department, Dr. Fenton holds a Ph.D. in Geology and Archaeology. After years of conducting scientific research, and then running a hiking company in the Alps, Dr. Fenton found his true vocation as a teacher at Dalton.

Reflecting back to his own early learning experiences, first in a one-room studentcentered 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 education. “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 we 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.”

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

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.

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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.

“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.”

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any people remember camp days filled with s’mores and mosquito bites. DAVID RUBIN credits his summers as a young boy at the Usdan Camp for the Arts on Long Island as the very place where he was provided with the freedom that enabled him to develop his passion for art. As he matured, Mr. Rubin expanded his artistic interests with a deep love for film, improvisational theater, art history, interdisciplinary studies, and cooking, and he brings that multi- faceted approach to his teaching of ceramics at Dalton.

“I believe in the transformative power of physical, first hand experiences. In the ceramics studio, students have the opportunity to work materials with their hands and to integrate their mental and physical experiences in real time. In this day and age of increasing technological advances, this kind of engagement is more vital than ever.

In building a dialogue with the clay, where an individual seeks to change and affect form, you have to listen and respond to what the materials are telling you. There are opportunities for ambition and humility; the studio demands you provide room for both.

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For me there is something performative in teaching, similar to my experiences in improvisational theater. There are those times when my ideas and approaches are extremely successful and those times when I learn from my mistakes, just like my students. The art studios at Dalton provide a safe place to take risks, to fail, and to build the resilience to try anew. My greatest reward is

realized when my students emerge on the other side of those struggles. They come to learn that their work is unique and special to them and that is profound. Assisting young people to discover their voice, delve into their reserve, and ultimately to find their way, is what teaching is all about.”

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ORI LANGER DE RAMIREZ remembers being enthralled as a youngster by the sound of languages as well as by learning about different cultures—senior year in high school was a favorite time when she studied four languages simultaneously! With her doctorate from Columbia, Dr. Langer de Ramirez taught in public school on Long Island, quickly rising to the Chair of the Language Department and the ESL Program. At Dalton, as Director of World and Classical Languages and Global Language Initiatives, with its many responsibilities, she admits that teaching Middle School students is a favorite part of her job. “Dalton students are extraordinarily insightful, creative, and full of fun. They are risk takers who possess a unique ability to examine issues from so many perspectives. They keep me on my toes everyday!

“I love the Dalton pedagogy that includes Lab so I can unwrap a topic with an individual student and provide the depth not as easily attainable in the classroom.

This sets Dalton apart from other

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schools.” Energized by Dalton’s environment, Dr. Langer de Ramirez states, “There is a special energy at this school. One can feel a spark just walking down the halls. My colleagues are fascinating and inspire me because they follow their many passions. What a terrific gift to be in a school where the administration encourages you to generate ideas and create a program from the ground up.”

Dr. Langer de Ramirez’s goal for the Language program at Dalton? “A long

and strong sequence of languages beginning early at the First Program so that children possess sound proficiency and intercultural skills.” Her vision for Global Initiatives? “Students should have varied opportunities to go around the world doing important work. Cultural visits are fine but we need to attain the next level with students involved in service and academic work with students in other countries. That is how one develops true empathy.”

LOAN WARREN, one of the leaders of Dalton’s extraordinarily successful robotics program, had a plan for his life career: he would be a research scientist like his father and then retire one day and be a middle school and high school physics teacher.

Happily for Dalton a detour occurred that brought him to 89th Street. Now he teaches robotics in the High School, Computer Science in Middle School, and individualized design classes.

Growing up in Princeton, NJ, Dr. Warren demonstrated early interests in both acting and exploring the workings of the human brain. He pursued his passions in college as a double major in Physics and Biochemistry at the University of Pennsylvania as well as acting while at the university. Dr. Warren went on to receive his Ph.D. in Neuroscience at Yale University and was on his way to a post-doctoral position at Columbia University when his college friend and now current Dalton colleague, Charles Stewert, convinced Dr. Warren to join him for a few months at Dalton to help with Dalton’s new robotics program.

“Until I arrived at Dalton, I honestly did not know schools like ours existed!

From the very first moment I entered through Dalton’s doors, I was so impressed by Dalton students’ incredible friendliness and curiosity.

The challenge of developing a robotics program at Dalton was enticing because robotics was a unique opportunity to provide students with difficult and interesting problems that require them to find solutions.” Dr. Warren eventually made the difficult decision to leave research and academia and seize the challenge to develop a comprehensive robotics program at Dalton.

