Go forth unafraid

A Welcome to Dalton 2 Our Mission 4 Our History 5 The Dalton Plan 7 Our Focus on Values 9 The Dalton Technology Plan 12

The First Program 14 The Middle School 24 The High School 34 Our Faculty 48 Admissions Procedures and Financial Aid 56 Opportunities for Involvement 59 Welcome to The

As both an alumna and The Dalton School played an important role in twentieth- century American educational history and continues to be the Head of School, I am a model emulated in schools around the world. Through the vision of its founder, Helen Parkhurst, Dalton is delighted that you are fortunate to have a unique and clearly articulated philosophy of learning that continues to guide the school’s interested in The Dalton educational practices today. True to our motto, Go Forth School. The purpose of Unafraid, we have fearlessly embraced the new challenges of educating students in the constantly changing world this catalog and the entire of the twenty-first century. While continuing to use Parkhurst’s philosophy as our basic framework, we admissions process is to regularly re-evaluate the knowledge and skills our students must possess in order to be enlightened, socially conscious, help you understand what and skilled young people. is distinctive about our Dalton is alive with a dedicated, highly trained faculty and an inquisitive and talented student body. A stimulating school so that you can curriculum and extensive service learning and extra- make an informed decision curricular opportunities continually expand Dalton students’ understanding of their world and empower in finding the optimal them as global citizens, a major goal of our school. Dalton’s academic program is rigorous and challenging, with a educational environment strong emphasis on developing intellectually curious and open-minded young people. We teach with a commitment for your child. to deep understanding rather than rote learning. Students are expected to participate actively in an extensive curriculum as well as in the school community. The 2 Dalton School

demanding academic program is complemented by a Not only does Dalton provide a balanced educational dynamic performing and fine arts curriculum and by a environment of males and females, but it also recognizes comprehensive physical education and athletic program. the enrichment that is provided by a community of various racial, ethnic, and socioeconomic groups. Over Dalton’s three physical facilities are located in close the past several years Dalton has evolved into a K–12 proximity to each other. The main building at 108 East community that clearly reflects the diversity to which the 89th Street is home to the Middle and High Schools. school is strongly committed. If our children are truly to Additions to the building include the Cafeteria and understand global and interdisciplinary perspectives they Student Center, the Abby and Mitch Leigh Fine Arts Center, must achieve cultural fluency through the direct and the Norma and Gordon H. Smith Science Center, and a enriching experience of a diverse, inclusive, and equitable state-of-the-art Performing Arts Center that augments community. At Dalton we firmly believe that character, the other arts facilities for the use of both Middle and ethical decision-making, and leadership are built from a High School students. The First Program, our lower school value for, not a tolerance of, difference. We believe that that includes grades K–3, is located in three adjacent such an educational environment, which acknowledges townhouses at 53 East 91st Street. We recently purchased and celebrates our differences as well as our similarities, a contiguous townhouse that is connected to the existing best prepares young people for the world in which they ones. This new addition is handicap-accessible and will live. enables us to improve and enlarge our programs in art and science. The third facility houses our physical education In a recently approved Strategic Plan, we reaffirm program and is located at 200 East 87th Street. the Dalton Plan as the cornerstone of our educational approach while promoting thoughtful innovation, With approximately ninety to one hundred and ten enhancing global perspectives, and actively instilling students in each grade, many consider Dalton a large good values. Our Dalton Technology Plan continues to school. This size allows Dalton to support a breadth and develop and access cutting-edge technologies, under the depth in its programming of academics, the arts, and rubric of the Dalton Plan, to further open our world and athletics that smaller schools have difficulty in achieving. expand resources for learning. This program has received At the same time, our student/faculty ratio of seven-to- enthusiastic endorsement from a range of educational one facilitates the individualization of each student’s evaluators, assuring us that we are achieving our education and helps provide the special student-teacher traditional goals through these new means. relationships often associated with a small school. Additionally, Dalton as a large K–12 school enables our The pages that follow describe the history, philosophy, students to interact with a wide variety of children current embodiment of the Dalton Plan, and vision for with whom to foster and sustain friendships over their our school – a school that I have seen evolve in so many thirteen-year school experience. ways from the days when I was a young Dalton student. Words and pictures are inadequate to communicate the Beyond the size of its population, Dalton has the added excitement for learning that has always existed at Dalton dimension of a coeducational student body. We believe and that continues to be essential to our school today. that a coed learning environment is best for children, since We welcome your visit to see for yourself the learning life itself is coeducational. In the past decades, a body of community that I found so enjoyable as a child and that research has pointed to some gender differences in continues to be so enriching to students and adults alike. learning styles and approaches to schooling between boys and girls. However, the most recent scientifically controlled research confirms the theory that boys and girls learn in similar ways and whatever differences do exist between the sexes are extremely small compared to the Ellen C. Stein differences among individuals, be they girls or boys. Some Head of School of this research does provide valuable insights to help us better educate all children, and we incorporate such findings into our educational programs to create a highly sensitized coeducational setting.

3 Our leading role in education

he Dalton School has inquisitiveness, inculcating self- responsibility to the group form flourished and grown confidence in their intelligence and the basis for interaction in resolving in ways only imagined in their ability to succeed, Dalton problems inherent in any grouping. in 1919 when it was enables its students to become An active exploration of equity founded by Helen responsible and independent in all its forms is part of daily life Parkhurst. Today it is recognized as learners and thinkers. at Dalton. a national and international model T From kindergarten through twelfth Dalton in the twenty-first century of progressive education based grade, the school offers its students remains firmly committed to Helen upon a rigorous and challenging a breadth of innovative programs. Parkhurst’s pragmatic approach academic curriculum. It encourages its faculty to develop to education. Priorities change With a unique educational new teaching methodologies, with the times. What time does philosophy that is based upon curricula, and materials. Dalton not alter, however, is the need for individualized learning, Dalton continues to stand at the forefront independent thinkers whose fosters excitement and joy in of developing the educational knowledge and understanding the ongoing process of learning. potential of modern technology. are rooted in the real world, who The special relationship between are conversant with their culture, The world outside Dalton is an Dalton students and faculty is the and who are confident, eager, and intrinsic element of the school’s key to the intellectual liveliness self-motivated learners. educational process. The diverse and curiosity that thrives in cultural population within Dalton These were and continue to be the the classrooms and beyond. is a reflection of the extended urban cornerstones of a Dalton education. Nurturing the children’s natural community. Respect for others and an emphasis on each individual’s

4 It started with a vision

The founder of The Dalton School, Helen Parkhurst in the High School of Dalton, Natasha Trethewey, award-winning Massachusetts, in 1916. From this poet; and David Macaulay, beginning, the Laboratory Plan and celebrated author and illustrator. The Dalton School eventually took Over the years, Dalton has gained their names and their mission. international recognition for its In 1919, Helen Parkhurst relocated academic excellence. Schools in the to New York City, where she opened Netherlands, Australia, England, her first school on West 74th Street. Korea, the Czech Republic, Larger facilities soon became Taiwan, and Chile have adopted necessary; the Lower School was the Dalton Plan. Today there are moved to West 72nd Street and the two schools founded on the Dalton he Dalton School, High School opened in the autumn Plan in Japan. Leading educators originally called the of 1929 in the current building from universities and public and Children’s University at 108 East 89th Street. Eleanor independent schools around the School, was founded by Roosevelt admired the work of United States and abroad visit Helen Parkhurst in 1919. Helen Parkhurst and played an Dalton on a regular basis to It was a time marked by educational important role in expanding the observe its system of education and Treform. Philosophers, teachers, and population and resources of the to learn more about the school’s child psychologists identified as school by promoting a merger recognized achievements in the area “progressives” began to question between the Todhunter School of technology. As Dalton continues the conventional wisdom of the day, and Dalton in 1939. to expand its global initiatives which held that education was a and partners with schools around Enlarged and modified through the process of drill and memorization the world, many more schools years, Dalton has served as the center and that the only way to teach was are becoming members of our of an ever-expanding community – to regiment children in classrooms. international Dalton community. always alert to promising innovations Their natural instincts to play, to in education and yet, in the best Here in New York, Dalton’s move, to talk, and to inquire freely sense, committed to traditional population and facilities have were to be suppressed. values. Dalton still celebrates many grown considerably in the last Progressive educators believed that of the school-wide traditions begun several decades. In 1964, the First the development of the whole child by Helen Parkhurst, particularly Program was moved from 89th is of primary importance; that the Candlelighting ceremony in the Street to a facility of its own at 61 children are social beings and that winter, Greek Festival in the spring, East 91st Street, providing an ideal schools should be communities where and Arch Day in June. setting for kindergartners through they can learn to live with others; third graders. In 1978, the First Dalton continues to place a high that these communities should devote Program expanded to include the premium on original thinking themselves to the total enrichment adjacent building at 53 East 91st among its students and faculty. of mind, body, and spirit. Street, and it was enlarged again in Dalton’s Original Mind Program the fall of 1992 to include 63 East Helen Parkhurst, after was created to identify outstanding 91st Street. Most recently, Dalton experimentation in her own creative individuals in their respective purchased a contiguous townhouse one-room school with Maria fields who are then invited to at 51 East 91st Street. This space Montessori, developed what she Dalton for the academic year to contains newly renovated Houses, termed the Laboratory Plan. It do interdisciplinary projects with a state-of-the-art Science Center, called for teachers and students to children and faculty in all three and it enables the First Program to work together toward individualized divisions of the school. Recent be handicap-accessible. goals. The Laboratory Plan was participants include Sara Sze, put into effect as an experiment renowned installation artist; 5 The true business The Physical Education Center is Public Access Catalog), is used for located at 200 East 87th Street, locating all library materials at school of the school is not and this state-of-the-art facility is or from any location where there is “ used by all students in the second an Internet-accessible computer. to chain the pupil to through twelfth grades. Comprising Recently, Dalton’s cafeteria and over 32,000 square feet and three preconceived ideas, commons area at 89th Street were floors in a high-rise building, the renovated. This newly designed floor Center represents Dalton’s largest but to set him* free consists of a state-of-the art kitchen single addition of space since facility and a new multi-purpose to discover his own the school’s opening at 108 East cafeteria/meeting room complete 89th Street in 1929. It includes an with acoustic treatments and AV ideas and to help exhibition gymnasium capable of systems, as well as upgraded student seating 500 spectators, as well as a bring his powers and faculty lounges and a much second practice gym, an aerobics improved health services area. upon the problem room, a wrestling room, a dance facility, and a fully equipped The Norma and Gordon H. Smith of learning.” fitness and weight-training facility. Science Center is an impressive Construction of Dalton’s Physical facility, providing ample modern Helen Parkhurst in Education Education Center enabled the school space for both Middle and High on the Dalton Plan, 1922 to convert its former gymnasium School science. Curved hallways into academic space that includes and a domed entry lead to classrooms, a dance studio, and a chemistry and biology labs and multimedia art and architecture spaces for astronomy, physics, laboratory. An entire new top floor and environmental science. In was built which houses The Abby addition, there is a workshop for and Mitch Leigh Fine Arts Center. independent study that includes Modern art studios with skylights a wet lab, a technology center, and large windows overlook and a conference facility. Manhattan’s skyline. More recently, the music floor was Located on the 10th floor of The dramatically renovated and houses Dalton School, the Middle and the Performing Arts Center. This High School Libraries contain one dynamic space enables Middle and of the largest independent school High School students to pursue library collections in New York their passion in the arts whether City, with approximately 45,000 in music, theater, or dance. With print volumes, over 1,400 videos state-of-the-art acoustics, theatrical and DVDs, approximately 80 rigging and lights, a control booth, periodical subscriptions, and 46 classroom space, a music library, databases. In addition, there is an recording capabilities, and a large extensive collection of music on rehearsal hall, Dalton’s performing CDs, audiobooks, and an archive arts program continues to be of the school’s history. An online vibrant and innovative. catalog system, OPAC (Online

