DOCSLIB.ORG

AOSJ Viewbook

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
AOSJ Viewbook ACADEMY OF ST. JOSEPH WELCOME TO OUR VIBRANT COMMUNITY Our children are blessed to “ be able to attend such a fantastic school. We appreciate everyone’s efforts to make the school year such a terrific experience for them. - Current parent ” We educate individuals A balanced education With a 9:1 student-teacher ratio, Our teachers understand the com- provides the essential extras small classes allow teachers to plex needs of young people and While academic challenge is at the work closely with each child. Out- help them to discover and devel- core of our program, faith, sports, side the classroom, teachers are op their individual talents, while activities, and community service also coaches, club facilitators, and providing academic challenge to opportunities are considered an advisors, which creates a sup- promote intellectual growth. essential part of each student’s life portive and friendly relationship at the Academy. between faculty and students. Coming here you can feel the enthusiasm for “learning. Whether your child is academic or creative, you can find a place.” – Current parent The Academy of St. Joseph in Greenwich Village is an indepen- dent school refreshing the Catholic tradition of service, compassion and academic excellence by inspiring and guiding students through a contemporary and comprehensive humanities-based curriculum. Welcoming students of all faiths in grades Pre -Kindergarten to Eighth, the Academy fosters the intellectu- al, spiritual, social, emotional and physical development, while instill- ing in them the highest standards of character, competence and compassion. CORE BELIEFS WE BELIEVE THAT: The Academy of St. Joseph is committed to The nurturing of the whole child is essential to the formation of a set of core beliefs which define and bind what it means to be a person of character, of competence, and of the community together to create an compassion. enriched, vibrant and balanced education- al experience for all students. We believe Children thrive in learning environments that meet their develop- that by working together we can develop mental needs and that provide a respectful and nurturing students who will embody our mission environment. as people of character, competence, and compassion. Early learning experiences establish the foundation for the acqui- sition of knowledge, skills and values that will affect later learning Our learning environment is one that fos- and behavior. ters this mission in every student. Students who uphold this motto can analyze, synthe- Teaching is about inspiration. It is oriented to the future and all size and access new information. Students that is possible. Our teachers are passionate about learning, driven who are able to articulate their ideas with by the privilege to make a difference in the lives of their students. confidence. Students who are able to think They are patient, encouraging, respectful and enthusiastic. outside of the box, have a clear under- standing of what they value, discern their Respect will always be the foundation of all interactions. Our individual interests and talents, and have students will live out our school pledge by showing respect to all the discipline and commitment to pursue people, by being responsible for one’s actions, by showing them. reverence, and by making right choices. A strong family-school partnership is directly correlated with student success. SCHOOL PLEDGE The Academy of St. Joseph is a community growing in character, competence and compassion. We live this out by showing respect to all people, by being responsible for our actions, by showing reverence, and by making right choices. We begin this today. THE AOSJ DIFFERENCE Character. Competence. Compassion. Our Approach The Academy of St. Joseph challenges students through a rigorous and enriched cur- riculum. Students are asked to become critical thinkers, collaborative problem-solvers, and globally minded leaders through a deep understanding of mathematics, science, and the humanities. In addition to the core academic program, daily instruction is offered in Spanish to all students giving them early exposure to another language. By the end of Eighth Grade Spanish students have mastered beginning conversational, writing, and reading, skills. All students participate in weekly classes in Art and Music, and biweekly Physical Education classes. Students in Lower School receive weekly instruction in Library Science. Students in Kindergarten to Second Grade receive a semester of Chess. Upper School students participate in Breakout Block each Thursday, allowing them to engage in a variety of extended experiential learning opportunities. Upper School Upper School is a singular place where students refine the things they have learned in Lower School, and prepare themselves for the transition to high school. Students in grades five to eight have needs that are unique to this important time in their life. The Upper School addresses all their academic and social-emotional needs. Students learn to advocate for them- selves, accept responsibility for their choices and to challenge themselves to go beyond what is expect- ed. When the time comes for high school students are prepared to persevere and excel. The Upper School Program At a Glance • Learning environments that are engaging, caring, cross-curricular and challenging. • Opportunities for critical thinking, research, investigation, analysis and discussion. • Teaching that recognizes that students develop and learn at different paces. • Departmentalized instruction in the Humanities, Math, Science, Spanish and Religion. • Elective instruction in Music, Art, Technology and Physical