“I love teaching at Dalton. The precepts of the Dalton Plan are all about students needing to be engaged in what they are learning and giving them the freedom, time, and resources to dive into something in an authentic way. This approach is baked into the ethos of the school. Students learn from trying and failing and trying

again....it’s the way to truly prepare young people to be successful in life after graduation. Dalton faculty do not dole out information or solutions.

Teachers treat students with great respect, but almost as peers when approaching a challenging problem together. I love the fact that my students question me and I have personal learning moments all the time. By the time students reach High School, they know they are capable of accomplishing really interesting things and expect exciting problems to solve. We hold the bar high at Dalton. We cultivate a learning environment that gives students opportunities and challenges and they absolutely seize them in a very impressive and powerful way!”

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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. Dr. 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.” Those statements, dating from the late 80’s, hold true today, as Dalton remains progressive and stimulating.

In addition to core courses such as Literature and Composition, Introduction to Poetry, Introduction to

Drama, and American Literature, Dr. Glassman has taught a range of senior electives, including Russian Fiction, Modern American Poetry, Romantics and Moderns, Shakespeare, Literature of Social Protest, Modern Stoics, 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 feelings about experience. Looking at literature through both perspectives, students should be able to see their lives as part of a larger search.”

decided to further explore these questions teaching High School students rather than those in university.

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.

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.”

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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

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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 ways to tap into core ideas. Faculty constantly reflect upon Assignments –

“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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ICHELE VIARD-ANDRE, a graduate of the University of Puerto Rico with a Master’s degree from New York University, is the former head of Dalton’s Middle School and High School Language Department and currently teaches Spanish in both divisions. She states, “When I first started at Dalton almost forty years ago, it was love at first sight 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,

Dalton faculty constantly re-evaluate what and how we teach. We are always seeking new ways, new methods and practices that we can adapt to our courses. Another thing I cherish most about my teaching at Dalton is the continuity we have. It is wonderful for a Global Language teacher to see students grow and learn over many years. I can follow my students from when they take their first steps in their language acquisition to when they reach the advanced levels and can actually express themselves with ease and study and appreciate the literature and the culture of another people.”

Wearing many hats at the school, including being faculty advisor to the Human Rights Club, and a longstanding participant in the Faculty/Staff Diversity Committee, Ms. Viard cares especially deeply about being a House Advisor at Dalton. “This is what makes Dalton a very unique school. I love the bond that is established among students in the ninth–twelfth grades.

This small community functions like a family. It is a very important aspect of the Dalton Plan. I remain attached to my advisees years after they have graduated.”

me to grow this department along with my vision. Dalton thrives on innovation and truly embraces the idea that we might fail and that is okay. It encourages faculty and students to make mistakes, to take chances, and to gain perspective from those mistakes.

Helen Parkhurst set us up right: we always know we’re not there yet. We can always do better and better. Every day is a litmus test.”

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ORDON CAMPBELL did not plan to be a teacher and certainly not the primary architect of Dalton’s STEAM program. Growing up in a farm town near Cleveland, Ohio, Mr. Campbell attended the University of Michigan pursuing a history degree and finished Columbia University with a degree in educational software. After years of working as a computer programmer at Columbia, he started to think about a second career teaching history. When first asked by Dalton to teach computer science, Mr. Campbell balked but was enticed with the opportunity to be independent and to use his creativity to build a new Comp Sci Department. “I love teaching computer science because its culture is always changing. It is multi-disciplinary. Computer science, engineering, technology – they are philosophical domains and one has to think in different ways all the time.

I am never done.”

“Teaching at Dalton is an incredible experience. I love the latitude and independence this school affords me to build something exciting. The school is extremely supportive and has allowed

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F

ortunate for Dalton, LISA BRIZZOLARA decided that a career in research and working in a molecular and cell biology lab was not her calling. Trading her studies towards her Ph.D. for an additional Master’s degree, this one in teaching, Ms.

Brizzolara first taught science to middle school children in the Bronx before coming to Dalton. As Director of High School STEM, Ms. Brizzolara states, “I have never fallen in love as fast as I have with Dalton. I am a part of this school and Dalton is a big part of who I am. It is a place where colleagues continually inspire each other. Indeed, the faculty is most extraordinary. We all work so hard to make our science program the best it possibly can be. Ours is a handcrafted deliberate inquiry-based program where we use established national science guidelines to determine a curriculum that is all about what science knowledge

First Program. The youngest of three boys, his brothers and he all attended and graduated from Dalton.