* The use of male pronouns in Helen Parkhurst’s writings reflect language usage of her era and does not denote male preference. 6 At the heart of our philosophy The Dalton Plan

Let us think nspired by the intellectual The House is home base in school ferment at the turn of the last for each Dalton student and the of a school as a social century, educational thinkers House Advisor is the parents’ key “ such as John Dewey began contact with the school. In the First laboratory where to cast a bold vision of a new Program and Middle School, pupils themselves are progressive American approach to House is comprised of students of Ieducation. Helen Parkhurst caught the same age. In the High School, the experimenters, the spirit of change and created the each House includes students from Dalton Plan. Aiming to achieve a every grade level, a microcosm of not the victims of an balance between each child’s talents the larger school community. In all and the needs of the growing divisions, the House Advisor is intricate and American community, Helen considered to be a faculty mentor, crystallized system. . . . Parkhurst created an educational sponsor, and friend who guides concept that captured the and assists each student in the Let us think of it progressive spirit of the age. learning process. The relationship Specifically, she had these that develops is a close one that as a place where objectives: to tailor each student’s supports students throughout their community program to his or her needs, Dalton years. interests, and abilities; to promote For the children in the First conditions prevail both independence and Program, the House Advisor is dependability; to enhance the also the classroom teacher. In the as they prevail in student’s social skills and sense Middle School, the Advisor sees of responsibility toward others. life itself.” the student through the transition Parkhurst developed a three-part into more departmentalized classes. plan that continues to be the In the High School, the House Helen Parkhurst in Education structural foundation of a Dalton Advisor serves as a coach and on the Dalton Plan, 1922 education – the House, the counselor, helping to guide and Assignment, and the Laboratory. 7 advise students as they negotiate “Laboratory” best describes the presented with opportunities to Dalton’s rich and multi-faceted educational atmosphere that Dalton make educational choices about curriculum. strives to create, combining study, their learning and in the process research, and collaboration. “Lab” discover how to identify their The Assignment represents a refers to the one-to-one and small interests and take responsibility contract between student and group sessions between students for pursuing them. Over the years, teacher. It is introduced in the First and teachers that augment the Dalton students learn how to Program, increases in centrality in traditional classroom instruction. budget their time, seek out faculty, the Middle School, and becomes Students and teachers schedule and take responsibility for their the focus of work in the High these at specified times throughout own education. Dalton graduates School grades. Designed by each the school day when they meet frequently comment on how well teacher for each subject area, the as individuals and in small groups prepared they were for college Assignment is a printed document to discuss Assignment projects, because the Dalton Plan taught that introduces the unit, makes expand upon questions of interest them how to take control of their suggestions for study and research, that arise in class, clarify issues, own educational destinies. and defines common obligations as and explore new directions about a well as opportunities for individual Today, as in the early years, Dalton topic to pursue. In the High School, projects. The Assignment provides is committed to educating students there are special rooms for each the thematic focus for daily in accordance with the Dalton Plan subject area that give emphasis class and homework and may developed by Helen Parkhurst. This to this independent interaction be individually tailored to meet unique philosophy of education, between faculty and students. specific needs and develop along with fine facilities and a particular strengths. Students at Dalton begin working dedicated faculty, continues to with the three elements of the enhance Dalton’s reputation as one The Laboratory is also integral Dalton Plan from a very young age. of the nation’s most innovative and to the educational culture of At the First Program, children are successful educational institutions. The Dalton School. The word

8 A focus on values, character, and community, locally. . .

High School Service trip to Tilden Park, Brooklyn to build diverse, reflective, inclusive classrooms for growth and learning. Dalton continues to reaffirm the ethical and moral development of its students. Discussions focusing on values and a respect for difference evolve naturally from a curriculum that seeks to educate children to be self-aware, responsive to the needs of others, and to appreciate diverse perspectives. Learning to give of oneself begins in kindergarten and continues throughout all three divisions as students participate in service learning and outreach projects that are integrated into the curriculum, thus becoming authentic service learning opportunities. A school cannot hile Dalton’s Age-appropriate activities, reading founder, Helen materials, class trips, and guest reflect the social Parkhurst, speakers on varied topics of service “ conceived of her experience which and civil responsibility are an integral educational part of a child’s education at Dalton. is the fruit of philosophy predicated on the The task of developing good human Windividual child, she realized beings and responsible social citizens community life the greater importance of requires empathy, deliberative interdependence and the critical unless all its parts, reasoning, and the moral imagination need to teach youngsters how of all members of the Dalton or groups, develop to become “a community of community. The school remains individuals.” She wanted them committed to Helen Parkhurst’s those intimate to develop their abilities to work original goals to create not only together in the classroom, the academically strong graduates relations one with community, and the larger world. but also those who will become the other and that Parkhurst believed that along with informed, intuitive, and sensitive developing academically strong citizens who are prepared for interdependence students, an important goal of leadership in local and global arenas. education was also to teach which, outside children to be socially responsible citizens who would learn from of school, binds the youngest ages how to give of men and nations themselves for the greater good. The school evokes this vision together.” of community life by working

Helen Parkhurst in Education on the Dalton Plan, 1922 9 During a trip overseas, Dalton High School students visited a school for the children of migrant workers in Beijing, China . . . and globally

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

Dalton High Schoolers during their stay at The Dalton School in Den Haag, the Netherlands

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

Dalton students in Seville, Spain, on a chorus performance tour promote profound understanding Mexico. Dalton was recently for responsibility in the world awarded the establishment of a community. Senior level Confucius Classroom in partnership administrators and faculty have with the Chinese government. actively pursued ways to achieve this Often utilizing both real and goal, visiting schools in countries virtual exchanges, Dalton’s current such as Japan, Singapore, India, DLGC programs are constantly China, Turkey, Brazil, the expanding. A range of projects take Netherlands, Jordan, Israel, and place in the different divisions. An Kenya among others, establishing example is first graders who blog partnership schools and creating with peers at schools in London, mutually beneficial and innovative and soon in China, and India, student and faculty programs. reading and critiquing each others’ from our partner school in High School students continue to favorite literature. In High School, Singapore and work together participate in exchange programs students participate in a year-long on service learning projects around the world as Dalton seeks online global issues course and then in Cambodia. additional opportunities in countries meet up with their “classmates” such as Egypt, Spain, France, and

11 Addressing the future The Dalton Technology Plan

he Dalton School has Technology Plan, created with the been recognized for support of generous grants from its decades as being at the community and beyond. Dalton forefront of technology continues to be a national leader for and education, having its achievements in designing established the New Laboratory for methods by which new technologies TTeaching and Learning in 1990. can improve and redefine Using the foundation set by education. Collaborative efforts Dalton’s historical commitment to between the New Laboratory for experimentation and reform, and Teaching and Learning and the the school’s efforts to maintain a faculty have produced many healthy evolution of its own programs, projects, and initiatives curricula, the New Lab provides throughout the years that support a vehicle for Dalton faculty and the teaching and learning goals of students to pursue innovative the Dalton Plan. strategies for teaching and learning The Faculty Summer Laptop using technology. Dalton’s history Program, a successful initiative of educational innovation includes over the past years, is a one-week the development of the Dalton immersion into educational

12 technology. Faculty use this time to writing, filming, editing, and using audio and video podcasts, prepare curricula for appropriate producing newscasts; to blogs, wikis and collections of technology integration. This Archaeotype, where sixth graders shared digital images, audio, video, popular summer workshop are introduced to the history of and text. These and many other prepares teachers to manage ancient Greece and Assyria programs have profoundly altered powerful educational software through simulated archaeological the way writing, literature, math, and tools in close partnership with excavations; to The Great science, language, art, and history New Lab experts and allows American Hall of Fame, where are taught at Dalton. time for creative and collaborative eighth graders become teachers By encouraging students to pursue work with colleagues. Each faculty as they work in small groups to new knowledge that taps into member who completes this prepare multimedia projects about individual interests, the Dalton workshop receives his or her own a decade in twentieth-century Technology Plan supports the laptop. This access and education American history and then present Dalton Plan in ways Helen Parkhurst allows faculty to reshape Dalton’s their lesson to the whole class; to and her associates could not have pedagogy and maintain the school’s The Lorca Project, where seniors imagined but, we believe, would mission to provide a modern unravel the complex world created have wholeheartedly embraced. progressive education. by Federico García Lorca’s art, poetry, and music and then create Dalton’s New Lab also provides an open-ended hypermedia book students with an array of powerful tools that allows them to focus their energy on problem-solving and higher-level thinking skills. The school recently introduced a one-to-one student laptop program. Each Middle School student, sixth grade and beyond, receives a school-provided laptop to use during school hours and at home. This program continues through the High School. Interactive multimedia programs and tools are integrated into Assignments in a differentiated, interdisciplinary, and constructivist way, thereby facilitating scholarship and intellectual inquiry. Students not only learn about different fields but are essentially able to function as archaeologists, mathematicians, astronomers, and historians with the help of technology: from a third grade class researching Native American cultures and then

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

oused in four adjacent age level within the First Program, townhouses on East an interdisciplinary approach to 91st Street, the First teaching and learning is coupled Program provides a with special consideration for each homelike, protective, child’s interests and the development and nurturing environment of community responsibility. Hfor children. A dedicated and Authentic feedback given to highly trained faculty create an children based on their own efforts, atmosphere of warm support ideas, and accomplishments, as and careful supervision which well as respectful acceptance of a are basic ingredients in enhancing child’s feelings, help First Program each child’s social skills, attitudes youngsters to meet challenges with towards learning, feelings of the persistence and optimism self-worth, and development of necessary to develop competence, interests. As in all divisions of the confidence, and self-esteem. school, professionals at the First The First Program has House as the Program strive to establish a basic organizational feature serving culturally diverse, gender-sensitive as the student’s home base and the environment that supports a place for most academic work. healthy balance among all Following the guidelines articulated children’s social, emotional, and in Dalton’s K–3 Curriculum Guide, Wall tiles, created by third graders intellectual development. At every before they move to “Big Dalton,” are a tradition at the First Program.

