Admissions Viewbook

The Dwight School

The Dwight School

The Dwight School 291 Central Park West New York, NY 10024 212.724.6360 www.dwight.edu

Mission Statement: The Dwight School, an internationally recognized college preparatory school with a rich tradition of academic excellence, trains its students to be leaders with a strong sense of community responsibility.

Every student has a spark of genius, and our goal is to nurture that potential. Kindling their interests, we strive to develop inquisitive, informed, and ethical citizens who, with a sense of global kinship, will take action to build a better world.

Table of Contents 2

About Dwight

4

Timeline

6

Meet the Chancellor

7 8 8 10

International Baccalaureate (IB) Program Primary Years Program (Grades PreK-5) Middle Years Program (Grades 6-10) Diploma Program (Grades 11-12)

11

Timothy House (Grades K-5)

15

Bentley House (Grades 6-8)

19 20 21

Franklin and Anglo Houses Franklin House (Grades 9 & 10) Anglo House (Grades 11 & 12)

23 24 26 28 30

Extracurricular Activities Athletics Visual and Performing Arts ICL Community Service Activities and Clubs

32

Find Out More

38

Admissions Information

39

Teacher Recommendation Form

41

Application for Admission

1

The Dwight School

About Dwight

F

ounded in 1872, The Dwight School is a PreK-12 private international school located on Manhattan’s Upper West Side.

In 1996, Dwight became the first school in North America to offer the full International Baccalaureate (IB) program from Kindergarten through grade 12. With the opening of Woodside Preschool in the fall of 2005, Dwight became the first school to offer the IB Primary Years Program for children ages 2-4. Dwight continues to be a pioneer in international education, and today nearly 40 countries are represented in its student body.

2

Dwight’s rigorous IB program and worldclass faculty prepare a future generation of well-educated and ethical global leaders who will seek to create an environment of equality and respect for all human beings. The School believes and expects that its students will one day use their unique “spark of genius” to build a better world.

Dwight is accredited by the International Baccalaureate Organization, the Council of International Schools, the Middle States Association of Colleges and Secondary Schools, and the New York State Board of Regents.

The Dwight School

Dwight holds membership in the International Baccalaureate Organization, the Athletic Association of Private Schools, the Athletic Conference of Independent Schools, the Educational Records Bureau, the National Honor Society, Independent School Admissions Association of Greater New York, Inter-school Orchestra, the College Board, the Parents League of New York, the Guild of Independent Schools and the New York State Association of Independent Schools.

Facililties Dwight’s campus combines the traditional and non-traditional. Its 89th Street building, built in 1912, houses most of the Upper School classrooms. The 88th Street building, housing primarily the Lower School, was originally two brownstones that were converted for school use in 1968. Three floors in the 291 Central Park West building, added in 1993, were originally condominiums and now house additional classrooms as well as administrative offices. The result is that some students may learn Italian with a fireplace at their back, others may finish their sculpture while gazing out over the fall foliage in Central Park, and still others may com-

plete their experiment in state-of-the-art science laboratories. You never know what you’ll find.

to schedules, assignments, and grades; a

The new hub of the School is the Quad, completed in June 2007. This multipurpose student center is flanked by the new Upper and Lower School libraries and is used for small performances and guest speakers. Across the street, a newly-renovated rehearsal studio serves for dance, music, and other performing arts classes.

In July 2007, the School acquired 22 West 89th Street, a brownstone adjoining the main building. Future plans may include the addition of a new technology and film center, science labs, and a multi-purpose sports and meeting area.

media databases.

For athletics, the School makes use of its two gymnasiums and also uses the fields in Central Park and other neighborhood facilities. The School has an arrangement with a local church which makes available a 500-seat auditorium, mid-size theater and additional gym.

virtual learning environment; web publishing; and access to research and multi-

Dwight’s enviable New York City location enables students to take advantage of all that this great metropolis has to offer, such as regular visits to Chinatown, the United Nations, and the Metropolitan Museum of Art. Students in grades K-9 all have science classes at The American Museum of Natural History. The School’s international focus and relationship with the diplomatic and scientific communities regularly provides students and faculty with an extraordinary roster of expert lecturers and gives them unique insight into current events.

A cross-platform network serves the computer and electronic research needs of students and faculty, offering both wired and wireless access to services such as email to students in grades 5-12; web-based access The Dwight School

3

In the 1920’s the emphasis shifted to engineering sciences, with many boys going to Columbia, Lehigh, Massachusetts Institute of Technology, and the US Naval and Military Academies.

1800

Dwight moved for the fifth time to 402 East 67th Street between First and York Avenues and later, in 1967, became coeducational.

1900 The School includes among its distinguished alumni Truman Capote, Mayor Fiorello La Guardia, Governor Herbert Lehman, Roy Lichtenstein, Walter Lippmann, Secretary of the Treasury Henry Morgenthau, Robert Moses, and Hal Prince.

The Dwight School

1953

1920

1888

1880 4

The Dwight School was founded in 1880 as an academy of classical studies. Most of its students in that era went on to Yale University.

In 1888, Timothy Dwight, President of Yale, became active in school affairs, and the School was named to honor him.

In 1993, Dwight combined with the Anglo-American International School, formerly known as the Franklin School. Dwight was the first school in the United States to offer all three International Baccalaureate programs - Primary Years, Middle Years and Diploma Programs.

In 2005, Dwight expanded West, opening the Woodside Preschool on Riverside Boulevard.

Children begin the IB’s Primary Years Program at the age of two. The logo reflects the international perspective of the school and the understanding that today’s children hold tomorrow’s world in their hands.

2007

2005

1993

1972 In 1972, the London campus was founded by Sir Maurice Bowra, Warden of Wadham College a Oxford University, and Stephen H. Spahn, now our Chancellor. Dwight thus became the first independent day school in the United States to establish a permanent international campus, The Woodside Park International School.

In 2007, Dwight completes The Quad, the new academic and social hub of the school.

The new space signals more exciting changes ahead for Dwight. The adjoining brownstone at 22 West 89th Street was acquired in July 2007.

2000

The Dwight School

5

Meet the Chancellor Stephen H. Spahn has been Dwight’s Chancellor and Headmaster for over 40 years. Mr. Spahn comes from a family of educators; his father, Moe Spahn, held a number of positions, including Headmaster, at the Franklin School for over 50 years. Chancellor Spahn holds a BA from Dartmouth and later attended Wadham College at Oxford University. He completed all course work for a Ph.D. at Columbia University, where he was an International Fellow and a Woodrow Wilson Scholar. As you read the excerpt below from a recent interview, you’ll gain a better sense of Chancellor Spahn and the philosophy which permeates Dwight. In addition to being an academician, Mr. Spahn is:

6

A Philosopher: At the end of my senior year in college, I was the young-

administered the Marshall Plan. I really saw how small projects can make

est trustee of the Thomas Dooley Foundation, an organization that dealt with refugees and built orphanages and small hospitals in Southeast Asia.

During this experience, I traveled to Dharmsala, where the Dalai Lama was residing at that time, and spent a week in conversations with him.