Education. • House/Advisory structure and curriculum that addresses the unique social emotional needs of this age group. • Four-Six week experiential and thematic based units that take advantage of the vast resources of New York City producing a culminating portfolio. Each theme includes relevant field trips and work with experts in the respective fields. Themes include immigration, engineering and design, urban green spaces, sustainability, the history of music in New York, finances and banking, law and the judicial system, infrastructure of New York City. Lower School Early learning has a profound, lifelong effect on social, emotional, moral and academic development, as well as self-esteem. At the Academy of St. Joseph, we give young children the strongest foundation possible, with a program built upon the following philosophies and educational principles: • Individual children develop at different paces and in different ways. • Children thrive in learning environments that are engaging, caring, developmentally appropriate, integrated, and challenging. • An effective curriculum is interdisciplinary with an emphasis on hands-on learning, providing continual opportunities for children to question, research and analyze. This supports a healthy balance among the social, emotional, intellectual and physical development of the individual child. • The learning environment must provide opportunities for children to explore, to play, to investigate, and to communicate their ideas and findings. • Observation and documentation of how each child plans, executes, and completes a task is core to the assessment and future curriculum planning for each child. • Social-emotional intelligence is essential for future life success, thus children have fun developing character, competence and compassion, as well as learning the ins-and-outs of good manners, social grace, etiquette and respect of self and others. The Academy of Saint Joseph HIGHLIGHTS It is because of the guidance of our Board of Trustees, the Greenwich Village dedication of our faculty, the enthusiasm and commitment of The Academy of St. Joseph is located at 111 our parents and volunteers, that the Academy now celebrates Washington Place in Greenwich Village. It is its eleventh year as a school. In this time frame, we have housed in a newly restored and renovated gained provisional membership to the New York State Asso- building. The building is adjacent to the ciation of Independent Schools and to the Parents League of designated New York City Landmark Uni- New York. versity Parish of St. Joseph on Sixth Avenue between Washington and Waverly Place, one We have placed our first graduates in some of the finest high block from Washington Square Park. schools in New York City, including: Berkley Carroll School, Bronx High School of Science, Brooklyn Friends School, Getting to School Brooklyn Latin School, Convent of the Sacred Heart, Domin- The school is accessible by the A, C, E, B, D, ican Academy, Fordham Preparatory School, Horace Mann F, M and 1 trains. School, Leman School, Loyola School, Marymount School of New York, Manhattan/Hunter Science High School, Millennium Affiliations & Partnerships Brooklyn High School, Notre Dame High School, St. Vincent The Academy is affiliated with National Ferrer High School, St. John’s Preparatory School, Trevor Elementary Honor Society, Johns Hopkins Day School, United Nations International School, Xavier High University Center for Talented Youth, Chelsea School, York Preparatory School. Piers, Princeton Blairstown Center, and the Greenwich Village Society for Historic Preser- vation. Enrollment The Academy is accepting applications for half day and full day Learn More Pre-Kindergarten for three and four year olds, as well as Kinder- A warm welcome is extended to you to visit garten through Eighth Grade. There are currently 90 students our website
Load more

Recommended publications
  • CFS School Profile for Colleges 2019
    4809 Friends School Rd Upper School Profile Durham NC 27705 Phone: 919.383.6602 Fax: 919.383.6009 2019-2020 www.cfsnc.org CEEB Code: 341-047 Karen Cumberbatch, Head of School [email protected] Lauren Brownlee, Head of Upper School [email protected] Stefan Waldschmidt, College Counselor [email protected] OUR MISSION Carolina Friends School is a vibrant and inclusive learning community empowering students to think critically, creatively, and independently. We foster active exploration and quiet reflection, individual endeavor and collaborative engagement. Inspired by Quaker values—pursuit of truth, respect for all, peaceful resolution of conflict, simplicity, the call to service—we teach our children that it is possible to change the world. THE SCHOOL: HISTORY & ENROLLMENT Carolina Friends School (CFS) is an independent, co-educational Quaker day school founded in 1962 by members of the Durham and Chapel Hill Meetings of the Religious Society of Friends. Upon its founding, CFS became one of the first schools in the South to pursue a policy of racial integration. CFS graduated its first class in 1974. Today, CFS enrolls approximately 500 students in early childhood to 12th grade with approximately 175 students in the Upper School. Each year, approximately 97% of our graduates attend four-year colleges and universities, and 3% attend two-year institutions, travel, pursue public service opportunities, or directly enter the workforce. CURRICULUM CFS operates on a trimester system with graduation requirements that encourage students to balance academic, athletic, and artistic interests. By design, CFS does not designate courses with distinctions such as honors or Advanced Placement. EVALUATION The Upper School uses a non-graded, non-ranked narrative evaluation system that is personal and comprehensive.