14 the House Advisor and Associate Assignment’s goals. An Assignment, and independent learners. Unique Teacher implement a program of which can be written on a white learning experiences enrich the language arts, social studies, and board, SMART Board, sheet of curriculum. These experiences can mathematics in conjunction with paper, or computer screen, offers be as varied as working with the specialists in music, art, science, the young child early experiences Archaeologist-in-Residence who library, chess, and physical in structuring his or her time and designs hands-on archaeological education. In addition, reading and the various ways that a subject digs to lead young children into math specialists work with students can be studied. new areas of discovery; singing individually or in small groups to original songs based on the provide support and enrichment. Instructional Program curriculum with the school’s While the academic work is Within a defined but flexible Composer-in-Residence; or creating paramount, the purpose of House curriculum, the First Program a musical production with Dalton’s is to create a feeling of safety and faculty differentiates instruction Actor-in-Residence. security and to be a comfortable, for children. Teachers vary the pace The curriculum at the First Program supportive place for learning. of instruction in skills, enabling a is extended through field trips that Within House, there are regular variety of children to achieve both take advantage of the many opportunities for activities that personal and academic success. resources of the city, as well serve to develop children’s social- as through Dalton’s emotional growth and nurture Learning takes place on a liaisons with the ethical development critical one-to-one basis, in small to effective functioning in a groups, or as part of complicated world. It is the House whole class activities. Advisor’s task to be in close contact Opportunities are with the parents, formally during provided at all levels Report Days in the fall and spring, to encourage children and as needed to keep parents to become active informed as to the multi-faceted growth of their children. The Laboratory, a cornerstone of the Dalton Plan, is introduced into the First Program as students pursue special projects and interests individually and in small groups. Teachers help students learn from the earliest ages that “Lab time” is a serious time for study and productive use of the school’s resources. The Assignment is introduced in the First Program. It is a type of contract presented to students at the beginning of a new unit that presents the subject to be studied and the different choices available to children for meeting the The Metropolitan Museum of Art, make sense of their world but also They learn how to edit, revise, the American Museum of Natural an excellent vehicle for opening up and rewrite. Students’ own History, and other institutions. discussions about ethics and values handmade books with original These trips are an integral part in a meaningful way. Values such stories and reports are often of the children’s educational as respect, personal responsibility, displayed for everyone’s enjoyment. experience. An overnight nature sharing, and giving are systematically study trip for third graders is a explored and integrated through Mathematics highlight of the program. the First Program’s curriculum at Mathematics is approached in a all grade levels. Similarly, issues of developmental sequence that begins Language Arts gender awareness, similarities and with the children’s first-hand Language Arts in the First Program differences, bias, as well as conflict experiences as the basis of their builds on the children’s existing negotiation and resolution, are learning and understanding. The knowledge and rich linguistic actively examined beginning in focus of the program is on process experience and focuses on the early years and throughout a and logical thinking. Problem developing an increased competence student’s Dalton experience. solving and number relationships in the use of the language arts: are emphasized in addition to Writing is also an everyday activity speaking and listening, reading and memorization. Teachers use a in the First Program. From the writing. Early literacy skills are variety of manipulatives to help beginning in kindergarten, children supported as the children are students internalize mathematical are encouraged to put their own exposed to a variety of literary concepts. The program promotes voices into print – their thoughts, genres. Reading to children exploratory math activities as ideas, illustrations, findings, and continues throughout the First teachers reinforce and enrich discoveries. The writing process is Program to enrich their language real-life learning situations with developed in an environment of and vocabulary development. Once structured math experiences. At all respectful “give and take.” Teachers they begin to read, children receive levels, students work on the four nurture the developing potential of formal instruction from their major operations in arithmetic as young writers while simultaneously House Advisor and reading well as on measurement, fractions, introducing them to conventional specialists. Dalton believes that graphing, two-and-three dimensional spelling and grammar. The children reading is not only a tool for geometry, and estimation. keep journals with their own learning that helps children to stories, group poems, or research.

16 Social Studies designed to provide a conceptual Science The social studies curriculum is a framework for developing an First Program students go to the vehicle for discovery and is designed understanding and appreciation for Science Center during their weekly to help develop the children’s the elements of culture. Native schedule to inquire, explore, understanding of themselves as American Indians, the Age of experiment, take risks, and develop individuals, as members of various Exploration, and finally colonial those skills they will need to move groups within society, and as New York are studied within an into the Middle School science members of a global community. historical context. An additional program. Children are encouraged The program begins in culture is studied for a comparative to work as young scientists within all kindergarten, exploring the family perspective. An archaeological unit, domains of science: physical science, unit, the classroom, and the school set up in the First Program’s life science, and earth and space community. The first grade social backyard within large “dig boxes,” science. Through active investigation studies program focuses on the provides an opportunity to work they develop the capacity to wider community including the with the Archaeologist-in-Residence. hypothesize and think analytically neighborhood surrounding Dalton, Children participate in an about complex phenomena. Central Park, and New York City excavation to make meaning of a institutions. In second grade, culture based on the buried artifacts. building on the kindergarten and first grade study of communities, the program focuses on New York City and its many diverse communities. Students undertake an in-depth study of the city that surrounds them. The program helps students develop and use a variety of new skills as part of their projects. Computers are used to map out city designs and students visit a variety of cultural institutions. The third grade curriculum is The science curriculum utilizes science studies. Science teachers A unit on owls focuses on the an inquiry-based approach. It is meet once a week with kindergarten characteristics and behavior of interdisciplinary in scope and children as well as with those in owls, and culminates in an exciting developmentally appropriate, first and second grade, and twice a dissection of owl pellets. building upon students’ previous week with third graders. Third graders continue to explore knowledge base. The program Kindergarten science classes focus chemical, physical, and biological enhances the children’s critical on different “cycles” in nature, processes. The third grade science thinking skills and encourages including the life cycle of plants, program includes a study of the them to apply the science they are insects, and birds such as the characteristics and behavior of tree learning to real-world situations. Emperor Penguin. Students frogs. Students make observations, Through carefully constructed investigate the properties of water design tests, conduct controlled investigations, students learn to and study oceans and the rain forest. experiments, and generate work as scientists do, making conclusions based upon questions discoveries and assessing outcomes. In first grade, students undertake a developed by the children study of snails. They study the five Embedded within every curricular themselves. The curriculum focuses states of matter, learning to identify unit are structural elements that on mastering important the physical characteristics of encourage students to generate experimentation skills through an different properties of matter, and questions, design experiments, exploration of seed germination conduct studies related to magnets observe and collect evidence, and and an analysis of characteristic and aerodynamics. arrive at sound conclusions. properties of specific powders. Children are also introduced to Second graders study astronomy Their introduction to chemistry the metric system, which is used utilizing a wide variety of media. includes learning about the pH throughout their scientific studies These youngsters also become scale and its effectiveness in at Dalton. “forensic detectives,” furthering determining the acid and base the development of their scientific content of substances. Students work independently and in investigation skills as they try to small groups on activities that are solve various mysteries in science. part of a thirteen-year sequence of

18 Home Assignments The Arts Dalton is committed to supporting The art studio at the First Program a balance of the various needs of a is an exciting and comfortable place developing child. Believing in the for children. The space is arranged tenets of progressive education so that materials and tools are and the philosophy behind the easily accessible. Instruction in the Dalton Plan, the school supports use of the tools and materials is young children having time to provided at the beginning of each pursue individual passions and the unit. As the children build upon opportunity to reflect and build their art experiences, they become on their many experiences. Dalton recommends that all students read or be read to each night. Formal out-of-school assignments begin in the third grade. They support the child’s commitment to completing and returning assigned work. These assignments are designed to help the child learn time management, establish a routine for home study, and develop individual responsibility for schoolwork. Parents are encouraged to help their children find an appropriate study time and place. The goal is to provide opportunities for children to realize that schoolwork often requires thought or attention beyond the classroom.

increasingly familiar with each elements of music theory. Students process, gain in their mastery of participate in group singing, technical skills, and apply their part-singing, and assemblies. more advanced knowledge to As children get older, they have individual efforts of creative the opportunity to play musical expression. The goals of the art instruments; second and third curriculum are mastery of skills, graders play Orff instruments and accessibility to personal image third graders also learn to play the making, independence, and global recorder. Music teachers often work awareness and respect, not only collaboratively with classroom for materials, but for each other’s teachers on interdisciplinary work as well. projects. Dalton’s First Program Chorus is enjoyed by many All First Program children regularly students. It rehearses throughout participate in music as part of their the school year and performs weekly schedule. Movement concerts twice yearly. activities, singing games, and the use of instruments introduce the

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

Dalton and city- Drive for Homes for the Homeless, based organizations and on Earth Day, donate reusable that provide bags to a local grocery store. services to those The second grade-wide service in need, such as learning goals include providing Homes for the experiential opportunities that Homeless and the Yorkville seek to broaden the children’s Common Pantry. understanding of the world around Service Learning The mission of the first grade them and their responsibility to the Community Service within the First service learning curriculum is world. Emphasis has been placed Program has been broadened and to provide first graders with on creating awareness about global redefined to encompass the more opportunities for responsible issues related to sustainability. comprehensive term, “Service citizenship, where a passion for Students have taken actions within Learning,” a reciprocal teaching/ a just and equitable world is their own classrooms, homes, and learning framework that enhances cultivated. Students engage in a communities to reduce pollution community building within the variety of activities where they and overuse of resources and have curriculum, and provides students enjoy a spirit of cooperation pledged to encourage others to do with authentic goals and purposes and a sense of local and global the same. They learn about ways in for helping others on a local, citizenship. They participate in a which humans can harm or help national, and global level. From the walk-a-thon that raises funds to the earth. Working with the New beginning, students are immersed promote literacy in underserved York City Restoration Project, each in rich, ethics-related conversations communities and that supports House visits a garden within each and projects generated from the education of students in Kenya. borough, weeds, and plants bulbs, literature, classroom interactions, Students also sponsor a Mitten and gains understanding about and student experiences. Meaningful, doable projects are integrated with the First Program House Curriculum, and children enter into caring, reciprocal relationships with others over long periods of time. Each House and Grade Level Team develops at least one service-based project or initiative each year. Such activities include studies in kindergarten that relate to food, clothing, and shelter, becoming rich learning opportunities for extending the children’s understanding about individuals within their immediate environment who may lack these basic essentials. The children problem-solve possible solutions, and this in turn leads to the development of on-going exchanges between kindergarten classes at

20 Kenyan students who are part of the Dalton/Ujima Project ecological issues. Students also focus that community. Examples Subukia district in Kenya. on ways in which they can help include developing reciprocal Interested second and third grade the earth in their everyday lives at relationships with students in a students are able to join the First home and at school. As a grade, they charter school in New Orleans and Program Human Rights Club. work together to create informative learning about the geography and Initially created by students, oral and video presentations about ecology of both New York and children learn first-hand about the importance of the three “R”s New Orleans and participating in fundamental rights and (reducing, reusing, recycling) and a tree planting and clean-up event responsibilities, develop and initiate also participate in organizing a along the Bronx River with the fundraising projects on the local school-wide battery drive. Bronx River Alliance. and global level, and build ongoing connections with fellow students For third graders, service learning Children in grades K–3 also take in Kenya. Parents are informed experiences provide children part in school-wide service learning about service projects and related opportunities to learn about initiatives that help to encourage initiatives through the Dalton communities outside their own, positive self-esteem and build Website, individual class newsletters, establish a connection with school spirit. For example, the First the Dalton eBlast, and frequently members of that community, Program plays an active role in the at Parent Association meetings. develop awareness of alternate K–12 Dalton Kenya Ujima Project perspectives, discuss similarities (a Swahili word meaning “collective and differences, identify injustices, endeavor” or “working for the and take action to participate in common good”) in support of the efforts that support the needs of education of students in the

21 Technology at the First Program accommodate an array of student Dalton provides the opportunity for learning styles: visual (text, pictures, students to explore and learn about animation, video), auditory (sounds, current technologies. At the First music, word pronunciation, oral Program, computer technology and reports) and tactile (pens and software applications are used to fingers allow physical interaction broaden and enhance the curriculum. with the board). In the Computer Lab, student assignments involve a combination Physical Education of skills that include expression, Physical activity is part of every exploration, presentation, and day at Dalton. All kindergarten reflection. Using a wide range of and first grade students enjoy technologies, First Program students a curriculum that includes write and illustrate their own books, ball skills, movement graph mathematical relationships, education, gymnastics, folk produce multimedia presentations, dance, and team activities. explore digital media, and learn to Second graders are introduced make use of the Internet as they to the skills associated with research projects. A laptop cart team sports, which include containing numerous laptops allows soccer, hockey, and volleyball First Program students as well as a continued to further their use reinforcement of basic of technology in motor skills, ball skills, the classroom. and gymnastics. In Students third grade, Dalton and faculty students’ physical also have education classes take opportunities place at the 87th Street to work with facility, where team SMART sports are the main Boards. These focus of the curriculum versatile and students are involved teaching tools in basketball, badminton, wiffleball, and track and field. Fitness is an integral part of the physical exercise routines aimed at increasing education routine. their flexibility, upper body strength, At each grade and cardiovascular endurance. level, First Outdoor play roofs, the gymnasium Program students at First Program, and the facilities participate in at the 87th Street Physical Education Center provide ample space for physical education classes. This program develops students’ skills so that they can take part in and enjoy games and sports events designed to build sportsmanship, grace, and athletic ability.