His open-mindedness was extraordinary. It was almost as if he had a halo around him, and you could feel that this was a human being who was filled with goodness and compassion. It was something I had never been exposed to. He had profound humility and deeply appreciated the fact that I had been able to help the refugees. As a consequence of that early experience, I’ve always retained a close interest and fascination with the Tibetan people.

a big change in the world and realized that every individual can do something – it is not just the government’s responsibility. One of my earliest friends at the UN was Kofi Annan, and over the years we have kept in close touch. He is a huge advocate of the International Baccalaureate and of assisting children of other countries in receiving an American education.

As a result, part of our scholarship philosophy has been to demonstrate our country’s generosity by enabling children from other countries to attend school here, so that when they go back to their country they can become leaders in their own communities.

A Romantic: I had completed all of my coursework and had prepared chapters for my dissertation, which was on the modern history of the New

An Athlete: I had the challenge, in my senior year, of guarding Bill

York Central Railroad. I needed some information that scholars didn’t have

Bradley of Princeton. I was an All-American and had been high-scorer in the Ivy League during my junior year, and I thought I was pretty good. But in guarding Bill Bradley, I saw how a first-rate mind, combined with the dedication of being an athlete, could really propel your team. He was in perpetual motion, and trying to keep up with him was one of the biggest challenges I had faced on the court! At Dwight we encourage our students and athletes to put themselves in difficult and different situations. As a result, they learn a lot about life and themselves while becoming fuller human beings.

readily accessible. A friend of mine offered to introduce me to the daugh-

A Diplomat: As a result of winning the 1926 Public Service Fellow-

To read more about Chancellor Spahn, please visit our website at www.dwight.edu.

ship from Dartmouth I worked at the United Nations with someone who The Dwight School

ter of the president of the New York Central Railroad. I met that young woman and was able to get information that other scholars didn’t have. I actually ended up dating her. As a result of our courtship, however, the Columbia history faculty thought that I might lose my objectivity in my dissertation and wanted me to change my PhD topic. I had to then make a choice: Should I continue on and get my PhD, or marry the woman I loved? I never did get my PhD and am still married to her today!

International Baccalaureate Program IB curricula provide consistent, high academic standards and holistic learning across major subject areas. Great emphasis is placed upon personal initiative expressed through inquiry-based learning and individual action through service learning. In addition, students acquire insights into global concerns and develop a sense of collective responsibility and citizenship. —Assistant Headmaster

7

The Dwight School

International Baccalaureate Primary Years Program (Grades PreK-5)

T 8

he historic success of IB students was the catalyst for Dwight becoming the first school in North America to offer the IB Primary Years Program (PYP) in grades PreK-5. We wanted younger students to be exposed to the unique IB approach: learn a second language, begin to apply higher-level skills that focus on real world problems, and be sensitive to other cultures. The IB PYP, MYP, and Diploma Programs have brought the entire School faculty closer together. Enhanced communication has resulted in teaching advanced principles in the early grades.

A unique dynamism in grades PreK-5 has been created through vital cross-grade exchange.

By being involved in situations that foster these attributes, students of this age are beginning to reflect the IB Learner Profile, which characterizes the desirable personal qualities for which students can aim.

Examples of how the IB Primary Years Program provides students with opportunities to develop these qualities include: t %VSJOH POF 6OJU PG *ORVJSZ ,JOdergarten students incorporate global awareness by learning about the rain forest and its value to our society. They also explore art through various famous artists including Monet, Picasso, Pollock and Matisse while traveling to several of the city’s museums. t &YBNQMFT PG 'JSTU (SBEF 6OJUT PG *O-

All Dwight PYP teachers routinely attend teacher training workshops held in North America and Europe, where they can share strategies for success and receive information about new curricular ideas from around the world.

quiry include Parks, Global Celebrations,

Students are encouraged to reflect on their own growth by having concrete opportunities to engage in critical thinking, risk-taking, leadership, and perseverance.

trition research projects, wherein the

The Dwight School

The Human Body, and Poems. These units facilitate higher order thinking skills and allow students to learn about topics beyond the walls of their classroom. t 4FDPOE HSBEF TUVEFOUT DPNQMFUF OVchildren research a specific vitamin or mineral and share their findings with the class.

t %VSJOH UIFJS 6OJU PG *ORVJSZ JOUP Our Place in Space, Third Grade students are presented with the challenging task of communicating what they learned about the solar system in an engaging way for an audience. This requires them to apply their knowledge of the planets in order to produce large to-scale models of appropriate color and texture. t *O UIF 'PVSUI (SBEF T VOJU PO 8PSME Religions, they learn tolerance and appreciation for what might be very different from their own experiences. They study how important figures, including Gandhi, Jesus, the Dalai Lama, and Muhammad, impact the world. By reflecting on the lives of others, students work towards changing their own behaviors to become better citizens and loving members of the human race. t ɨF 'JOBM &YIJCJUJPO JO UIF 'JGUI Grade provides an opportunity for students to present individual examples of work that shows the growth they have made as a student during the PYP years.

Examples include research on the culture of ancient Incas and research on the Japanese Samurai culture.

International Baccalaureate Middle Years Program (Grades 6-10)

T

he IB Middle Years Program (MYP) in grades 6-10 links the IB Primary Years Program (PreK-5) and the Diploma Program (11-12). The program requires mastery of eight domains of learning – English, History, Science, Math, Foreign Language, Physical Education, Technology, and the Arts. The engine driving the MYP through every class moves on the belief that all students can be taught to be independent problem-solvers with strong study skills. This program focuses on three themes of clear communication, global awareness, and intercultural sensitivity. All subject areas include these five Areas of Interaction: community service, self-reflection, human inventiveness, the environment, and health and social education. The MYP differs from other educational programs by incorporating these themes and key areas into each subject.

Each student in the Middle Years Program is taught how to produce quality written work. In grades six and seven, they have additional English periods each week devoted to the skill and process of

writing. All students take the ERB Writing Test as a useful diagnostic each year.

While there are no external examinations administered in the MYP, teachers use published IB assessment criteria in their grading. In addition, teachers must send samples of student work to the IBO to ensure that high expectation standards are maintained. The Middle Years Program culminates in the submission of a Personal Project in grade 10, where students may exhibit flair and knowledge in a subject area of their own choosing. Teacher teams meet each week by grade level to examine the curriculum horizontally so that each MYP subject supports the others to provide students with a holistic experience of curriculum and assessment.

With its emphasis on written production, holistic learning experience, and the use of criterion-referenced assessment, the MYP is excellent preparation for the Diploma Program in grades 11 and 12. During the final year of the Middle Years Program in grade 10, students have lengthy personal interviews to determine the appropriate course choices in the Diploma Program.