    [Show full text]
  • Wildwood School At-A-Glance Wildwood School Is a Progressive Kindergarten Through 12Th Grade Co-Ed College Preparatory School in West Los Angeles
    wildwood school at-a-glance Wildwood School is a progressive kindergarten through 12th grade co-ed college preparatory school in West Los Angeles. The school’s program thrives at the intersection of research and practice. Wildwood develops discerning thinkers able to examine and assimilate a wide body of information, evaluate evidence, consider diverging perspectives, and seek connections before formulating their conclusions. These higher-order thinking skills are crucial for college success and beyond where knowledge and perspective must constantly adapt to our rapidly changing world. Wildwood’s elementary school was founded in 1971, and the middle and upper school was established in 2000. A model for progressive education, Wildwood’s Outreach Center shares our school’s best practices through on-site workshops for teachers and specialized consulting services for schools. elementary school Wildwood’s elementary program supports the • Multi-age groups in K-1st grade and a low student-teacher intellectual, social, and emotional development of ratio facilitate a supportive environment where students each child. Life Skills are woven into the daily fabric develop skills while learning to mentor and model for their peers. of the curriculum and the development of these skills is as important as students’ academic development. • Best practices include Cognitively Guided Instruction Our project-based, hands-on approach encourages (CGI) math, Total Physical Response (TPR) Spanish, children to learn by doing and to think critically information and computer literacy, multicultural programming, and advisory. and creatively. • The outdoor classroom, garden, and Big Yard Woods are stimulating venues for learning and a backdrop for imaginative play. • Community involvement is an integral part of the Wildwood experience, exposing students to social-service organizations and other school communities.
    [Show full text]
  • Potomac Dir. K-12.Indd
    THE POTOMAC SCHOOL MCLEAN, VIRGINIA DIRECTOR OF THE K-12 ACADEMIC PROGRAM START DATE: JULY 1, 2019 POTOMACSCHOOL.ORG Mission Fast Facts At The Potomac School, we believe Founded: 1904 that intellectual development, love of Head of School: John Kowalik learning, and strength of character Grades Served: K-12 are complementary, and equally Students: 1,054 essential, educational goals. With a Divisions: 4 firm commitment to our core values Campus: 90+ acres and a rigorous academic program, we Mascot: Panthers prepare students to lead lives of purpose, Full & Part-time Faculty: 161 achievement, and generosity of spirit. Faculty with Advanced Degrees: 114 THE POSITION The Potomac School in McLean, Virginia, seeks an experienced administrator to serve as Director of the K-12 Academic Program effective July 2019. Potomac enjoys an extraordinary reputation as one of the top independent K-12 day schools in the nation; the School enrolls 1,054 students on a spectacular 90-acre campus just minutes from Washington, D.C. Since its founding near Washington’s Dupont Circle in 1904, Potomac School’s educational philosophy has defined the learning process as an exploratory endeavor driven by students’ natural curiosity and interests. From kindergarten through 12th grade, Potomac faculty seek to develop engaged learners who possess both the intellectual abilities and the character traits needed to thrive in a rapidly changing and demanding society. Each year, Potomac students produce impressive test scores and college placement results, yet the School does not view these metrics as the singular goal of its educational program. With applications at the highest level to date, the appointment of John Kowalik as Head of School, the development of several signature programs, and a century of academic excellence behind it, Potomac is entering one of the most exciting periods in its history.