22 Chess York State Scholastic Chess and many more. ASP has introduced At Dalton, formal chess instruction Championships, the National K–12 Serendipity Study Corner, providing begins in kindergarten. Students Scholastic Championships, the support for 3rd graders with home receive weekly chess instruction in National Elementary Scholastic assignments. Kids Club, from 4:30 kindergarten and first grade classes Championships, and the National until 5:45 p.m., provides additional throughout the school year. In All-Girls tournament. Over the past after school support for Dalton second grade, students have formal several years, the Dalton Chess families. Here students play chess class for one semester. Teams have won numerous city, organized games, listen to stories, Opportunities for the extension and state, and national championships, draw, work on the computer, do development of a student’s passion making Dalton one of the top chess homework, and have a snack. The for chess abound at Dalton. An schools in the nation. Dalton Language Institute offers a informal early morning drop-in more intensive after school language chess program is offered every After School Program experience for Dalton’s youngest morning at 7:30 so children can Dalton offers an After School students. The renowned Dalton play chess for fun before school Program to all K–8th grade students. Chess Academy is another starts. The more rigorous after The Serendipity Program (K–3rd component of the After School school programs offer chess grade) and Encore! (4th–8th grade) Program, offering all levels of chess instruction across all grade levels run instructional classes from 3:15– instruction to Dalton students. to enhance student’s skills and to 4:30 p.m. At First Program, students Continuation of the After School better prepare them for tournament select from a broad range of courses program is available in the Middle play. Dalton students participate including Computer Fun and School. The After School Program in many local chess tournaments Games, Tae Kwon Do, Guitar, is offered on a fee basis with a throughout the year, as well as in Woodworking, Hip Hop, Comedic sliding scale for those families the New York City and the New Performance, Mini-Musical, receiving tuition assistance. Cooking, French, Photography,

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

he Dalton Middle School knowledge, skills, and critical- in the Middle School is that it has developed a thinking capacities while providing provides adequate time and space program to address the for individual interests and talents as well as a forum for students to unique academic and (Assignment). learn important life skills and to social needs of young engage in cooperative discussion. óóPersonalized, specific assessment students during this crucial stage and evaluation of student work, House is a time for dialogue, Tin their development. It provides and regular student-teacher learning, reflection, and problem a transition from the protective, conversation ensuring support solving. It is an important time of self-contained classrooms of and feedback (Lab). the day when students learn about the First Program to the community, and it is a place where departmentalized High School. The House is central to the Middle they are able to contribute their It is a program designed for the School program. House Advisors perspectives on important issues. unique needs of Middle Schoolers. guide students through the school This learning and sharing is guided The hallmarks of the Middle year by carefully following progress by the House Advisors in a warm School program include: in all disciplines, by mentoring and supportive environment. Here young students, and by functioning A home base within the school students can communicate and óó as the primary liaison with parents. community guided by caring, discuss their ideas, take risks, mediate and resolve issues, and experienced adults. It provides a Middle School teachers serve as learn and model civic responsibility. social environment that is warm, House Advisors. This special role secure, and student-centered as an advocate and mentor assists In the fourth and fifth grades, (House). teachers in building special students work and learn largely in partnerships with students. The óóOpportunities for the exploration, self-contained classrooms where development, and expansion of greatest benefit of the House system much of their instruction takes

24 place. They come to think of and to locate other specialized computers and digital displays); to themselves as members of a resources to pursue topics, complete combine data obtained from such classroom community working assignments, and enrich or sources with information shared in to build relationships within the remediate student learning. the classroom. grade. Guided by House Advisors Classes are grouped Student cumulative progress is who provide support and a caring heterogeneously in most areas evaluated formally three times environment, students become throughout the Middle School. each year through skills checklists confident learners, expand their Individual learning styles and skill and narrative reports. In addition, knowledge, and refine their levels are recognized by grouping conferences between parents and social skills. within the classrooms, by House Advisors are held twice a In the sixth, seventh, and eighth expanding upon the Assignment to year. Letter grades are not reflected grades, when the academic augment learning, and by providing on reports for fourth through program is fully departmentalized, enrichment and support through seventh grades but are introduced the House Advisor’s role as the Laboratory. in eighth grade in preparation for advocate and mentor is crucial. High School. Grades and other Through the Dalton Plan, in Each House meets at the beginning methods of assessment, however, particular the Laboratory and of every day and for an additional are used to evaluate individual Assignment, students learn skills period each week. House Advisors assignments. Student work is that include: help students develop necessary thoughtfully evaluated in ways social and organizational skills designed to assist the to become successful, student in growth independent learners. and progress. The Assignment provides an The Middle School faculty organized plan for teaching are highly skilled and learning. When professionals who have Assignments are presented and special training and discussed in any discipline, interest in working with teachers help students identify children in this age group. what skills are needed to In addition to the regular complete the various tasks, teaching staff, the Middle where the resources might be School employs specialists located to research a topic or in the areas of psychology, advance a level of learning, health services, enrichment and what timetable should be óóThe ability to set goals and to reading, developmental math, and followed to meet the expectations determine priorities consistent with organization and study skills. of the Assignment. As students the stated course objectives and the Children interact with these progress through the grades, student’s own progress; to establish specialists individually or in Assignments increase in complexity habits conducive to learning small groups. and grow to encompass up to independently or with others; Dalton’s commitment to “the city six-week units, providing greater to follow a schedule that meets as a classroom” is evident in all opportunities for students to select expectations for both short- and curriculum areas. Teachers make options for learning within each long-term projects. use of The Metropolitan Museum assigned topic and area. óóThe ability to define, locate, of Art, the Museum of Modern The Laboratory provides students and use resources external to the Art, the Guggenheim Museum, the with opportunities during the classroom (e.g. library, studio, and Cathedral Church of St. John the schedule to work with their laboratory materials and methods, Divine, The Cloisters, the Tenement teachers individually or in small primary and secondary documents, Museum, the Bronx Zoo, the groups. The Laboratory also visual materials, and information American Museum of Natural provides time to use the libraries available through various History, the Cooper Hewitt information systems including Museum, The Jewish Museum, The sixth through eighth grades are spelling, grammar, and vocabulary The Morgan Library & Museum, organized around teaching teams skills in each successive Middle Ellis Island, and many other that work with a core group of School year. In fourth and fifth resources within the city that relate students. This assures that every grades, students read independently to areas of study. Students take student is well known to the group and have opportunities to write field trips outside the city to of teachers and will be assessed in daily using a variety of literary Plimoth Plantation, Black Rock a thoughtful and meaningful way. formats to develop fluency. Because Forest, and Gettysburg. Each child in these grades works writing is integral to learning, with three core teachers, one each fourth and fifth graders are Curriculum in English, math, and social studies. encouraged and directly instructed The Dalton Middle School provides These teachers share a common set in how to rethink, rearrange, and a balance between attention to the of students, a common schedule, polish their words. They learn basics through the coverage of and a common planning time. strategies for good writing during necessary skills and body of As a result, they have adequate the writing, revising, and editing knowledge, and the need for opportunity to meet and discuss the stages of their work. Spelling students to explore a wide variety individual needs of students and the and grammar are taught in a of interests and experiences. structure of curriculum within their meaningful context. In the sixth grade level. Foreign language, art, through eighth grades, students The Middle School curriculum music, science, dance, and physical read and explore a variety of is vibrant and intellectually education are taught outside the literary genres. At the same time, stimulating. It engages and core time. In these disciplines, all students are taught how to write challenges students with courses in students from different cores can cogent, clear, and precise prose and English, mathematics, and social interact and work together in how to revise and edit their writing, studies, as well as science, modern common course work. These using correct usage, punctuation, and classical languages, the arts, teachers communicate regularly grammar, and spelling. and physical education. Fourth with the core teachers to ensure and fifth grade students are taught that student progress is evaluated social studies, language arts, and and advanced. math by their House Advisor. Reading and math specialists English/Language Arts are teamed with House Advisors The Middle School English/ in these grades to provide Language Arts program stresses additional support and enrichment the appreciation of literature and for students. creative writing as well as the basic skills of reading, writing, and speaking. Students hone their

26 Social Studies utilizes an anthropological madrasses; and the romantic epics The Middle School Social Studies approach to understanding human of this period, students explore program strives to familiarize culture and begins the study of medieval religious beliefs and the students with the basic tools, ancient civilizations in the latter concepts of feudalism and chivalry. vocabulary, and skills of the social part of the year. The focus is on Specific topics such as the reign scientist, and to make students the peoples of Mesopotamia with of Charlemagne, Beowulf, and aware of different ideas and an emphasis on the Sumerians, the Sutton Hoo ship burial cultures around the world, past and and later, Egypt, India, and the broaden their understanding of present. The program encourages Far East. Sixth graders continue the medieval world. their study of the roots of western students to address the question, The eighth grade Social Studies civilization, examining the ancient “How do we know about the curriculum develops skills through Assyrians, Greeks, and Romans. past?” Through the curriculum the study of American history. Ancient Greek and Assyrian history they learn that new discoveries Students complete a range of is studied using Archaeotype, a by archaeologists, scientists, and assignments pertaining to Colonial software program developed at historians change our view of America, the Civil War, Westward Dalton to assist students as they history and that historical Expansion, the growth of Urban construct interpretations of the understanding matures and evolves. America, the Great Depression and history of these ancient sites. World War II, and the struggle for Fourth graders begin by studying Students work in groups around civil rights for all Americans. The continuity and change in their own a graphic computer simulation of curriculum also includes a “Model school locality. Having graduated an archaeological excavation to Congress” assignment in which and moved from the “old country” “dig up” artifacts, measure them, students write and vote on their of the First Program to the “new and make observations about own bills as a legislative body. country” of the Middle School, their findings. students study emigration. They Students develop arguments using learn about citizenship, the law, In the seventh grade, students primary and secondary sources. and civic responsibility. Their study the Middle Ages in the They write traditional essays and studies continue with the history West, the Near East, North Africa, research papers, but also have the of the Pilgrims, culminating in a and Central Asia. Through an opportunity to develop their skills grade-level trip to Plimoth examination of Islam; the Viking creatively through presentations, Plantation in Massachusetts. The and Saxon invasions; the rise of the historical role-playing, and writing fifth grade social studies curriculum university; the construction of historical fiction. cathedrals, mosques and

27 Mathematics patterns. The use of manipulatives, solving equations with inverse The Middle School Math program individual and whole group operations, integers and rational is carefully structured to lead from activities, and discussions add to the numbers, number theory, graphing, the concrete arithmetical work active and collaborative nature of and geometry. the learning in the younger grades. that absorbs younger students to Throughout the year, students are the more abstract conceptual The sixth grade pre-algebra given the opportunity to apply work presented in the seventh curriculum emphasizes the their knowledge of mathematical and eighth grades. necessary arithmetic skills and properties and their mathematical Knowing that it is vital for students the importance of abstract reasoning to multidisciplinary to develop the fundamentals of analytical training, both of which projects, thus strengthening the number and symbol sense, the are essential for a solid foundation learned concepts. in mathematics. The basic fourth grade studies number In addition to practicing basic skills arithmetic skills that are properties, estimation, problem and concepts, seventh graders study emphasized during this year solving, and patterns. They geometry and advanced pre-algebra include: order of operations with continue to study all four in preparation for a formal course, integers, fractions, exponents, operations in the fifth grade, the Algebra I, in eighth grade. The decimals, ratios, percents, and final year of basic arithmetic. As course includes the rules of proportions. An introduction to fifth graders continue to strengthen exponents and binary operations of the more conceptual and abstract their computational skills, they are polynomials and develops students’ language of mathematics and exposed to reasoning deductively spatial sense through constructing, problem solving includes work in and inductively, formulating the drawing, measuring, visualizing, the following subjects: variables, appropriate rule (algorithm) for a comparing, transforming, and specific problem, and searching for equations vs. inequalities,