Highlights: t &YQFSJFODFE .JEEMF 4DIPPM UFBDIers knowledgeable about the IB and its mission t 5FBDIFST VTF QVCMJTIFE *# BTTFTTment standards which provide a uniform criterion-referenced benchmark with international credentials t "SFBT PG *OUFSBDUJPO o UIFNFT VQPO which many Units of Study are based – provide context for learning which allows students to make significant connections between disciplines and routinely exposes them to important global issues t 4USPOH BSU ESBNB NVTJD BOE sports programs t 'SFODI 4QBOJTI -BUJO BOE NBOZ other languages available upon request t /BUJWF MBOHVBHF JOTUSVDUJPO BWBJMable in Spanish, French, Italian, Dutch, Chinese, German and Hebrew t 5FOUI HSBEF 1FSTPOBM 1SPKFDU BMlows a student to demonstrate unique talent in a chosen field of study t 4USPOH DPNNVOJUZ TFSWJDF BOE leadership program t "CVOEBOU PQQPSUVOJUJFT GPS FYQFriential learning overseas t %BJMZ DPNNVOJUZ PS BEWJTPSZ meetings The Dwight School

9

International Baccalaureate Diploma Program (Grades 11-12)

T 10

he International Baccalaureate Diploma Program is one of the world’s most respected pre-university courses of study. At The Dwight School, four-ďŹ fths of the junior and senior classes take the full Diploma Program, although it is open to all students. The powerful components of the Dwight IB Program include concurrent learning across six subject areas and consistent, high academic standards. The Program requires of all students good study habits, an open mind, and an ability to plan ahead.

The IB Diploma provides graduating seniors with multiple tools to approach study in college and beyond.

The full Diploma Program requires that students take six academic courses per day for two years. These subjects are carefully chosen from six major areas: 1. Language A1 (Native language) 2. Language B (Second language) 3. Social science (History, Business & management) 4. Laboratory science (Biology, Chemistry, Physics, Environmental Systems or Design Technology) The Dwight School

5. Mathematics 6. The Arts (Theatre, Visual Arts, or Music) In addition, all students perform signiďŹ cant community service, participate in a two-year Theory of Knowledge philosophy course, and prepare an original research essay of 4,000 words. Most of the IB courses are of two-year duration: breadth is not sacriďŹ ced for depth.

The IB Diploma provides graduating seniors with multiple tools to approach study in college and beyond. The IB Diploma gives students a global perspective on academic study, ensuring that they will be ready to enter the world’s marketplace with competence, good questions, and a respect for other cultures. While writing is a main component in assessment, multiple forms of assessment allow students a broad range of access to the Diploma Program.

Colleges and universities recognize the Diploma Program as superior preparation, and all Diploma Program courses are viewed as Honors courses. Students routinely receive advanced placement and/or college credit for their examination results. Students not taking the full

IB Diploma may still take up the challenge of individual IB courses and be eligible for college credit.

Highlights: t 'PSFJHO MBOHVBHFT UBVHIU %VUDI French, Spanish, Latin, German, Italian, Japanese, Hebrew, Chinese, Arabic, Russian t /BUJWF MBOHVBHF TUVEZ o TUVEFOUT can continue the study of numerous native languages in a ‘self-taught’ program t *# #VTJOFTT BOE .BOBHFNFOU o B study of microeconomics and organizational management t *# %FTJHO 5FDIOPMPHZ o "QQMJDBtions of technology and engineering for art and science students t ɨFPSZ PG ,OPXMFEHF o 3BJTFT questions such as: What is truth in each discipline? What are dierent ways of knowing related to discipline or culture? t $SFBUJWJUZ "DUJPO BOE 4FSWJDF o limitless opportunities to show leadership in action t "OOVBM $BSOFHJF )BMM QFSGPSmance by students enrolled in IB Visual Arts, Theatre Arts and Music t 4DIPPM &YDIBOHF 1SPHSBNT

Timothy House One of the traditions of the Lower School I enjoy most is the community meeting. It is invaluable to gather as a community to discuss Timothy House events and celebrate our accomplishments. Younger children become excited about what they will do in the future in school, and older children enjoy sharing their experiences with their younger counterparts. Community meetings are a lovely respite in the busy school month. 窶認irst Grade Teacher

11

The Dwight School

Timothy House

12

(Grades K-5)

D

wight has been a leader with the International Baccalaureate Primary Years Program (PYP). The philosophy of the Lower School and the PYP curriculum is to allow a child to develop his or her full capabilities through inquiry-based classes with high educational expectations. The PYP also encourages independent thinking and problem-solving strategies which utilize multiple approaches. The faculty strives to awaken the sense of wonder that makes learning significant and lifelong.

Small daily reading groups are designed explicitly to improve reading comprehension, decoding and encoding skills.

Students also participate in “Writers Workshop” programs that encourage independent writing skills with daily

The Dwight School

grammatical lessons.

The study of math is based on a traditional core curriculum but not limited to traditional ideals. Students develop skills such as one-to-one correspondence, applications of probability, statistics, spreadsheet analysis, graphing and problem-solving. Students are encouraged to use higher order thinking skills coupled with their current knowledge base to come to their own conclusions.

The study of Spanish and Chinese begins in Kindergarten as part of the Primary Years Program. Upon entering fifth grade, students have their choice of French, Spanish or Chinese. In addition to the core language curriculum, Dutch, Italian and German are also offered to the Lower School.

Technology is a key component to learning and exploring in the Timothy House. Each classroom has its own desktop computer, SmartBoard technology, and access to the Timothy House Laptop Pod that circulates between classrooms starting in Kindergarten. The Laptop Pod allows students and teachers to take learning outside the four walls of their classroom without having to leave the building. Students participate in World Wide Web programs that engage them in research and exploration.

support of classroom units, students visit

Students in grades K-5 participate in Art, Drama, Music and Dance classes regularly. Daily physical education classes stress teamwork, coordination and exposure to athletics around the world.

clubs.

The Timothy House takes advantage of New York City and all it has to offer. In

many months of thought, research and

attractions like the Bronx Zoo, Liberty Science Center, New York Hall of Science, The Metropolitan Museum of Art, The Children’s Museum, The Whitney Museum, MOMA and Ellis Island, just to name a few.

An extensive after-school program extends an already rich daily regime and includes drama, music, swimming, chess, dance, rock climbing, soccer, basketball, fencing, tennis, science and language

Students in their last year of the PYP will venture out on an exchange program with our sister school in London and complete a project that requires discussion.

The Dwight School

13

Timothy House

14

Passport Program

T

he Passport Program is Dwight’s after-school center for students in grades K4. It is a palette of daily programming with everything from sports to the arts. Students are encouraged to try lots of new activities, which will hopefully develop into life-long passions. Programs are offered every day of the week.

Fencing, Robot Building, Soccer, Drama, Rollerblading, Science Explorers, Piano, Violin, and Art are just a few of the programs offered.

Programs rotate on a seasonal basis, and registration occurs at the start of each season. A fee is assessed for each program offered.

The Dwight School

Bentley House My feelings about education are summed up by a quote from William Butler Yeats: ‘Education is not filling a bucket but lighting a fire.’ The Middle School age is the most pivotal time in a human’s life. Yes, it takes an enormous amount of physical, emotional, and spiritual work. It does because it’s worth so much.