    [Show full text]
  • The Pingry School Basking Ridge Campus, Middle & Upper School
    2014-2015 Curriculum Guide THE PINGRY SCHOOL Basking Ridge Campus, Middle & Upper School Short Hills Campus, Lower School 131 Martinsville Road Basking Ridge, NJ 07920 Mission Statement and Philosophy . 3 Diversity Statement . 3 . Statement of Objectives . 4 The Honor Code . 4 . LOWER SCHOOL Philosophy of the Lower School Curriculum . 5. Computer Science . .6 . Decisions . 7. Drama . 8 Health . .9 . Library Media Center . 10 Mathematics . 11 Music . .13 . Physical Education . 14. Reading, Writing, Language Arts . .15 . Science . 17. Social Studies . .19 . Visual Arts . 21 THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY World Languages . 22 MIDDLE SCHOOL Philosophy of the Middle School Curriculum . 23 . Athletics . 24 Grade Six Co-Curricular Courses . 25 Drama . 26 Educational Technology . 27 Health . 27 . Humanities . 29 Mathematics . 31 Music . .32 . Science . 33. Visual Arts . 34 World Languages - Classical Language . 35. World Languages - Modern Language . 36 Other Courses . 37 UPPER SCHOOL Philosophy, Graduation Requirements, Etc . 38 Computer Science . 42. Drama . 44 English . 46 . Fitness Education . 52 Health . 53 . History . 54 Mathematics & Economics . 58. Music . .61 . Science . 63. Visual Arts . 71 World Languages - Modern Language . 75 World Languages - Classical Language . 79. Interdepartmental Courses . 81 2 Other Courses . 83 . Summary of Course Offerings . 84. MISSION STATEMENT AND PHILOSOPHY Founded in 1861, The Pingry School is an independent, coeducational, college preparatory day school for students in kindergarten
    [Show full text]
  • The Opportunity to Apply Director of Upper School
    Director of Upper School Woodlawn School Davidson, North Carolina July 2021 • woodlawnschool.org The Opportunity Southern Teachers is assisting Woodlawn School in its search The school’s founding commitment to hands-on, integrated, for a dynamic, engaging, and energetic Director of Upper project-based learning distinguishes it from other schools in the School to lead a progressive, project-based learning program region. Woodlawn’s 141 young alumni are proof positive that that develops critical and analytical thinking; fosters superior project-based learning and rigorous AP curriculum support skills in problem-solving; develops strong written and oral and enhance each other, and that the social and emotional communication skills; and is characterized by a collaborative, intelligence fostered by project-based learning and the school’s team-based approach to all aspects of teaching and learning. unique culture equips students to thrive in highly rigorous, highly selective colleges and universities, and emerge as dynamic, Most of all, Woodlawn seeks an academic leader who will help creative, responsible leaders who embrace the joy of lifelong the school advance its mission—“To produce independent, learning. lifelong learners who are responsible, contributing members of a diverse global society”—and embrace its belief that joyful learning leads to high achievement. Woodlawn’s Unique Approach Woodlawn’s educational philosophy provides the guiding principles used to carry out its mission. Woodlawn seeks to provide a superior learning environment by encouraging critical thinking, curiosity, and diligence. The school promotes the personal growth of its students by encouraging creativity, leadership, and individuality. Woodlawn fosters in its students a strong commitment to social responsibility by valuing Woodlawn School is a coeducational multiple perspectives, compassion, tolerance, and respect.