28 classifying geometric figures. Science chemistry. In addition, students in At this level, geometry focuses on Middle School students are exposed the sixth grade study the scientific investigating and using geometric to the major disciplines in the method utilizing Dinosaur Canyon, ideas and relationships rather sciences to provide increased a computer simulation of a than on memorizing definitions understanding of themselves and hypothetical geological site. and formulas. the world around them. The Students find fossils and take rock samples that are removed to a The eighth grade algebra program science program is geared to simulated laboratory for analysis. represents an extension of and a provide students with the basic By sorting through their samples, carefully constructed sequential skills of scientific methodology. analyzing their data, and step in the work the students The program alternates between characterizing their observations, explored in the seventh grade. The physical and biological sciences, they find meaning in their curriculum material models the beginning in the fourth grade when discoveries. Students in eighth content that one would find in a the students study an earth science grade also use the computer as a standard Algebra I course in both course to discover how their planet tool to pursue a study of motion scope and sequence. Students learn functions. Not only is science and growth, the structure of the material by analyzing and studied in the laboratory, but also matter, and the nature of energy. studying statements, illustrations, on field trips to Black Rock Forest The eighth grade utilizes Virtual and examples. It is the active and Central Park. By the end of Laboratory, which simulates basic engagement in the material that eighth grade, students have a science laboratory experiments helps to secure the students’ thorough understanding of biology, conducted in the classroom. Each understanding of the concepts. geology, and astronomy, as well as some basic principles of physics and “virtual lab” allows the student to apply the step-by-step method of inquiry and prepares the student for the real world event. Students identify the directly measurable, relevant facts, create a proposal relating the facts, design an experiment, graph the results, and The Arts students elect to begin the study develop a descriptive equation. This Middle School students study of voice or an instrument of their methodology also permits students dance, music, and the visual arts choice. In the seventh grade, based to work independently through the as a regular part of their weekly on recommendations, students may event so that they can contribute schedule. They are also introduced continue their musical studies by confidently in their group to the to theater arts in fifth grade. becoming members of a number real world solution. Beginning in seventh grade, of vocal and instrumental students select two courses in the performance groups. These groups Foreign Language visual or performing arts, choosing include Concert Band, Jazz The study of classical and modern from dance, music, theater, and Ensemble, Percussion Ensemble, languages, including Latin, the visual arts. String Orchestra, Wind Ensemble, Mandarin, Spanish, and French, Chorus, and in some special cases, begins in the fifth grade and The dance program is designed the High School Orchestra. For continues through High School. to build both technical and students who wish to pursue the In their first year of modern creative movement skills. Technical study of music history, courses on language study, students learn development includes alignment, World Music are available in place to communicate in simple social strength, flexibility, and of performing. situations and learn basic linguistic coordination. Creative exploration The dramatic arts are introduced structures, often in playful integrates improvisation, phrasing, in fifth grade. In seventh grade, activities. In the sixth through and choreography. students may elect to concentrate eighth grades, students concentrate A variety of dance styles are in theater as one of two required on the more advanced structural introduced throughout the year, arts courses. Theater study touches foundations including the study including modern dance and jazz. upon the many aspects of acting of grammar and vocabulary. They All students participate in dance and stage production during the learn to write increasingly advanced in fourth through sixth grades and year, including rehearsing, compositions and study the cultures may elect to dance in seventh and performance, and improvisation of French, Spanish, and Mandarin eighth grades. The eighth grade exercises and games. All students speaking peoples. course is an extended study of in sixth through eighth grades The study of Latin is pursued dance that includes choreography, may audition for, and participate within the context of the Roman performance, and master classes in, the annual Middle School civilization. Students learn with guest artists. theater production. vocabulary and the fundamental Students are required to take music Students in fourth through sixth structures of grammar and syntax, in fourth through sixth grades, grades must take visual arts. These developing basic translation skills including general music, music courses introduce the various so that by eighth grade they are skills development, singing, and forms of artistic techniques and the working with historical texts. introduction to instrumental music. materials used to create art. In the Fourth grade students are seventh grade students may choose introduced to string instruments to solidify their basic artistic skills and the recorder. Fifth grade through two required visual arts courses, Drawing and Design Clubs and Student They collaboratively develop and Dimensional Design. The Organizations solutions to robot game missions visual arts curriculum for eighth Students are also encouraged to and real-world research challenges. grade is rich and varied and participate in extracurricular and The Dalton Robotics Team includes Ceramics, Painting and elective activities during the school competes in tournaments and has Composition, and Media Arts. year. Student-led clubs are a vital placed first among peer teams Students are also introduced part of community life. Clubs from other schools in the area. The to the use of computers as a tool such as Service Learning, Asian literary magazines, performing arts in art-making through new Cultures, Environment, and productions, and Middle School media techniques. Human Rights connect Dalton Yearbook provide additional students to the outside world. The creative outlets. There are also Athletics and Physical Robotics Club attracts boys and several opportunities for math Education girls with interests in engineering extension. Students may participate In fourth through sixth grade and computer science where they on math teams or join the Math classes, students pursue a program learn to design, build, and program Olympiad club, and many compete rich in skill development Lego Mindstorms NXT robots. in national mathematics complemented with a variety competitions. Students may also of sports and game activities. participate in the Middle Indoor classes are held at the 87th School Government Street Physical Education Center, that organizes social and outdoor classes take place events such as at Randall’s Island (children are dances, sports evenings, bused to and from both locations). and assemblies. The interscholastic athletic program for the Middle School begins in seventh grade. The goal of the program is for children to participate in athletic competition while learning the value of teamwork, skill development, and sportsmanship. Dalton has a “no-cut” policy in Middle School; any child who wishes to participate on a team will be given the opportunity. Dalton is a member of the Manhattan Private Middle School League.

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

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

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

After School Program Performance, Homework Club, Dalton offers an After School and more. For those families Program for all K–8th grade requiring an extended day service, students. Where Serendipity (K–3rd students can join Homework Club grade) ends Encore! begins. Encore! after other classes and continue to is the 4th–8th grade After School work on homework or just relax Program and is a natural extension after a long day until 5:45. For the of Serendipity. These programs more advanced chess players, the work together in close collaboration Dalton Chess Academy offers to create a sense of continuity and continuing instruction. The mission natural progression between the of Encore! is to be responsive to two programs. The Encore! After students’ changing wants and School Program runs from 3:30 needs and to provide relevant to 4:30 daily with course offerings and meaningful after school at Encore! including Robotics, experiences. The After School Website Design, Yoga, Hip Hop, Program is offered on a fee basis Guitar, Tae Kwon Do, Comedic with a sliding scale for those families receiving tuition assistance.

32 Service Learning importance of giving and sharing. learning in the Middle School is The Dalton Middle School is In fifth grade, students work the work of the Service Learning dedicated to developing a sense of with the Brooklyn DA’s office Committee. This student-directed community and to encouraging in supporting “Kids for Kids.” committee is extraordinarily active civic responsibility. Community Students in grades six through eight and is sustained by student- outreach and service learning are participate in service learning generated goals and objectives. an integral part of Middle School through both the House curriculum Students develop service and student life. Reaching out to those and a grade-level “Day of Service.” outreach projects and implement in need is an important student During House, students choose them through agency visits, experience. These are the teachable organizations to support that are collections, and client services. moments that emphasize caring meaningful to their group. While Students work with numerous and responsibility and that support on the “Day of Service,” students organizations including Common Dalton’s commitment to community visit agencies throughout the Cents, City Harvest, Ronald and civic values. Fourth grade metropolitan area such as: the McDonald House, the Yorkville students learn about civic Harbor for Boys and Girls, Henry Common Pantry, the American responsibility as they become Street Settlement, the Housing Cancer Society, and Foster Care for “citizens” of the Middle School. Enterprise for the Less Privileged Infants. The good works they do To this end, a fourth grade elective (HELP), the Lenox Hill and the appreciation they receive program sets the stage for young Neighborhood House Head Start from the people they help and the students to explore their community, Program and Women’s Shelter, agencies they serve exemplify their to expand their understanding of and the New York City Parks commitment to outreach, caring, civic responsibility, and to learn the and Recreation Department. and sharing. An important adjunct to service

Middle School students participating in a Penny Harvest project

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

he High School is the In addition, two values articulated knowledge across a broad spectrum logical extension of the by Helen Parkhurst inform the of the humanities, the sciences, and principles of the Dalton instructional methodology: the arts. As a High School student Plan that begin in the “freedom,” the right of students progresses through the program, First Program and to develop at their own rate; and there are choices to be made within continue through the Middle “cooperation or interaction of each course of study via the TSchool. It is devoted to educating group life,” a recognition that Assignment and throughout the the individual in independent to progress, all members of any elective program. Appropriate thought and ethical action. By community of learners must to the age and development of stressing integrity as well as interact and share. To achieve these students, these choices increase academic achievement, a Dalton values, the Dalton High School, as a student advances from ninth education encourages personal like the other divisions, utilizes the grade to twelfth grade. resourcefulness, intellectual rigor, three components of the Dalton Dalton students are diverse in and social responsibility. The goals Plan: the House, the Assignment, their interests and backgrounds. of the school in the twenty-first and the Lab. Individuals thrive in the Dalton century are consistent with the The High School curriculum is community because the school’s philosophy of Helen Parkhurst, an extension of Dalton’s values. philosophy is to help each student who wanted educated students to Students are offered the freedom achieve his or her highest potential be “industrious, sincere, open- to choose topics in the Assignment in an academic or extracurricular minded and independent.” that attend to their individual interest. interests and needs while ensuring