—Dean of Bentley House

15

The Dwight School

Bentley House

16

(Grades 6-8)

B

entley House honors the tradition of The Bentley School, whose elementary and middle school merged with The

Dwight School in 1974.

In the Middle School, we oer students a mixture of a structured curriculum with challenging group and individualized interdisciplinary units. Students learn service leadership through initiatives to improve our community. The Dwight School follows the International Baccalaureate Middle Years Program.

Our team of talented teachers is specially trained to address the academic needs of students. In addition, emphasis is put on emotional intelligence as well as moral and ethical issues. Weekly mentor groups address issues in a smaller setting. In grade The Dwight School

eight, students are introduced to the skills and subjects which prepare them for advanced curricula in the Upper School.

Bentley House students study English, Social Studies, Arts, Foreign Languages, Mathematics, Sciences, and Computer Sciences. Students in grades 6-8 take part in an exciting cutting-edge class introduced in 2006. Modeled on a program from The Institute for the Advancement of Philosophy for Children and Columbia University’s core curriculum, students engage in philosophical ideas using dialogical inquiry. This program expands students’ perspectives and has proven to increase critical thinking skills.

cation, inspirational leaders and what it

The Bentley House community addresses, in class and in community meetings, issues that relate to community service, the environment, health and social edu-

sports. Middle School students also ac-

17

means to be a global citizen. In English class, emphasis is placed on the study of grammar and composition. Students partake in nine classes in the six-day cycle.

Weekly essay writing is required across the Curriculum. Students in grades 68 study a variety of different languages.

Advanced language study is available to qualified students.

The Bentley House offers electives or activities in chorus, art, photography, drama, community service, journalism, dance, Latin, jazz, chamber music, student government and a rich array of tively participate in our Adventure Based Curriculum that provides an outdoor educational experience.

The Dwight School

Bentley House

18

Ambassadors Program

T

he Ambassadors Program is The Dwight School’s afterschool program for students in grades 5-6. A broad program of activities and sports is oered throughout the year, with emphasis on teamwork as well as individual skillbuilding in a number of areas. Favorite programs include Photoshop, Fencing, Drama, Boxing, Knitting, Studio Art, and Cross-Country.

The cost of these programs is included in a one-time fee with tuition. Registration takes place at the start of every trimester.

The Dwight School

Franklin and Anglo House Dwight not only helps us develop outstanding academic skills but also gives us daily opportunities to interact with people from all over the world and therefore embellish our knowledge of dierent cultures.

It’s truly inspiring to be part of this community. —Eleventh Grade Student

19

The Dwight School

Franklin House

20

(Grades 9 & 10)

F

ranklin House honors the tradition of The Franklin School founded in 1872, which changed its name in 1980 to the Anglo-American International School. The Upper School presents a classical core of academic subjects which incorporates transdisciplinary studies, community service, social education, goal setting, environmental awareness and a knowledge of human achievement and potential. Underlying the program is a belief that a unifying, universal attitude toward knowledge is essential.

A powerful synthesis of information is a vital asset: provincial attitudes toward learning are unlikely to yield success in a global market place of ideas and information. Ninth and tenth graders receive civic leadership training. A strong academic

The Dwight School

course of study can be deemed meaningful only when you can learn to make a signiďŹ cant contribution to your community.

Anglo House

Very heated debates on environmental topics are a natural part of Dwight life.

Education must go beyond preparation for the SAT achievement tests and formal examinations. All tenth graders prepare a Personal Project, under the steady hand of a mentor, on a subject of intense interest. The goal is to continue to awaken an enthusiasm for learning while sustaining research over an extended period of time not connected to any speciďŹ c course.

Students learn to be independent thinkers. Dwight provides extensive oerings in all the arts, sciences and humanities.

The International Baccalaureate family of schools is a rich resource for faculty and students.

he Anglo House experience at Dwight helps students realize their full potential through a combination of structure and opportunities to develop independence and leadership skills.

Students attend a daily Anglo House morning meeting Monday through Wednesday and meet in smaller groups with a faculty mentor on Thursdays. At these meetings, students hear important announcements and learn of upcoming community service opportunities and special events. At morning meetings, students also enjoy faculty and student presentations.

(Grades 11 & 12)

T

The Dwight School

21

Anglo House

22

(Grades 11 & 12)

In addition to their challenging academic schedule, Anglo House students are required to participate in extra curricular activities in their choice of athletics, the arts or a variety of clubs such as Yearbook, Model UN, ICL Fellows and the school newspaper. Students who are IB Diploma candidates as well as those who are IB Certificate candidates must fulfill specific community service requirements, which are explained in the ICL Community Service section.

Beginning in grade 11, our college guidance department works with each student to help choose the best schools for each to apply and to support their candidacies. In grade 12, students are given more independence including the opportunity to leave campus when they have fulfilled all their on campus commitments.

The Dwight School

Extracurricular Activities The minute I arrived at Dwight I felt welcomed by students, teachers and administrators alike. The support in the community has really made this school a place where I feel comfortable and even encouraged to take risks. One thing that distinguishes Dwight is that I really feel like the teachers want their students to succeed, which is the best motivation of all. —Twelfth Grade Student

23

The Dwight School

Dwight Athletics

24

O

ne thing makes Dwight athletics different from other athletic programs: the direct link between sports and life.

The Dwight Athletic Department centers on the philosophical reflection of how to live a healthy and happy life through exercise and competition. Its primary goal is to develop a well-balanced individual with acute awareness, willpower, discipline, and mental acuity.

Athletics at Dwight are divided into two areas—sports teams and athletic courses.

Sports teams are open to students in grades 7-12. Throughout each season, teams meet for practice on a regular basis and compete in the independent school leagues against other schools in the tristate area. Athletic courses offer students in grades 7-12 engaging, demanding

The Dwight School

activities that take place before or after school.

Similarly, Dwight student activities are an integral part of a well-rounded education. Our Passport Program for students K-4 and our Ambassadors Program for students in grades 5-6 oer a variety of programs, including athletic programs, ďŹ ve days a week for a modest fee. Students in grades 7-12 are required to participate in at least one sport or activity all three semesters. They may choose from over 15 student activities.

Athletics and activities at Dwight stress the development of correct attitudes, physical well being, along with mental skills. Dwight’s program has produced elite athletes in tennis, basketball, fencing, judo, sailing, swimming, squash, and even ice skating. The program has produced recent championship teams in basketball, baseball, tennis, volleyball, and track.