    [Show full text]
  • Upper School Curriculum Guide 2020-2021
    P ERS R O O NA IG L R IZ E IC D M L E E D A A R C N A I N G I N T E S R P N I A H T S I R O E N N A T L R IS A M P Upper School Curriculum Guide 2020-2021 TABLE OF CONTENTS MISSION 1 VISION 1 VALUES 1 INCLUSION STATEMENT 2 PORTRAIT OF A LÉMAN LEARNER 3 LÉMAN ACADEMIC PLAN 4 MIDDLE SCHOOL PROGRAM 5 HIGH SCHOOL PROGRAM 6 PERSONALIZED LEARNING PLANS 7 THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME 7 HIGH SCHOOL GRADUATION REQUIREMENTS 13 LANGUAGE POLICY 17 STUDENT SUPPORT SERVICES 18 THE LEARNING SUPPORT PROGRAM 18 ENGLISH FOR SPEAKERS OF OTHER LANGUAGES PROGRAM 19 TECHNOLOGY, LIBRARY, AND INFORMATION CONNECTIONS 22 STANDARDIZED TESTING 23 EXTRACURRICULAR ACTIVITIES, CLUBS, AND ATHLETICS 27 COURSE DESCRIPTIONS & REQUIREMENTS 33 WORLD LANGUAGE DEPARTMENT COURSES 39 SOCIAL STUDIES 51 SCIENCE 56 MATHEMATICS 64 FINE ARTS 68 PHYSICAL EDUCATION AND HEALTH 78 TECHNOLOGY AND COMPUTER SCIENCE 82 ADVISORY PROGRAM 84 0 MISSION Léman Manhattan is an International Baccalaureate World School that delivers an academically rigorous program and sets high expectations for students from early childhood through 12th grade. Serving our local neighborhoods and a diverse international community, we prepare students with the knowledge, confidence and fluency they need to engage in a rapidly changing world. Léman challenges students’ intellect and inspires their creativity. We encourage them to think critically and work collaboratively. Celebrating each student’s individuality, we foster the skills they need to grow in mind, body and spirit.
    [Show full text]
  • Upper School Program of Studies 2021/22
    Upper School Program of Studies 2021/22 Learn, Care, Challenge, Lead Table of Contents Upper School Program of Studies 2021/22 3 ZIS Vision and Mission 4 ZIS Learning Principles 5 ZIS Character Standards 6 School Calendar 2021/22 7 Directory 8 Graduation Requirements and Scheduling Information 9 ZIS Academic Pathways 9 Academic Program in Grades 9 and 10 9 Academic Pathways in Grades 11 and 12 9 The ZIS and IB Diploma Pathway 10 The ZIS Diploma with ZIS and AP Courses 12 Course Offerings 2021/22 14 Creative Arts Curriculum Area – Visual Arts 18 Creative Arts Curriculum Area – Music and Theater 21 English Curriculum Area 25 Mathematics Curriculum Area 29 Physical Education Curriculum Area 31 Science Curriculum Area 36 Social Studies Curriculum Area 40 World Language Curriculum Area 48 Theory of Knowledge 49 Learning Support 50 Online Learning/Independent Study Cover photo: IB Biology students at work ZIS Upper School Program of Studies 2021/22 | 2 © ZIS Updated 2021.03.10 ZIS Vision and Mission Vision Our vision is for all ZIS students to join and strengthen a global community of citizens, determined to make a difference to the organizations and communities in which they work and live. We’re committed to ensuring our students develop the intellect, skills and character to become caring individuals and adaptable and independent thinkers. Mission We are a learning community of students, faculty, staff, and parents. At ZIS, educational excellence commits us to Learn, Care, Challenge, Lead. Learn — We learn by creating meaning, developing habits of mind, and acting on values. — We teach to multiple learning styles.