34 Each component of the Dalton Central to the pedagogy of the resources committed to the Plan, the House, the Assignment, High School is the Assignment. validation and enhancement of and the Lab, is designed to give In all courses, teachers prepare student work. Time for students students in the High School Assignments that are designed to to meet with teachers and discuss increased command over their cover four to six weeks of work. ideas and/or difficulties is an own education. The Assignment includes an integral part of the instructional introduction to the unit of study model in the Dalton High School. House in the High School written by the teacher, suggestions Dalton high school students have comprises students from all four regarding resources for acquiring approximately 9–12 Labs a week grades. It meets on a daily basis, further knowledge of the subject, in addition to their regularly providing students with a small and a work plan, sometimes taking scheduled classes in each discipline. community within the whole where the form of a “contract,” which they encounter opportunities for specifies required reading course Curriculum support, growth, and relaxation. work and culminating projects. In the High School, students Helen Parkhurst stated, “The The projects are of many kinds, encounter a distinctive curriculum socialization of the school is as vital providing choice and varying in with many opportunities for choice to the success of the experiment their academic demands. In some and individualized work in as is the liberation of the pupil.” cases, the option of group projects academics, the arts, and physical House in the High School fosters is available. The Assignment education. The emphasis on the both group activities and individual teaches students to use time value of students choosing their relationships. It provides a forum effectively. Further, it allows own courses increases through for discussion of a range of ethical for the tailoring of class work the four years of High School. issues that affect the lives of High and homework to meet students’ Each student eventually becomes School students. The House individual needs and develop responsible, with the counsel of the Advisor plays a key role in the their strengths. House Advisor and parents, for academic planning of each student. planning a large part of his or her He or she is responsible for Suggesting study, research, schedule. At all times, the working counseling about course and and collaboration, the word relationship among students, extracurricular choices and acts “Laboratory,” or Lab, best parents, and faculty is cooperative as the student’s guide and advocate. describes the educational and committed to developing In addition, the House Advisor is atmosphere that Dalton strives self-reliance in the student. the parents’ chief contact with the to create. Labs are one-to-one school, both informally as well as and small group sessions between While students are offered an on Report Days, when student, students and teachers that augment extensive range of electives, each parents, and the House Advisor formal classroom instruction. student’s House Advisor guides meet to discuss each young person’s Students and teachers schedule him or her in making appropriate progress. House, like the these meetings throughout the day choices. Furthermore, students Assignment and the Laboratory, in order to discuss projects, build must fulfill carefully defined is deliberately designed so that upon questions that arise in class, departmental prerequisites and experienced adults encourage and and explore new topics. In Lab, school-wide distribution guide students to become more teachers are seen as scholarly requirements before the total responsible for their own education. elective program is available to English English courses at each grade level, them. These prerequisites include The ultimate goal of teaching and students use new technology to required courses in English, history, studying English in High School access resources, including films, mathematics, science, and languages. is that students acquire a love of paintings, and scholarly essays that enrich their analytical work. An The strength of Dalton’s High reading and writing that will last elective creative writing workshop School curriculum is widely throughout their lives. They study is also offered that students may recognized. All course work in literature from different times and take in any year. this division emphasizes preparing places in the hope that they will students to read texts critically, better understand human nature Ninth graders begin with literature analyze data effectively, and write and experience. Students develop of enduring importance from prose with clarity and purpose. an appreciation of how literature classical to modern times that There are rigorous courses in all and writing are related to art in its establishes major themes and disciplines, allowing students to approach to symbolism and design; symbolic patterns and that gives grow intellectually as they advance to culture in its distinctive modes a broad outline of the evolution toward graduation. The exceptional of expression and grammatical of English literature. To this end, scholarship of Dalton students is structures; to history in its attention all students read selections from evident throughout the school. to periods, patterns of influence, the Bible, as well as Chaucer, Additionally, colleges have and the search for truth. Shakespeare, and Austen. A variety recognized the strength of Dalton’s Students develop an ability to of other authors that may include curriculum through the successful articulate thought and feeling in Homer, Dickens, Langston Hughes, results that our students attain various kinds of writing assignments, Malamud, and Rushdie are offered on standardized achievement tests including critical and expository as well. As they study literature, and other assessments. essays on literature, the personal students also concentrate on essay, and the creative writing of developing their own writing skills, short stories and poetry. In several focusing on revising and editing

36 their work both in the classroom select from five year-long courses History and Social Science and in the Lab, and addressing the in American literature, each with a The History curriculum supports more complex elements of grammar. different approach to our nation’s students in mastering the goals literary tradition. The issues of To gain a more specialized of careful reading, critical inquiry, identity, society and social order, understanding of literary forms, and historical awareness. The and gender and sexuality may be students in tenth grade examine Assignments serve to develop these explored in such writers as works of two major genres, poetry skills, enabling students to consider Hawthorne, Emerson, Melville, and drama, each of which is given major events in many countries and Douglass, Chopin, Wharton, full attention in a semester-long eras. As part of the three-year Fitzgerald, and Ellison, among course. They acquire a broad history requirement, freshmen numerous others. familiarity with many English examine world religions, the rise of and American poets from the In their twelfth grade year, students global trade routes, the Renaissance Renaissance to the present, and they choose from fourteen electives. and Reformation, the Scientific study the nature of comedy and Courses focus on major writers, Revolution, the Enlightenment, tragedy in classical and modern plays. including Shakespeare and James the Age of Exploration, and the In each course, students develop Joyce, or genres, periods, and founding of colonies in North and their independence and originality themes, including African South America. The ninth grade by writing an essay on a poet and American Literature, Russian concludes with a close comparison dramatist who interests them. Literature, The Gothic Novel, of the American and French Biographical Criticism, Modern Revolutions. Sophomores begin In eleventh grade, a strong elective Drama, Film Theory and Criticism, with a detailed study of the program begins that encourages The Literature of Madness, and American Constitution and a students to develop their individual The Short Story. number of other national interests and passions. Students constitutions created in the early

37 19th century. The remainder of the Nationalism, American Politics, Science year is dedicated to an in-depth The Developing World, Art and Scientific understanding is essential examination of 19th-century Non-Art, The Modern Middle and has become increasingly world history, with the Industrial East, The City in History, valuable to the educated person. Revolution and the American Civil Comparative Revolutions, History Only those members of society who War and Reconstruction examined of Western Philosophy, and Issues understand the complexities and in the context of the rise of in Identity. In all history courses, interrelationships of the scientific nationalism and imperialism emphasis is on the close reading disciplines can make intelligent use around the globe. In junior year, of primary source material along of this knowledge to expand and students focus on major events of with assigned secondary sources improve the human condition. the 20th century: World War I, the in order to help students master At Dalton, students are required Great Depression, World War II, the relationship between text and to take a three-year sequence in the Chinese, Russian and Iranian context. The classes are conducted science beginning with biology and Revolutions, the end of the colonial in seminars to encourage maximum chemistry in the ninth and tenth era, the Cold War and the collapse student-to-student discussion rather grades and continuing with a third of Communism. Throughout the than exclusively teacher-directed year. In the junior year, students three years, students focus on instruction. Short homework elect from advanced level courses themes such as the rise of religious assignments enable students to in biology, chemistry, and physics. institutions, the emergence of practice clear writing and thinking. political leaders, the role of trade In tenth grade, students research Students may also opt for courses and economic developments, and write an historiographical in environmental science, philosophical and intellectual essay on a topic of their choice. astronomy, and animal behavior, traditions, and various artistic and Throughout all three years, among others. Because much of cultural movements. In the senior mastery of the factual material scientific inquiry involves long-term year, students may choose one or and the ability to analyze and laboratory work, which includes two of the following one-term debate the events that have shaped experimental research projects, a electives: The Press and the Public and are shaping the modern world large workshop for independent Interest, African American are emphasized. study is available in the Science History, Fundamentalism,

38 Center for student use during navigate in a world increasingly who have interest in particular the academic year. The Science oriented toward science and aspects of mathematics may join Internship Program affords technology. Additionally, the Math Team or the Mathematics numerous opportunities to study mathematics is presented as a Seminar, a course taught by a team with researchers and specialists in logic system, a skill, an analytical of teachers and designed to explore the many laboratories and hospitals process, and as a game that mathematical topics and questions in the New York City area. Dalton students can play and master. that arise from students’ interests students also compete in city, state, and curiosity. Dalton’s math The three-year required sequence and national science competitions. students compete in a wide variety in mathematics is structured in of local, state, and national four levels beginning with algebra, Mathematics competitions. Within the past few geometry, and trigonometry, and At Dalton, the approach to the years Dalton students have excelled ending with courses in calculus study of mathematics allows in these contests. In one year alone, and statistics. The sections are students to appreciate the many Dalton won first place in our region calibrated to the ability range of and varied facets of this rich for New York State; placed first the students taking them. discipline. Students understand and third in New York City mathematics as a symbolic All courses provide students mathematics contests; three Dalton language and as a tool essential to with an environment in which to students were cited to be among the many fields of human endeavor. develop as mathematical thinkers, top 15 math students in the city; at Indeed, the curriculum is designed comfortable with the fast-paced a national contest, Dalton received to fulfill the requirement that and ever-changing technological four awards, including gold and well-educated students possess the world. In addition to the course bronze medals. mathematical fluency necessary to sequences described, those students

39 Computer Science courses. In Computer Science, or a class in Web Design. Because our society has become students are given a broad Dalton’s Computer Science Team increasingly dependent on the flow introduction to the field covering participates in three to four road of information utilizing technology, topics in applied sciences, social trips a year competing in regional students at Dalton must demonstrate sciences, and mathematics. They and national competitions and skill in computing in order to learn programming languages and participates in the American graduate. They may meet this the use of well-known computer Computer Science League (ACSL), requirement by taking specific problem solving and Web page which consists of American, science and humanities courses tools. In addition to introductory Canadian, and European teams. that necessitate the use of computer courses, students may enroll in In the past few years Dalton has technology, or they Advanced Computer Science, won outright or tied for first may elect to enroll Advanced Topics in Computer place. Four times a year, juniors in computer Science, Computer Linguistics, and seniors compete in class on science an independent study course, theory topics and programming. Additionally, students are offered the opportunity to compete in national linguistics competitions.

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

40 School, students culture, such as drama, poetry, The Arts are required to study a foreign media, cinema, newspapers, Creativity and self-expression are language for three consecutive Websites, and prose, that is at the core of a Dalton education. years, and choose from five discussed and analyzed. The school philosophy is premised languages – two classical and three Multimedia software, Web-based on first-hand experience, and this modern. Some students at Dalton programs, and more traditional is the foundation of the arts at choose to study two languages at audio and video materials are used Dalton. The dance, theater, music, some point during High School. to enhance the learning experience. and visual arts departments express In studying ancient Greek or Latin, The school offers additional the soul of the Dalton program. students develop an understanding language immersion experiences With a performing arts space, a of grammatical structures and for interested students who have theater, and extensive dance, visual, vocabulary while immersing acquired a level of fluency in their and media arts studios, the school themselves in the rich literature respective languages. offers its students access to and history of classical civilizations. outstanding facilities. However, Studying Mandarin Chinese Greek students read from the works the true strength of the arts presents students with a gateway of Xenophon, Plato, Euripides, and program comes from faculty who to one of the world’s great cultures, Homer. Latin students translate are professionals in their fields. one that straddles both ancient and excerpts taken from Caesar, Cicero, These teachers shape and educate modern worlds. Students learn to Vergil, Horace, Catullus, and Ovid. the students with the utmost manipulate both written characters dedication and enthusiasm, always Students of both French and and the tones and pitches used to sharing the personal passions that Spanish develop proficient writing differentiate the meanings of words. brought them to careers in the arts. and speaking skills as they immerse Students are taught to speak and themselves in classes taught write Mandarin using linguistic Each course provides a cooperative exclusively in the target language. patterns and grammatical systems environment where students can The faculty emphasizes active and radically different from those of shed their inhibitions, expand their meaningful communication in English. In the process, they also focus, discover their talents, and the exploration of varied cultural become more knowledgeable about find their voices. It is not surprising contexts. Elective courses offered the culture and history of one of that so many students dedicate a to juniors and seniors provide the greatest nations on earth. large portion of their time and challenging material from the target energy to the arts. High School

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

Technology The Dalton Technology Plan provides members of the High School community with access to the latest information technologies and systems. The Technology Plan encourages an educational environment free of traditional constraints of time, resources, and space, where cooperation is a significant motivator, and inquiry discuss issues in open debate and and self-guided learning have Student Government manage the Student Activities intrinsic value. Its many interactive Dalton’s High School government budget. The committees are the multimedia and Web-based stimulates a sense of community working arms of the government. programs greatly enhance and among students and faculty Among the committees are enrich numerous English, science, and gives Dalton students an Curriculum, Fine Arts, Performing history, mathematics, and foreign opportunity to participate in Arts, Public Affairs, Another language courses. self-government. It also provides an outlet for student opinion Perspective, Human Rights, Service that can be readily transmitted Learning, and The Environment The High School Course Catalog, to the administration and faculty. Club. The Cabinet, composed of committee heads and which describes the extensive The government is composed of a government officers, functions offerings in the humanities, arts, Legislature and Cabinet and is led by a President. The Legislature, as an advisory board for the sciences, and physical education, composed of the entire student government and as the student is available upon request. body and faculty, meets often either voice in matters academic, in full session or in committee to extracurricular, and social.