Dwight School Sports Teams t t t t t t t

7BSTJUZ #PZT 4PDDFS + 7 $PFE 4PDDFS .JEEMF 4DIPPM $PFE 4PDDFS 7BSTJUZ (JSMT 7PMMFZCBMM .JEEMF 4DIPPM (JSMT 7PMMFZCBMM 7BSTJUZ $PFE $SPTT $PVOUSZ .JEEMF 4DIPPM $PFE $SPTT $PVOUSZ

t 7BSTJUZ #PZT 5FOOJT t 7BSTJUZ (JSMT 5FOOJT t 7BSTJUZ #PZT #BTLFUCBMM t + 7 #PZT #BTLFUCBMM t .JEEMF 4DIPPM #PZT #BTLFUCBMM t 7BSTJUZ (JSMT #BTLFUCBMM t .JEEMF 4DIPPM (JSMT #BTLFUCBMM t 7BSTJUZ #PZT #BTFCBMM t 7BSTJUZ $PFE 5SBDL 'JFME t .JEEMF 4DIPPM $PFE 5SBDL 'JFME

Athletic Course Offerings t t t t t t t

$PFE #PYJOH #BTJD 5SBJOJOH #SFBLGBTU $MVC 8PSLPVUT 4USFOHUI BOE $POEJUJPOJOH 4IPU %PDUPS 'FODJOH :PHB

Fencing Program The Dwight School oers every student the opportunity to participate in one of the largest and most comprehensive fencing programs in the city in conjunction with the Fencers Club of New York. Skillbuilding starts early in the Lower School through P.E. classes and after-school programs. The fencing program continues in the Middle and Upper Schools through morning and afternoon fencing workouts and after-school programs. Fencers learn

from the best at Dwight—as some of the top-ranked fencers in the nation are a part of the Dwight sta. Former Dwight coaches and a former student represented the United States at the 2004 Summer Olympics in Athens.

The Dwight fencing program consists of three divisions: Youth fencers, Middle School Regional fencers, and Upper School National fencers. Members of the fencing program are given the opportunity to compete in a number of regional and national competitions throughout the year, including the U.S. Junior Olympic National Championships and the Junior World Cup. Fencers work extremely hard throughout their long season, which lasts three trimesters. Their hard work is always rewarded—Dwight fencers consistently medal at their events and continue to dominate in their ďŹ elds.

The Dwight School

25

26

Visual and Performing Arts

The Dwight School

D

wight’s Visual and Performing Arts Department uses a professional model in an educational setting. This Department operates on the belief that students of all ages have artistic talents and gifts that are meaningful not only to themselves but to other people in the Dwight community, the city, in local neighborhoods, and even around the world. Students undergo a rigorous and fulďŹ lling schedule that gives them opportunities to perform and present their work several times a year in connection with professional arts in New York City. Casting directors, agents, dance companies, fashion shows, galleries, ďŹ lm festivals, and charitable and community organizations collaborate with Dwight students. Dwight student artists are given every opportunity

to become part of the arts world—locally, nationally and internationally. The Department includes the following four core areas: Visual Arts, Music, Dance, and Theater.

instruments, vocal instruction taught by some of New York’s finest teachers and professional musicians.

Music

The Dwight Visual Arts Department blends traditional art foundation skills with research, art history, conceptual thought, and student innovation.

Music is truly the international language.

At The Dwight School, music plays this important role in education.

The early childhood music program combines singing, basic note reading, and an introduction to keyboard, orchestral, and percussion instruments, with music games, listening, and other hands-on activities.

The middle school choral program integrates an interdisciplinary, multicultural curriculum with the study of fundamental vocal technique, music history, and music theory. The middle and high school grades receive a comprehensive education in the history and theory of Western classical music with an opportunity to explore the many changes in musical composition and performance in each era. The middle and high school core curriculum is oriented toward helping students learn how to listen to and understand music and to study world music and jazz in the upper grades.

The Dwight Conservatory offers private instrumental instruction in a variety of

Visual Arts

Principals and elements of design are emphasized in grades K-12. Students learn through inquiry and are exposed to global perspectives. A cross-disciplinary approach to art-making means greater collaboration with classroom and subject teachers. To take advantage of the international art world nearby and enhance their experience, students may participate in an intensive museum and field trip program to develop relationships with museums and galleries in New York. The art room at Dwight is a favorite hub, with students often working independently after school and during lunch periods under the guidance of art instructors.

form. In addition, this program creates an outlet for those who have shown talent and skill in this field. The classes cover the basics of Ballet, Jazz, Modern and HipHop, as well as focus on performance and choreography.

Theater The Dwight School Theatre program springs from two foci—the IB Theatre Arts curriculum and the various productions Dwight performs on prestigious New York City stages. Students undergo a rigorous and rewarding program based on the professional model, which also contributes significantly to the Dwight community. Productions each season include both classics and world theater; they also offer students opportunities to develop their “sparks of genius.”

Dance As a young and growing department at Dwight, the Dance Department’s goal is to enhance the students’ artistic experience by exposing them to this exciting art The Dwight School

27

ICL Community Service

28

The Dwight School

A

ll students in grades 5-12 are encouraged to engage in meaningful community service activities as part of the Middle Years and Diploma Programs of the International Baccalaureate. In keeping with our mission and the curriculum of the International Baccalaureate Program, The Dwight School has instituted a community service requirement for all Franklin and Anglo students, whereby Franklin students must perform 50 hours of community service, and Anglo students must spend 155 hours in activities involving Creativity, Action, and Service (CAS). Activities for the CAS requirements include projects associated with The American Museum of Natural History, Yorkville Common Pantry, UNICEF, New York Cares, and many other local organizations.

The Institute for Civic Leadership (ICL) is an educational not-for-profit organization. Its mission is to provide student leaders with the skills, training, and opportunities to make positive changes in their local and global communities by following the mantra of: “Inspire, Educate, Take Action.”

In 2001, Stephen Spahn, Chancellor of The Dwight School, founded The Institute for Civic Leadership to encourage civic action and greater cross-cultural awareness among teens from public, private, and parochial schools.

The ICL dares students and teachers to dream of a better world, while giving them tools and the courage to take risks to put knowledge into action. This goal means that young people need to take public ser-

vice and the democratic process seriously.

They need to become more knowledgeable about current events, world affairs, and the effects of the media in their lives.

Young people need to see that they can make a difference in the world while they make a difference in themselves.

school for a village and teach the children.

In Peru, students build homes for the impoverished people and provide extracurricular activities for the children. Finally, in the Himalayas, student leaders live with monks in Northern India and have an in depth look at the Tibetan culture.

After students have been inspired by attending our conferences and educated by leaders in various global sectors, we allow them to take action by providing international leadership opportunities. Every year, teams of Dwight students travel to different parts of the worlds such as Australia, Kenya, Peru, and the Himalayas to apply what they have learned regarding civic engagement and community service. In Australia, students explore environmental concerns and learn how to live in a small community. In Kenya, students build a The Dwight School

29

Activities and Clubs

30

The Dwight School

A

fter school activities are an integral part of Dwight’s philosophy to provide students with a well-rounded education. All students are required to participate in at least one activity or sport each trimester. Dwight’s extensive after school program provides students with many opportunities to explore and develop their talents. Students participate in an array of activities including Student Council, Model UN, Peer Leaders, Young Writers Society, Jazz Band, Mock Trials, Performance Music class, Graphic Design, Drama, Contemporary Arts Society, Studio Art, Dance, Science club, SAT Preparation and many others. All activities are led by experienced instructors and present students with a platform for exploration, learning and leadership development.

Additional Information Dwight is a home away from home. All the faculty and students are so helpful and motivate me to succeed. —Tenth Grade Student

31

The Dwight School

32

Find Out More College Guidance

parents. Starting in February, the counsel-

College Guidance at Dwight involves parents, students, college admissions officers, and financial aid consultants.