    [Show full text]
  • Upper School Handbook
    Community School of Naples Curriculum Guide & Handbook Upper School 2019-2020 VISION To be a world-class independent school, meeting our mission in memorable ways for the benefit of every student, every day. MISSION STATEMENT Committed to academic excellence, Community School of Naples inspires and empowers students to realize their own potential as engaged learners and responsible global citizens. CORE VALUES Citizenship, Honesty, Kindness, Fairness, Responsibility, Courage, Respect, Cooperation, Perseverance. EDUCATIONAL PHILOSOPHY Community School of Naples provides a non-sectarian, college preparatory education reflecting the highest standards of American independent schools. Essential elements of its educational program include a comprehensive curriculum, a gifted faculty, and a low student-faculty ratio. These elements ensure that each student obtains the kind of individualized education that only an independent, college preparatory school can provide. The school is dedicated to affording an opportunity for personal growth, and to fostering a climate of respect, both for academic excellence and for human dignity. We believe that education is a process of transferring to the student the responsibility for his or her education through self-discipline and intellectual curiosity. We believe in a full and enriched curriculum that not only emphasizes academic content and skills, but also recognizes the importance of music, the visual and performing arts, and physical education, including intramural and interscholastic competition. Community School curriculum is designed for students who combine academic ability, strong motivation, and the initiative to take responsibility for their education. Such students will succeed in the school’s vigorous college preparatory program by benefiting from the small class sizes and the school’s careful merging of structure and freedom.
    [Show full text]
  • Upper School Profile 2020–21
    Upper School Profile 2020–21 American School of Paris ADMINISTRATION COLLEGE COUNSELORS 41, rue Pasteur Jane Thompson Jill Lauck 92210 Saint-Cloud, France Head of School College Admissions Counselor +33 (0) 1 41 12 82 82 [email protected] [email protected] asparis.org Aaron Hubbard Joumana Ordelheide Upper School Director College Admissions Counselor CEEB # 731270 [email protected] [email protected] IB # 0131 Brian Brazeau Assistant Upper School Director GUIDANCE OFFICE Accredited by: [email protected] Council of International Schools and Sandy Karam Middle States Association of Alyssa Pierce Grades 9 and 11 Counselor Colleges and Schools Upper School Academic Dean [email protected] [email protected] Justin Kearns John Kim Grades 10 and 12 Counselor Director of Athletics [email protected] and Activities [email protected] Jean Hicks Guidance Secretary [email protected] ASP TEST RESULTS VS. WORLD AVERAGES Advanced Placement Results May 2020 Advanced Placement Results May 2020 International Baccalaureate Results May 2020 International Baccalaureate Results May 2020 Average Average Average Average Average Average Subject # 5 4 3 2 1 ASP World Subject # 7 6 5 4 3 2 1 Average Average Subject # 5 4 3 2 1 ASP World Subject # 7 6 5 4 3 2 1 ASP World Biology 2 1 • 1 • • 4.0 3.0 Biology 2 1 • 1 • • 4.0 3.0 GROUP 1 Calculus AB 16 7 4 3 2 • 4.0 3.1 Calculus AB 16 7 4 3 2 • 4.0 3.1 English A Lit. HL 11 1 7 2 1 • • • 5.73 4.76 Calculus BC 1 1 • • • • 5.0 3.8 Calculus BC 1 1 • • • • 5.0 3.8 English A Lit.