To this day Mr. Frischling can recount endless memories of each of his teachers from the First Program through High School and remembers his Dalton experience as being “magical.”

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hen Ivan the Tiger, Dalton’s mascot, appears at sporting events and other school gatherings, it is very possible that it is TEDDY FRISCHLING who is inside that costume, enthusiastically “high fiving” students of all ages with his giant tiger paws! Director of Athletics, Mr. Frischling began his Dalton career over 40 years ago as a kindergartener at the

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“What is quite special at Dalton is that every student finds something in which he or she excels. I was an athlete and found my niche of success in physical education and team sports. I played almost every sport at Dalton including basketball, baseball, football, and soccer. From the time I was young, I thought, rather naively, that if I was on a Dalton team, it was so special and important that I could go on to play for the Knicks! As I matured I did learn that

and skills students need to know before they graduate. We teach differently at Dalton: faculty here act as facilitators who do not “deliver” the information to the students, but rather it is the students themselves who generate the questions, develop an approach to gather data about the questions, and come to their own conclusions. Young people here learn to use the scientific method with great confidence. So many schools use the inquiry method only until fourth grade but Dalton utilizes this approach throughout students’ entire Dalton science experience.

“I loved creating Dalton’s Science Research Program along with a colleague. We have placed scores of students in research labs around New York City who are doing substantive research, a good deal of which has been published. So many of our students receive awards and are finalists and semi-finalists in national science contests. Dalton students do not shy away from challenge. They know who they are and they are comfortable taking risks just as the faculty do….it’s the way we all learn at Dalton.”

this might not be the case but the coaches made all of us feel that being a member of a Dalton team was the biggest athletic stage one could be on!”

A graduate of Connecticut College, Mr. Frischling was hired as an Assistant Coach of Men’s Basketball at Cornell University and later returned to New York City where he first worked at the Ethical Culture Fieldston School and then returned to his alma mater. In a short time Mr. Frischling became the Director of Athletics at Dalton striving to reach his goal of creating an athletic program similar to what he experienced as a youth. “I put so much of myself into our athletics program because I remember what it meant to me. I become emotional after almost every game because I care so deeply for our students and feel such immense pride in what our athletes achieve. While our goal is to have successful, competitive teams, at the same time we want to have as many students participate as possible.”

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.

Admission decisions are based on the following: First Program Applicants (Kindergarten–3rd grade)

Kindergarten (and Grade 1 when it is open):

• Child’s small group interview.

All applicants are interviewed at Dalton.

• Confidential ISAAGNY school report.

• Individual parent meeting.

Dalton does not require or accept results of any standardized testing for kindergarten and first grade applicants.

Grades 2 and 3 (when they are open):

• Child’s individual interview. All applicants are interviewed at Dalton.

• Confidential ISAAGNY school report.

• Individual parent meeting.

• Please contact the First Program Admissions Office for any testing requirements.

Middle and High School Applicants (Grades 4th–12th)

A personal interview, writing samples, school records, teacher recommendations, and the Independent School Entrance Exam (ISEE) or the Secondary School Admissions Test (SSAT) are required.

The Admissions staff and faculty conduct individual interviews of Middle and High School applicants and also meet with their parents.

Personal interviews of applicants begin in October.

Upon submission of the application, families may self-schedule a visit, including a tour, interview, and information session

First Program, Middle and High School Applicants For those whose files are complete by mid January, Dalton subscribes to the timetable of the Independent Schools Admissions Association of Greater New York (ISAAGNY) for a decision notification.

As these dates vary from year to year, the current notification dates can be found at isaagny.org or on Dalton’s website.

Tours

Tours are offered for parents and applicants (Middle School and High School), and for parents only (kindergarten and first grade) on the day the applicant is interviewed at Dalton.

Incomplete Admissions Files

Dalton reviews the status of all applications on a regular basis. If a file is incomplete, the Admissions Office will inform the parents of applicants in January indicating the information needed to complete the admissions process.

Applicant families can monitor the status of their application online by logging into their Ravenna account.