Dwight has a college guidance team of two experienced counselors. Dwight’s success in placing students in appropriate colleges demonstrates the effectiveness of the program. The first phase begins with ninth and tenth grade meetings. The Dean introduces parents and students to the college process – the options, the requirements, and the many considerations involved in selecting the best school for each child. In winter of the junior year, the official college selection process kicks off with a meeting of counselors, juniors and

ors meet individually with each student

Quest is a program that provides high-

and family to help select courses, to sched-

ability children with educational sup-

ule and prepare for college testing, and to

port, structure and tutoring. The Dwight

discuss individual talents and concerns. A

School reserves a limited number of spac-

college priority list is then personally tai-

es per grade for students who will benefit

lored to fit each student, so that college

from learning study skills, strategies and

visits can begin during spring break.

organization so that they will be able to

The Dwight School

Quest

In the senior year, students meet with

successfully participate in the rigorous

college representatives who visit Dwight

academic program at The Dwight School.

to discuss the academic offerings of their

Quest teachers observe students in the

schools and to answer student questions.

classroom and regularly consult with

The counselors continue the dialogue with

both teachers and parents as to a student’s

parents, students, and admissions officers

progress. A separate fee is charged for the

until the process is complete.

Quest Program.

Find Out More

33

English-as-an-Alternate Language The EAL Department can also provide authentic learning experience for children modiďŹ ed instruction in social studies to become enthusiastic, caring, compas(EAL) The EAL Department provides smallclass instruction for international students in English. The EAL Department provides intensive support to students for whom English is an alternate language. Students are provided with English support three or six times a cycle by a specialist who will also act as a personal advisor to the student and who will provide the following information to parents: t #J XFFLMZ QSPHSFTT SFQPSUT t "EWJDF PO DPVSTF TFMFDUJPO t 50&'- UFTU QSFQBSBUJPO t $POTVMUBUJPO XJUI DPMMFHF HVJEBODF department

when necessary until the student’s English improves suďŹƒciently to attend regular classes.

sionate, internationally minded learners

Mother Tongue Instruction

ternational Baccalaureate which combines

Mother tongue instruction is available for students to maintain mastery of their native language. Instruction can be provided in Arabic, Hebrew, Italian, German, Japanese, Russian, Chinese, Dutch, French and Spanish and other languages as required.

Woodside Preschool Woodside Preschool, The Early Years Program of The Dwight School, provides an

and problem solvers. The School oers the Primary Years Program (PYP) of the Ininquiry and traditional methods. The PYP seeks to unlock the unique potential of the children so that they can become the knowledgeable leaders of tomorrow.

Woodside Preschool has been named to honor Dwight’s London campus, Woodside Park International School.

The Dwight School PTC Dwight’s Parents’ Association – ParentTeacher-Child (PTC) Communications – The Dwight School

34

Find Out More helps promote and facilitate volunteer programs at Dwight. Through close association with faculty and administrators, parents add a crucial dimension to the School. Possible volunteer opportunities include serving as a class representative, hosting a class dinner, serving on the Annual Fund Committee, and volunteering to help at numerous events throughout the year, including the International Gala and Auction, Photography Day, Thanksgiving Basket Event, and the Faculty Valentine’s Day Breakfast. All Dwight families are encouraged to give their time and talents to support the activities of the School, the Foundation, and the PTC. The Dwight School

Board of Governors and Board of Trustees The Dwight School is governed by a seven-member Board of Govenors, and The Dwight School Foundation is governed by a ten-member Board of Trustees. Both entities advise and work in conjunction with the Chancellor to think critically about the future of the School to ensure that a Dwight education is of the highest quality.

The Dwight School Foundation Excellence in education is expensive, and the School relies on the generosity of parents, alumni, and friends whose philanthropic support is vital to offering

a quality program. The Dwight School Foundation, a separate 501(c)3 entity, was established in 1967 to receive charitable gifts to provide additional funding to help The Dwight School fulfill its mission.

Annual Fund The Annual Fund is the most important fundraising effort at Dwight. The Annual Fund receives gifts which are disbursed annually, providing critical support for student financial aid, faculty professional development, and other items which will enrich the experience at Dwight and Woodside. The Annual Fund helps to ensure a level of excellence in educa-

Find Out More

35

tion above and beyond what is covered by tuition and fees alone. Participation in the Annual Fund is a strong demonstration of shared belief in the School and its mission.

Auction and Gala to raise funds to supplement those of the Annual Fund. The event is a wonderful chance to celebrate with and get to know other members of the Dwight community.

in its present facilities. The goal of the

The Annual Fund begins early in the fall and is ongoing throughout the year. Although the majority of solicitations take place in October and November, donors have until June 30 to make a contribution. The Annual Fund Committee usually meets several times in the fall and once or twice in the spring.

Solicitations for auction items begin in the fall, while solicitations for tickets typically begin in the winter. The Auction Committee starts meeting in October and meets nearly every other week until the event in the spring.

mer students.

Alumni Association

The Association includes an Alumni

Dwight represents three schools historically: Dwight, Franklin, and Anglo-American. Since the merger with Anglo in 1993, Dwight has been located

Council, Class Representatives, and

International Auction and Gala Each spring, The Dwight School Foundation holds an International

Alumni Association is to help promote the mission of the School while also strengthening relationships among alumni and providing a link between current and for-

The Alumni Association hosts Reunion Day in the fall as well as other events throughout the year to allow alumni to stay connected with each other and to keep up to date with the latest news from Dwight.

committees for Special Events, the Annual Fund, the Auction, and College and Career Guidance.

The Dwight School

Elizabeth and Andrew Parents of Jacob ‘10, Brian ‘09 and Kara

“WE

HAVE NEVER SEEN SUCH DEVOTED, HARD-WORKING, ACCESSIBLE, FLEXIBLE, AND SUPPORTIVE FACULTY.”

36

e recently sat with an Upper School family and asked them to reflect on their family’s experience at Dwight. The following are excerpts from this interview.

W

From our very first interview with Admissions,

Dwight teachers are constantly there for the

in a particular country in Africa. This was not

students, too. Whether it’s a 7am study review

part of a class - they were having this incredibly

session the day of a test, a meeting during lunch

interesting, knowledgeable discussion about

hour, or additional guidance several hours after

world events in their free time. This idea that

school, the faculty never seem to take a break.

it’s important to be knowledgeable about the

and every step of the way since, the faculty and

Few schools cater the program to the student

staff at Dwight have been so unbelievably kind.

the way Dwight does. Dwight walks the walk.

They truly want to bring out the best in your

They can give each child exactly what they

child.

need to be successful, at every minute of every

We have never seen such devoted, hard-working, accessible, flexible, and supportive faculty.