42 Service Learning responsibility. Student service are homeless and hungry. On the High School students’ commitment opportunities include work both traditional “Day of Service,” the to service learning builds upon within and outside Dalton, with entire High School student body service projects performed in the the expectation that at least two and faculty spend a full school day First Program and the Middle units must represent service to the working together and volunteering School, with the expectation that larger New York City community. throughout New York City. students will take on more In addition, Dalton is involved individual responsibility for service. with over sixty different agencies Interschool Program and The Director of Service Learning that seek student volunteers. Museum Collaborations and the House Advisor provide Students volunteer in soup kitchens, Dalton is affiliated with seven other guidance in finding appropriate after-school programs, hospitals, independent schools in the city service placements and ongoing and many other agencies and offering specialized classes for support as the student gains insight institutions. They develop big sister/ academic credit and activities after from the service program. The brother mentoring relationships and school. The purpose of this High School service learning help children with homework. They program is to make available areas requirement is based on depth of also assist at agencies such as East of learning that may not be a part commitment and not exclusively Harlem Tutorial Program, Star of any single school’s curriculum. Learning Center, Burden Center on time spent. Students complete The school funds lectureships at the for the Aging, and the American four project “credits” during American Museum of Natural Society for the Prevention of High School, with each project History and at The Metropolitan Cruelty to Animals. Dalton also representing a sustained, Museum of Art. These lecturers, has a close relationship with Youth meaningful commitment to one on staff at both Dalton and the Service Opportunities Project agency or cause. Through service, museums, work closely with faculty work camps, which allows students students come to understand the in developing curriculum, to serve and to reflect on the values of empathy, compassion, organizing field trips, and creating and caring as the basis for civic experience of helping those who

High School Service Learning project in New Orleans, Louisiana

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

Grade and Class Activities Dalton offers many opportunities for distant trips and local outings. These include participation in Model United Nations, Model Congress, debate tournaments held at college campuses, spring training counseling and guidance in for athletes in spring sports at achieving their goals. A forum camps in Florida, various grade enables High School students of trips, dances, a winter formal, a color to meet several times a year prom, and spring grade events. with Dalton alumni for dialogue Freshmen take part in a three-day sessions on topics relevant to their orientation at Pine Forest Camp in lives and interests. Opportunities Pennsylvania. Seniors participate are provided for students and adults in a three-day retreat near the end to enjoy a range of educational of their Dalton experience. and cultural activities. The Peer Assignments that include the collections and resources of these institutions.

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

Students of Color Mentoring Programs Support for students of color in their developmental years works best when the structures are deliberate and varied. Dalton offers several support programs for students of color. The longstanding Adult Mentoring Program pairs High School students with Dalton alumni of color who offer them 44 Peer Leadership Internships both boys and girls. Approximately In the Peer Leadership Program, Internships are available for students three-quarters of the student body twenty-four seniors are chosen to in science and other fields including choose to participate in at least work with ninth grade students finance, business, architecture, art one sport. A significant number each academic year. Peer leadership (museums and galleries), publishing, of Dalton students continue their groups, composed of ten ninth public relations/communications, athletic careers at the collegiate level. graders and two seniors, provide a fashion, media, theater, and Members of Dalton’s coaching staff weekly forum in which the ninth foundation work. Students may are highly skilled and knowledgeable graders, new to the High School, be involved in internships during about their respective sports. A benefit from the seniors’ counsel the school year and/or the summer. certified athletic trainer assists and experience. The Peer Leaders Science internships are provided Dalton’s student-athletes with injury are guided by four faculty members for students to work in research prevention, rehabilitation, and with whom they meet regularly. areas such as genetic engineering, strength and conditioning. Team immunology, psychology, and practices and games are held at the Peer Tutoring ecology. In conjunction with this 87th Street Physical Education Center as well as at the fields, track, Juniors and seniors who wish to serve work, Dalton students have been and tennis courts at Randall’s Island, as peer tutors are assigned to teachers finalists in a variety of science Asphalt Green, Sportime, Astoria in all the divisions. They work one- competitions. Park, and the Armory Track Facility. on-one with some students, lead group discussions, and may serve Interscholastic Athletics Dalton is a full member of the as teaching interns in academic Although students can participate following leagues: New York State or arts classes. Tutors are advised in sports within the curriculum Association of Independent Schools and guided by the coordinators and take advantage of the aerobics Athletic Association, Ivy League of the program and by the teachers and weight training facility in the of Preparatory Schools, and an in the area in which they serve. Physical Education Center, the associate member of Girls’ The program provides assistance interscholastic athletic program Independent Schools Athletic to students in need of extra help. provides an opportunity for those League (G.I.S.A.L.) and Private In addition, it introduces students students who wish to compete at a Schools Athletic Association. to teaching and inspires reflection higher level. The Dalton School Dalton’s teams compete in these about their educational experience. offers a broad-based program for leagues as well as others.

Dalton offers the following teams: FALL SEASON Cheerleading (Varsity) Cross Country (Varsity) Football (Varsity) Boys Soccer (Varsity/Junior Varsity) Girls Soccer (Varsity/Junior Varsity) Girls Tennis (Varsity/Junior Varsity) Volleyball (Varsity/Junior Varsity) WINTER SEASON Boys Basketball (Varsity/Junior Varsity) Girls Basketball (Varsity/Junior Varsity) Cheerleading (Varsity) Swimming (Varsity) Wrestling (Varsity) SPRING SEASON Baseball (Varsity/Junior Varsity) Golf (Varsity) Boys Lacrosse Girls Lacrosse Softball Boys Tennis (Varsity/Junior Varsity) Track and Field (Varsity) 45 Recently, the Girls Varsity Volleyball team won the Ivy League Championship and NYSAIS State Championship; the Boys Varsity Basketball team won the NYSAIS AA Federation Championship; the Girls Varsity Track and Field team won the NYSAIS State Championship. Other recent championship league wins include the Ivy League in Girls Soccer, the G.I.S.A.L. in Girls Basketball, Varsity Wrestling, Boys and Girls Varsity Track and Field, Varsity Football Hudson Valley League Champions, and NYSAIS State Championship for Boys Varsity Soccer.

College Counseling goals, by ensuring that even the juniors and parents with admissions Dalton hopes its students develop process of applying to college representatives from 150 campuses self-understanding, follow passions furthers the education and self- from around the country and with a sense of what true excellence discovery for our students, as they abroad. College counselors continue requires, and become independent consider and identify schools to meet with students individually life-long learners. Like every aligned with their developing and in groups through senior year other aspect of a Dalton learning interests and ongoing goals. to discuss campus visits, interviews, experience, Dalton’s college essays and applications, early College counseling is introduced admissions procedure reflects these admissions programs, and financial to juniors and their parents at aid, as well as to narrow the field of a January evening college prospective college choices. House presentation that formally launches advisors and faculty also support the planning process. Following students through advisement about this event are individual meetings academic programs, extracurricular with each junior, the parents, participation, and standardized and the college counselor, to testing, as well as by writing college begin discussion of student recommendations. Over ninety-nine interests and priorities percent of all Dalton graduates enroll and to generate a list of at four-year colleges and universities, appropriate colleges to and the school strives to find the consider. In addition to best match for each individual. other scheduled college programs, a major spring college fair acquaints Below is a list of colleges most frequently attended by graduates Graduation Requirements in the past five years. To graduate from Dalton, a student must receive a minimum of 19 academic credits Amherst College...... 13 Lehigh University...... 2 and fulfill the requirements in arts, health, Bard College...... 7 Miami, University of...... 6 physical education, and service learning. Barnard College...... 7 Michigan, University of...... 11 All students must be computer literate. Bates College...... 4 Middlebury College...... 4 The following are the specific requirements for graduation: Bennington College...... 2 Mount Holyoke College...... 2 English Boston University ...... 9 New York University ...... 14 4 years...... 4 credits Bowdoin College...... 9 North Carolina, University of...... 2 History Brandeis University...... 3 Northwestern University...... 14 3 years...... 3 credits Brown University...... 25 Oberlin College...... 9 Bucknell University...... 4 Pennsylvania, University of...... 38 Languages 3 years...... 3 credits Carleton College...... 3 Pomona College...... 4 Carnegie Mellon University...... 4 Princeton University...... 14 Mathematics Chicago, University of...... 7 Purchase College...... 3 3 years...... 3 credits Colgate University...... 10 Reed College...... 4 Science Columbia University...... 20 Rhode Island School of Design...... 2 3 years...... 3 credits

Connecticut College ...... 6 Rice University...... 5 Other academic electives ...... 3 credits Cornell University...... 21 Rochester, University of...... 2 Computing: We expect all students to Dartmouth College...... 10 Sarah Lawrence College...... 3 have the following skills before graduation, and these skills are integrated in the Duke University...... 13 Skidmore College...... 5 curriculum as well as in the computer Emory University...... 4 Smith College...... 2 science courses. Eugene Lang and Parsons School...... 2 Southern California, University of...... 3 1. Word processing Fordham University...... 4 Stanford University...... 6 2. Use of a spreadsheet 3. Internet: search and Web technology George Washington University...... 12 Swarthmore College...... 7 4. Knowledge of the computer Georgetown University...... 3 Syracuse University...... 10 file system Gettysburg University...... 2 Trinity College...... 3 Arts...... 2 years Hamilton College...... 10 Tufts University...... 9 (Theater, Dance, Music, Visual Arts) Harvard University...... 17 Vanderbilt University...... 5 Health...... 2 semesters Harvey Mudd College...... 2 Vassar College...... 5 Physical Education...... 4 years Haverford College...... 2 Washington University in St. Louis...... 4 Service Learning...... 4 project credits Hobart and William Smith College...... 2 Wesleyan University...... 15 Hunter College...... 2 Wheaton College...... 2 Indiana University...... 10 Williams College...... 6 Johns Hopkins University...... 9 Wisconsin, University of...... 6 Kenyon College...... 2 Yale University...... 20

47 Teaching the Art of Learning

he best part of being a Teaching was a career change for Ms. kindergarten teacher is the Reilly, who received her Bachelor’s opportunity for unplanned degree from Hunter College, her Master’s “Tteaching that just crops up all day long,” degree from Bank Street College, and has says Debbie Reilly, one of Dalton’s five been a faculty member at Dalton for kindergarten teachers. “Children of this close to two decades. After selecting age are young enough to be in awe of Dalton for her own four-year-old the world but old enough to ask really daughter many years ago, she great questions. Their insatiable experienced Dalton first-hand, and curiosity results in conversations that decided to attend graduate school and lead to places that I, as a teacher, did not become a teacher. “I love teaching here. even expect to go! For kindergarten We have amazing children at the school children, everything is food for thought with wonderful families who deeply and they wonder about things that are respect the philosophy and values of very real in their lives and society. My job Dalton. Dalton does for its faculty what is to help kindergarteners make sense of it does for its students; it encourages the world around them. The many skills us to follow our passions, and, in we teach children in kindergarten, such the case of teachers, to bring this as problem solving, collaboration, excitement to our classrooms. It’s a making connections, writing, and math, dynamic school that respects the are presented in a context that is individuality, autonomy, and creativity relevant to them, demonstrating that of students and teachers alike.” such skills have purpose in their lives.”

hen I was five years old, I I want children to construct their own creativity that is encouraged to get carried a small, green, plastic experience as they explore an interest children to reach those goals. It’s all briefcase filled with paper or an area, engaging deeply in their about those magical moments at “Wand made my little cousins in diapers be projects. Dalton teachers guide students Dalton when the child realizes, ‘Wow, my students! Indeed, as long as I can towards goals and give them the I can do this!’ and learning becomes remember, I always wanted to be a fundamental building blocks they need, more about the process than just teacher,” states Julie Stolzberg, a First but the gift of teaching at Dalton is the the product.” Program faculty member and alumna of Dalton. “To me, teaching is a passion; it is not a job or a career.” Ms. Stolzberg taught in many public and independent elementary schools in Massachusetts and New York City before returning to her alma mater. “I especially love teaching second grade as the children have mastered many skills and have the tools that enable them to begin to delve deeply into content. What I remember so fondly about my own Dalton experience was learning through the Dalton Plan, especially Lab, which I utilize even with my young students.