Financial Aid

The Dalton School is committed to a tuition aid program designed to ensure that its educational offerings are open to all candidates. Over $10,000,000 in grants is awarded to approximately 20% of the student body, kindergarten through twelfth grade. Awards range from partial to almost full tuition assistance. Families seeking financial aid must apply at the time of submission of their child’s application to Dalton. 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). Required documentation for verification of family income includes the family’s most recent federal tax return and any business tax filings if a parent is an owner or partner of a corporation.

Upon receipt of the application, the Admissions Office will schedule all visits along with a tour of the First Program facility. A cut-off date for receiving applications is listed on Dalton’s website.

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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 Dalton’s educational offerings.

Is there a birthday cutoff date for kindergarten applicants?

Yes. Admission is based on the qualifications of each individual candidate; however, the child should be five years old by September 1st of the year he or she would be entering kindergarten. Kindergarten classes are comprised of children who range from five years old to those who are turning six years old in the fall.

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Are any applicants given special consideration?

Yes. Siblings of current students, children of alumni, and children of faculty and staff, 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 seeks equity in its learning environment, 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 submitted directly to the appropriate Admissions Office through Ravenna.

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.

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, athletic, and other school administered programs.

Opportunities

for Involvement

The Parents Association

The Dalton Parents Association, through close cooperation with all members of the community and the support of the administration, is dedicated to supporting the school’s mission of inclusion and seeks to foster a vibrant community within the Dalton School. Dalton’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 more than 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 Parent Topic Coffees, Community Life and Diversity, Parents of Children of Color (POCOC), and Gay and Lesbian Parent Group (GLPG), 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, guest speakers, presentations, as well as student and parent panels.

Other committees focus on family events such as Homecoming, the First Program Multicultural Festival, the First Program and Middle School Book Fairs, and a spring picnic. In addition, the PA often hosts evening events, including

Author’s Night, Back to School Night (classes for parents led by Dalton faculty), guest speaker lectures, and events celebrating the work of a member of the Dalton community.

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

The Dalton Council, an advisory group of parents to the Board of Trustees, functions in a similar way to Board Committees; the President of the Board of Trustees appoints members. The Dalton Council conducts several studies annually on topics of interest and then reports recommendations and findings to the Board.

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The Alumni Association

The Dalton Alumni Association is comprised of alumni representing nine decades of graduates. It fosters the spirit of fellowship and loyalty among alumni and promotes the interests of The Dalton School.

The Alumni Council, which cultivates a close relationship between alumni and the school, consists of approximately thirty elected alumni members, a faculty liaison, and two High School student representatives. At monthly meetings, Council members focus on issues concerning Dalton alumni and also plan programs and services for a range of alumni and the broader Dalton community.

Fundraising and Charitable Giving THE DALTON SCHOOL FUNDS ANNUAL FUND

Each year Dalton relies on parents, grandparents, alumni, parents of alumni, faculty, and staff to donate to the Annual Fund. This fund supports general operating expenses including teachers’ salaries and financial aid.

Dalton asks community members to make gifts at whatever charitable giving level is appropriate and comfortable for them. Dalton depends on and appreciates the participation and generosity of parents and other

members of the Dalton community to provide the best education possible for its students.

CAPITAL CAMPAIGN

Periodically, Dalton undertakes a Capital Campaign. During Campaigns many families and alumni consider a pledge over three to five years to the Campaign, along with a yearly gift to the Annual Fund. 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 faculty now and in the future.

SPRING BENEFIT

DEFERRED GIVING: THE PARKHURST SOCIETY

Planned giving is a thoughtful way to support the school for the long term and to maximize tax advantages for donors. Dalton’s Development Office assists families who wish to develop a charitable plan. Those who name Dalton as a beneficiary, or set up a deferred gift, become valued members of The Parkhurst Society.

SENIOR CLASS GIFT

Each year parents of the graduating class are asked to contribute to both the Senior Class Gift and the Annual Fund.

The Senior Class Gift is a one-time gift that honors the graduates while bestowing a meaningful legacy from the graduating class to the school.

The seniors themselves vote on the allocation of this collective gift.

Each spring, Dalton holds a communitywide fundraising gala. Parents and alumni volunteers join Benefit committees to help plan a large scale event which typically includes a dinner, student performances, and a journal.

Dalton’s Head of School invites parents, alumni, grandparents, faculty, staff, and

The annual Candlelighting ceremony at Dalton.

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friends for a fun evening of camaraderie.

The proceeds augment professional development, financial aid, or may be designated for a particular school need.

Dalton’s annual Arch Day celebration.

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