At others schools, it was often hard to get ahold of teachers. At Dwight, we frequently send long emails inquiring about our children and have been amazed at faculty responsiveness. Once we sent an email at 11 pm, and by 11:15 pm

day. This is not just about remediation. If your

world comes directly from Mr. Spahn and the faculty. Today’s teenagers are so caught up in their books and own lives and don’t necessarily think about the bigger picture. Dwight always makes you think about the bigger picture.

child is flying, they’ll challenge them with extra

The students have such interesting back-

work. As the child’s needs change, the program

grounds. We love the fact that one of our

changes, and what the teacher does with that

children’s closest friends speaks fluent Spanish,

child changes. And all of this happens within

another fluent Italian, and another fluent Ser-

the context of the unbelievably demanding IB

bian. They are from all over the world. It is such

program.

an exciting environment – we’re jealous – we

we had heard back from two teachers outlin-

We love Dwight students. When we were

ing a plan to address a particular issue. We even

applying, we remember walking down the

emailed a teacher last summer after receiving

sidewalk behind three Dwight high school-

the report cards, and the teacher emailed us

ers and overhearing their conversation as they

back from the Grand Canyon! And of course

discussed the political and economic situation

would love to attend Dwight! It’s a thrill to go to school every day with a group of people like that.

Sharon and Alan Parents of Emily ’16

e recently sat with a Lower School parent and asked her to reflect on her family’s experience at Dwight. The following are excerpts from this interview.

W

My very first memory of Dwight is winding my way through the School’s narrow passageways and peering into its nooks and crannies, and thinking to myself, like most New Yorkers, “This school certainly could use more space.”

The day I stepped into Emily’s kindergarten classroom, however, I realized that the quantity of physical space is far less meaningful than the quality of the faculty and curriculum, the philosophy and mission of the school, and the size and composition of the student and parent body.

I have appreciated the intimacy of the classes and the School; the talent and dedication of the faculty and administration; the quality of the education and the School’s success in teaching to all levels; the emphasis on community and global-mindedness; the warmth and openness of the parent body; the ability to experience the culture and language of some 40 different countries without ever packing a suitcase, going through security, or suffering jet lag; and last, but not least, the fact that Emily wakes up every morning happy as a lark and eager to go to school.

tall enough to have to pay full fare on the bus

Internationalism is another unique aspect of the School. There are eleven different countries represented in Emily’s class of eighteen, and 40 countries in the entire student body.

I know of no other school that takes the entire class to London in the fifth grade and none that offers the kind of hands-on service opportunities in developing countries and impoverished communities that the Institute for Civic Leadership (ICL) brings to Dwight.

own; and describe the various forms of energy

The teachers and the deans really know each and every child. I’ll never forget sitting across from Emily’s kindergarten teacher during our first parent-teacher conference and realizing that Emily’s teacher had figured out in just six weeks what it had taken us five years to learn about our daughter. Over the last four years, we’ve watched a group of five year-olds, some barely reaching four feet high, not only grow

and subway, but learn to read, write, add, subtract, multiply, tell time, count change, and search the Internet; identify works by Picasso, Matisse, and Van Gogh; understand a poem and compose a Haiku; identify the planets and where they are in relation to the Sun; describe the four layers of the rainforest; explain how food is digested and how blood circulates through the body; describe the great explorers and their explorations; identify the great inventors and their inventions and use their own ingenuity to design and build inventions of their and how they make things work. They have also come to understand the meaning of cooperation, respect, community, and friendship.

As one parent in the School told me before we enrolled, there is no “scene” at Dwight. The parents in Timothy House, like the students, are cooperative rather than competitive, sensitive, friendly, and always willing to help. In the third grade, we greet each other not with nods or handshakes, but with kisses – perhaps one, more often two, and sometimes even three, as I’ve learned is the custom in some countries.

When I had the misfortune of being hospitalized in 2004, I received a barrage of flowers, visits, and phone calls from my fellow parents, one even calling from Europe to see how I was faring and if there was anything she could do to help.

37

Admissions Information

T

38

he Dwight School is a coeducational, pre-school to twelfth grade college-preparatory School which seeks to enroll students who will benefit from a classical and challenging international academic program. New students are admitted in all grades. The School draws from a wide cross-section of the greater New York and international communities.

the PSAT or SAT results instead of the ERB test. School records and a letter of recommendation are also required. For applicants attending school outside the U.S., please have records (translated if necessary) sent directly to The Dwight School Admissions Office.

Parents (and students entering grades 612) are welcome to attend Open Houses, where they have the opportunity to tour the School and meet the Admissions Director, Academic Dean and Chancellor.

Parents are then asked to return a completed application together with the application fee. Once an application is received, an interview will be arranged for the applicant and his or her parents.

The Dwight School Foundation awards scholarships to worthy candidates. Scholarships are granted on the basis of financial need and academic promise. Scholarship decisions are made after the student is accepted into the School. Applications for financial assistance must be submitted each year. No assistance is available for the Quest Program, English as an Alternate Language Program, and all other additional fees. Families who wish to apply for a scholarship are required to apply before December 1.

As a member of the Independent Schools Admissions Association of Greater New York (ISAAGNY), The Dwight School requires all K-12 applicants to submit the results of tests administered by the Educational Records Bureau (ERB). Students applying to grades 11 or 12 may submit

As a member of ISAAGNY, The Dwight School follows the agreed upon notification dates for all grades. The Dwight School is able to issue I-20 immigration forms for enrolled students requiring student visas. We do not have any boarding facilities.

The Dwight School

The Admissions Office can be reached at (212) 724-7524.

The Dwight School, incorporating The Anglo-American International School, admits students of any race, color, religion, national and ethnic origin to all the privileges, programs and activities made available to students at the school.

It does not discriminate on the basis of race, color, religion, disability, sexual orientation, or national and ethnic origin in administration of its educational policies, admissions policies, tuition assistance program, and athletic and other school administered programs.

Please contact the Woodside Admissions Office at 212.362.2350 or admissions@woodsidepreschool. org for information on admissions for ages 2-4.

Present Grade ______________________________

If not, please explain______________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

7. Please describe this student’s personality and character traits. ___________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

6. In your opinion, what is this student’s chief weakness?________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

5. In your opinion, what are this student’s greatest strengths? ____________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

4. Please comment on the quality of the applicant’s academic work. We are especially interested in the student’s motivation, work ethic, and capacity for independent thought. ___________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

3. Do you consider this an accurate reflection of his/her ability? ______ T yes T no

2. What grade is this student currently receiving? _____________________________________________________________________

1. In what course is this student under your instruction? ________________________________________________________________

To the Teacher: The student whose name appears above is applying to the Dwight School. In the selection of students, the Admissions Committee considers academic performance, intellectual promise as well as character and personality traits. Your candid assessment will help the Admissions Committee in making its final decision. This recommendation will only be made available to admission and guidance officers of the school. Your comments matter to us greatly and we truly appreciate your help. Please return this form within two weeks of receipt.

Present School ____________________________________________________

Applicant’s Name (please print) ___________________________________________________________________________________ First Last

To the Applicant: Please fill in your name, present school and the grade to which you are applying. Submit this form with a stamped envelope to one of your current academic teachers. The envelope should be made out to: The Admissions Office, The Dwight School, 291 Central Park West, New York, NY 10024.