    [Show full text]
  • Upper School Profile 2019–20
    The Nueva School 131 E. 28th Ave., San Mateo, CA 94403 650-235-7100 nuevaschool.org Upper School Profile 2019–20 School Advanced Curriculum Since 1967, the Nueva School At the heart of Nueva’s program Facts and Figures is an advanced, interdisciplinary has delivered an innovative, Class of 2020 enrollment 91 award-winning learning experience curriculum with significant emphasis Upper School enrollment 423 designed to meet the needs of on self-directed learning, collabora- academically gifted learners. tion, and primary research. A typical Student-to-faculty ratio 5:1 Over the past 50 years we have student course load is 7–8 classes Average class size 14 become internationally recognized per semester. Seniors typically take Students of color 57% for our unique curricular approach, 7 classes. Students receiving which inspires the passions, purpose, financial aid 21% In scope and depth, all courses and potential in each student while offered range from college prepara- Admitted to four-year igniting a lifelong love of learning. colleges 100% tory to college-level. The majority Nueva’s Upper School, launched of core courses meet or exceed in 2013, is a re-imagination of high the rigor of Advanced Placement school. In many ways more like a courses; Nueva does not designate university than a traditional high Honors or AP courses. National Merit school, Nueva offers broad-based Class of 2019 The academic program builds interdisciplinary studies coupled Semifinalists 12 a robust foundation in the major with deep explorations into specific Commended 28 disciplines, supports deep inquiry areas of interest. into topics of individual interest, Hispanic Scholar 1 Nueva is accredited by the Western and provides explicit instruction in Total 41 Association of Schools and Colleges methods of thinking and reasoning.
    [Show full text]
  • Schools at a Glance Cambridge Public Schools 2020 – 21 School District Childhood Early
    Schools at a Glance CAMBRIDGE PUBLIC SCHOOLS 2020 – 21 School District School Childhood Early Rigorous, Joyful & Culturally Elementary Responsive Learning and Schools Personalized Support Schools Upper School High Resources SUPERINTENDENT’S WELCOME Dear Families & Community, It is my great honor and privilege to welcome you to Cambridge Public Schools (CPS) - a vibrant, diverse, and inclusive school community. In the midst of the global pandemic, the CPS community - including students, educators, families, and staff - have demonstrated great resilience, flexibility, creativity and strength. CPS’s shared vision of providing a rigorous, joyful and culturally responsive learning experience and personalized support for every student is even more important in the current context, when every student may need something different to be successful. CPS also continues its journey to become an actively anti-racist school district and organization, by working towards instilling inclusive principles across our hiring and retention practices for staff, culturally responsive teaching and learning for students, and meaningful partnership with our families, out-of-school time partners, and community members. In this Schools-at-a-Glance, you’ll find information about our schools, programs, and key contacts to help you navigate your journey with CPS. We greatly value our relationship with families as we work together to support our students academic, social, emotional, and developmental needs. We look forward to many years of collaboration and partnership. Thank you and welcome to the CPS family! Sincerely, Kenneth N. Salim, Ed.D. Superintendent Disclaimer: Information presented in Schools at a Glance refers to normal operating procedures. Some information may differ during the 2020-21 school year due to the COVID-19 pandemic.
    [Show full text]
  • UPPER SCHOOL 9Th -12Th Grades
    UPPER SCHOOL 9th -12th Grades The Future Of Education Is Here Riverfield Country Day is committed to developing lifelong learners. This is evident in the quality of School the curriculum and expertise of the faculty. The goals of the Upper School are to encour- age sound scholarship, independent learning, and critical thinking. The Upper School is the only non-sectarian independent high school in the Tulsa area and is accredited by the Independent Schools Association of the Southwest (ISAS). Riverfield continues to grow, with over 100 Upper School students. Small classes, with an average of 15 students per class, provide a rigorous and personalized academic program that emphasizes effective communication, fosters self-confidence, and gives a sense of purpose. A trusting and respectful environment leads to genuine dialogue among faculty and students. Riverfield was the first school in Oklahoma to offer a Tablet PC program, a unique tool that, when paired with our wireless campus, enhances student communication, presentation, and research capabilities. Riverfield Upper School provides challenge and support to all students so that they will graduate ready to meet the demands of college, a competitive workforce, and a complex life. Small classes emphasize effective communication with peers and faculty, foster self- confidence and give a sense of purpose in academic and personal goals. MISSION STATEMENT The mission of Riverfield Country Day School is to provide an excellent education in a family-oriented atmosphere. Students are motivated and encouraged to learn, develop, and mature in a respectful, secure, and diverse environment. A caring, creative faculty and a challenging, integrated, and personalized curriculum promote the development of the whole student as a confident and responsible learner prepared for real world success.
    [Show full text]