Teacher Recommendation Form

The Dwight School

Good Judgment

Character

Responsibility

Self-Esteem

Creativity

Leadership

Work Ethic

Motivation

Energy and Initiative

Ability to Concentrate

Standard of Work

Academic Promise

Intellectual Curiosity

T

T

T

T

T

T

T

T

T

T

T

T

T

T

Below Average

T

T

T

T

T

T

T

T

T

T

T

T

T

T

Average

T

T

T

T

T

T

T

T

T

T

T

T

T

T

Good

T

T

T

T

T

T

T

T

T

T

T

T

T

T

Excellent

T

T

T

T

T

T

T

T

T

T

T

T

T

T

Outstanding

8. How would you evaluate this student in terms of the following academic and personal qualities as compared with others of his or her age?

Emotional Maturity

Additional comments ___________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________

T without enthusiasm

T fairly strongly

T strongly

T with great enthusiasm

____________________________________________________________________________________________________________ I recommend this student to The Dwight School:

Teacher’s Name (please print) _____________________________________________________________________________________ Title ________________________________________________________________________________________________________ Signature ____________________________________________________________________________________________________ How long have you known this student? ____________________________________________________________________________ Kindly Return to: The Admissions OďŹƒce, The Dwight School, 291 Central Park West. New York, NY 10024 212.724.6360 x 261 Fax: 212.724.2539 www.dwight.edu Additional copies of this form are available online at www.dwight.edu.

Mission Statement: The Dwight School, an internationally recognized college preparatory school with a rich tradition of academic excellence, trains its students to be leaders with a strong sense of community responsibility.

Every student has a spark of genius, and our goal is to nurture that potential. Kindling their interests, we strive to develop inquisitive, informed, and ethical citizens who, with a sense of global kinship, will take action to build a better world.

The Dwight School

The Dwight School

The Dwight School 291 Central Park West New York, NY 10024 212.724.6360 www.dwight.edu

THE DWIGHT SCHOOL Please Attach a Recent Photograph of the Applicant

291 Central Park West, New York, NY 10024 Tel: (212) 724-7524, Fax (212) 724-2539 www.dwight.edu

Application for Admission APPLICATION FOR SCHOOL YEAR BEGINNING _______________ FOR GRADE ________ SOCIAL SECURITY _____________________

Full Name of Student ______________________________________________________ Nickname _____________________ Permanent Address _____________________________________________________________________________________ ____________________________________________________________________ Telephone _____________________ Email ________________________________________________ Date of Birth _____________________

Age ________ M ☐ F ☐

Nationality ____________________________ Bilingual? ______________________

Country of Birth ___________________________________________

Language(s) Spoken at Home _____________________

Schools in Order of Attendance (Most recent first)

Street Address

Zip Code

Dates of Attendance

________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Have you applied to Dwight before? Yes ☐ No ☐ _______________________________________________________________ Have you attended or signed up for a Dwight Open House? Yes ☐ No ☐ Date ________________________________________ Are both parents living? ______________________________________

Separated or Divorced? __________________________ Child resides with? _____________________________

Name of Father/Guardian ____________________________________ Colleges, Degrees, Years __________________________________ Employer _____________________________________________

Title ________________________________________

Business Address _______________________________________ Business Phone ________________________________________

Email _______________________________________

Home Address _________________________________________

Home Phone ___________

Cell Phone __________

Name of Mother/Guardian __________________________________________________________________________________ Colleges, Degrees, Years _________________________________________________________________________________ Employer _____________________________________________

Title ________________________________________

Business Address ______________________________________________________________________________________ Business Phone ________________________________________

Email _______________________________________

Home Address _________________________________________

Home Phone ___________

Cell Phone __________

Names, ages, and schools of brothers and sisters __________________________________________________________________ ________________________________________________________________________________________________________ Name and address to which bills should be sent __________________________________________________________________ ________________________________________________________________________________________________________ Name, address and email to which information should be sent _______________________________________________________ ________________________________________________________________________________________________________

Parents Statement We are interested in your thoughts and impressions of the applicant. We encourage you to prepare a statement describing your son or daughter. Tell us about his or her personality, current interests, hobbies, strengths and weaknesses. Please use a separate piece of paper, if needed, to complete the statement.

History Please use a separate piece of paper to complete the following questions: Please list names of relatives and friends who have attended or whose children have attended The Dwight School.

Please discuss any experiences and values that are dear to your family.

Explain one thing you want your child to gain from the Dwight experience.

Please specify any health, academic, social, or emotional issues your child has had over the last four years and what steps were taken to address the situation.

Please check if you anticipate applying for: ☐ QUEST Program ☐ English as an Alternate Language (E.A.L.) ☐ Financial Assistance

Admissions ADMISSIONS PROCEDURE 1.

Application—Return the completed application with the $50.00 application fee to the Admissions Office. Please make checks payable to The Dwight School.

2.

School Records—School records and letters of recommendation are requested as part of the application process. For applicants attending school outside the United States, please have records (translated if necessary) sent directly to The Dwight School Admissions Office.

3.

Testing—Students must take a test administered by the Educational Records Bureau, 220 East 42nd Street, Suite 100, New York NY, 10017, (212) 672-9800. Students applying to Grades 11 or 12 may submit the PSAT or SAT result instead of the ERB test.

4.

Interview and School Visit—Once an application is received, the Admissions Office will contact you to set up a parent and student interview.

5.

The Dwight School offers rolling admissions. However, in order to be considered for the first round of review, the admissions office should receive application materials by December 1.

GENERAL INFORMATION Medical Records: If your child is accepted to The Dwight School, the medical form must be completed and signed by a physician prior to the student beginning classes. Medical records must include a recent PPD or Mantoux test for tuberculosis for students outside New York State.

Financial Assistance: Scholarships are awarded on the basis of character, citizenship, academic potential, and need. Families must fill out The Dwight School Scholarship Application each year and return it with their tax information by December 1. Decisions are made separate from the admissions decision.

Student Visa: Applicants from abroad can receive an I-20 Student Visa once they are accepted to The Dwight School and have paid 100% of the tuition. Families must show proof of funds in order to receive an I-20.

The School communicates regularly through email. Please inform us as to which email address you would like information to be sent.

TERMS AND CONDITIONS OF THE DWIGHT SCHOOL This application is merely a request for admission. It becomes binding upon the undersigned only when the applicant has been examined, formally accepted, and a non-refundable registration fee is paid.

It is understood that places reserved in the School at the beginning of each year for all programs, including Quest, are taken for a whole year. No deduction from the year’s fees can be made because of absence or for those who give up their place at any time during the year.

The Dwight School reserves the right to exclude any pupil permanently or temporarily at any time, if the Head of School deems such action advisable, either in the interest of the pupil or for the good of the School.

A parent’s full obligation is outlined in the annual enrollment contract and handbook.

Please address all correspondence to: Admissions Office, The Dwight School, 291 Central Park West, New York, New York 10024 Parent or Guardian Signature ________________________________________________ Parent or Guardian Name - Printed ________________________________________________ Date ________________________________________________