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

hess does such extraordinary things for children,” states 061113-225 David Macenulty, Dalton’s chess “Cteacher. “We all know chess is a ‘brain game’ that helps develop a huge range of thinking skills – pattern recognition, logical sequencing of ideas, categorizing and classifying information, defining and anticipating problems, and creatively overcoming obstacles – but there is also an enormous emotional component to chess. There can be a lot riding on every move. When children have completed a chess tournament, they feel they can handle just about anything. Confidence, a belief that you can succeed, is essential in everything we do. The chess kids are very confident, and I have no doubt they will be very even the youngest Daltonians in risks and you can see this when successful in most everything they do. kindergarten. Today, Dalton’s they are in front of the chess boards – They learn how to balance their skills young chess teams consistently they are phenomenal chess players!” with their emotions, and that will win championships at local, state, Mr. MacEnulty emphasizes ethics and make them very valuable players in and national tournaments. integrity in his classes. “I teach the the broader arena of life.” children that no chess trophy or reward “Dalton kids are amazing to teach. They is worth losing one’s integrity.” He After years teaching in the public grasp concepts so quickly and they praises the strong support that he schools, and then as Director of Program already know that making mistakes is receives from all constituencies Development at Chess-in-the-Schools, perfectly okay because they are taught for Dalton’s chess program. “I love Inc., Mr. MacEnulty came to the First at Dalton that this is how one learns. teaching here. At Dalton, all the Program at Dalton to teach chess to Dalton students are encouraged to take pieces fall into place.” 49 students of this age to connect to; “Dalton is a wonderful school at which students should read material that to teach because it has a unique reflects their personal life experiences. structure that guides teachers. I love the Teaching children of this age is so Dalton Plan. House is so pivotal because rewarding because they are at the cusp in order to do Middle School students of this development; they are very open justice, one needs to have a system in to new ideas and not yet set in their place that supports them and that gives ways as human beings. Students seek them a sense of a ‘family’ on a daily help from their teachers and at the basis at school. That is exactly what same time, they are grappling with House is all about. Assignments being independent. Our role as Middle provide children with a framework School faculty is to guide and support that empowers them. We develop children through this interesting yet Assignments to provide students with difficult phase in their lives.” ample opportunities to go in different directions when they delve into their After receiving a Master’s degree in work. At Dalton, creative expression is as Teaching English, grades 5–9, from Tufts important as the academic experience University, Ms. DeJesus taught Middle – both should overlap in students’ lives, School English at a variety of boarding hile attending Wesleyan and they do at Dalton. I find that Lab and day schools, including Shady Hill in University, Andrea Dejesus provides a wonderful opportunity to Massachusetts, and the Wilmington got involved during her establish the rapport necessary to Friends School in Delaware. In addition Wsummers with City Bridge, a program connect to Middle School students and to her work as the Chair of the Middle for inner-city Middle School students, enables teachers to interact with the School English Department for the past and became excited about a future individual student and reflect on the three years, Ms. DeJesus teaches sixth working with this age group. “Middle work at hand. I also love my interaction grade English. “I’ve worked at many School students are very intriguing with my colleagues at Dalton. The mark schools, but at Dalton I have found such beings; there’s the intellectual of a great institution is when the adults unusually dynamic students who need development, the development of who in the community feel a sense of and absolutely thrive on challenge. they are but also that very important collegiality. Dalton has an extraordinarily They’re quick, witty, and have so many social/cultural piece. A Middle School bright, diverse faculty and we all feel an diverse interests outside of school. teacher naturally has to incorporate aura of respect for our craft.” these notions when preparing work for

eaching is an extraordinary way to share one’s passion, a terrific opportunity to bond and connect “Tdeeply with others, both children and adults.” AMANDA SCHOLLENBERGER’s particular passion is medieval history, and she explores this era with her seventh grade students as a Middle School history teacher. “I love tapping into the energy of this particular time in world history with the young people in my classes as we explore the forces that shaped the modern world. The learning environment at Dalton is about striking a balance of freedom and providing a foundation of excellence. The Assignment is my favorite part of the Dalton Plan. The Assignment is a living, organic document that provides wonderful flexibility and enables me to tailor the curriculum to the needs of the children. It is always open to the influence of the students, and their perspectives and input often help to interpret the scope and sequence of the conversation, and love to apply what beyond the subject matter. Provided given material. Dalton students are they learn. These are ‘take charge’ kind with appropriate framework and wonderful to teach. They are incredibly of kids. You give them a little and they guidance, Dalton students are very inquisitive, enjoy engaging in intellectual take off and love to go above and independent and do ‘go forth unafraid.’ ”

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

every day. We are always looking for new ways, new methods and practices that we can adapt to the curriculum of our courses. The Lab allows the students to follow their passion beyond the classroom through individual or group conversations with us. “One of the things I cherish most at Dalton is the continuity. It’s wonderful for a teacher, especially in foreign languages, to see students grow and learn over an eight-year period. I can follow my students from the moment they take their first steps in their ichele Viard-Andre, former over! I love the freedom that is given to language acquisition in the fifth grade, head of Dalton’s Language teachers to create courses and develop to when they reach the advanced Department for 16 years, their own curriculum. Guided by the levels and can actually express Mstates that, “It was love at first sight students’ motivation, interest, and themselves fluently, and study and when I started teaching at Dalton many determination, at Dalton, teachers appreciate the literature and the culture years ago, and the honeymoon is not re-evaluate constantly what we do of another people.”

est Africa and New York City might seem to be worlds apart, but not so to WMalcolm Fenton, a faculty member in the Science Department. Dr. Fenton holds a Ph.D. in Geology and Archaeology, and after years of doing scientific research, Dr. Fenton decided to fulfill his long-term wish to teach science to children. Reflecting back to his own early learning experiences, first in a one-room student-centered school in West Africa and later in a very traditional parochial school in the Republic of Ireland, Dr. Fenton is still struck by how similar Dalton was to his beloved early schooling. “What’s different in a school like Dalton is that “We’re a community of explorers and Dalton students aren’t afraid to students are encouraged to seek out learners at Dalton. What sets us apart challenge opinions and to search for answers by themselves, thereby making from other more traditional schools is their own conclusions. All these traits them confident, self-motivated learners. that we provide appropriate freedom and will help our students take active and Learning is serious business but it should at the same time foster the responsibility productive roles in an increasingly also be joyful. that promotes growth in young people. complex and demanding world.” 51 ne such colleague is LOTUS DO BROOKS, who teaches watercolor and drawing to both OMiddle School and High School students. After instructing art students of all ages in Boston, she settled into teaching at Dalton. She has remained at the school for many years, deeply committed to Dalton’s arts program. “I truly believe that the skills we teach in the art studios at Dalton transfer to other parts of the students’ lives, to their other subjects, and everyday living. The way we teach visual arts involves perception and a great deal of creative problem solving, he Dalton community respects and this becomes a fun way of learning. and supports a strong visual arts The Dalton arts program is unique not program. Dalton is unique in that only in terms of its vast array of courses Tthe art teachers are working artists. offered but also because it is not just for “ talented students or those with leanings As colleagues, they provide wonderful toward the arts. The art studios are ideas and support,” says Linda Hanauer, Chair of the Art Department for the places where young people have the Middle School. opportunity to excel.”

obert Meredith finds Dalton course based on art available in our city.” other’s footsteps, so to speak, riding “a rare school, in that it deeply He describes one of his more recent bikes to school in Holland, or taking values the arts and sees them not innovations, a global exchange with subways here in the City. They feel the Ras a frill, or addition to an academic Dalton Den Haag in the Netherlands. rhythms of each other’s hometowns, education, but rather as representing “This year-long curriculum links students taking in the buildings, fashion, art, the essence of curiosity and creativity.” from two different cultures and and even history of each other’s Teaching at Dalton for over three educational experiences. They share one development as peoples and nations. decades, he has seen much change another’s countries, schools, and homes This kind of learning represents a at the school and yet speaks of the while collaborating on research-based departure from the traditional “ongoing growth and freedom to projects to investigate areas where our classroom and helps build needed expand my courses, creating the social, political, cultural, and historical connections between global citizens. architecture curriculum and bringing backgrounds overlap and differ. The It is extremely exciting for our Dalton art history to life with an experiential students spend time tracing each faculty as well as for the students.”

52 alton’s rigorous academic program blends traditional classical education with Dinnovative approaches. Its Classical Languages program is rich, allowing students to study these languages in depth throughout their Middle and High School experiences. Stanley Rosenberg, one of Dalton’s Greek and Latin faculty members, states, “The great advantage of being a cross-divisional teacher at Dalton is having the ability to teach students from fifth grade through twelfth grade. When I spend many years with a student I become very close to that student and his or her parents!” Mr. Rosenberg, who has been teaching all levels of Classical Greek and Latin for over four decades, has taught multiple generations within many Dalton families. Many of his students have gone on to study the Classics in college and receive doctorates in these fields. With a great love as a boy for Greek mythology, Mr. Rosenberg remembers wanting to be a “Professor of Mythology” Graduating from Hunter College, he and the students truly appreciate in sixth grade, and indeed, he has more went on to Yale University, and received the Classics for their own value. The than fulfilled his early career choice. His his Master’s degree in Greek and Latin. camaraderie among the faculty is passion for medieval music and his Mr. Rosenberg began his teaching career extraordinary and it is wonderful to facility with languages led Mr. Rosenberg at Dalton and asserts, “I love being here. work with such an extremely impressive into a study of Latin, as well as German The Classics have always enjoyed strong group of highly intellectual and and French, at the university level. support within the curriculum at Dalton exceedingly committed educators.”

t was while I was in graduate school when I began to think of reading books for a living and the joy that “Icomes from talking about books as a profession.” A native of Dallas, Texas, Will Fisher graduated from Columbia University, continued there for his Master’s degree and is working towards his Ph.D. in African American Literature. As a faculty member in the High School English department his courses include Literature and Composition, American Literature, African American Literature, and Gender and Sexuality. Mr. Fisher’s personal philosophy of teaching English literature dovetails well with Dalton’s. “I do not believe there is one way to read a text and I am not satisfy every student’s personal multitude of talents and passions. interested in giving students my opinion engagement with a text. Lab allows They have so many lenses with which or hearing them replicate my opinions. I for that necessary expansion and also to approach their work and class want to teach my students how to ask results in our students seeing learning conversations. Whether in Lab or in the questions, articulate a position or logical as ongoing. Intellectual endeavor hallways, they love to engage you with argument, make connections to other flourishes at Dalton, both for students their ideas and thoughts. Extraordinary texts, and be close readers. That kind of and teachers, regardless of what bell connections are made here with the rigor is critical in any walk of life beyond might or might not have rung. students and faculty. The expectations literary study, and it is a skill set that are that such relationships are not just needs to be taught. Forty-five minutes “This is an environment where people possible. . .they are probable.” in class is a very finite period of time in are very invested in learning. Dalton kids order to accomplish these goals and to are quite talented in many ways with a 53 here are great courses in Dalton’s English Department I’d like to take,” says Andrew Glassman, “Tholder of an Endowed Chair in English and Chair of the High School English department. Mr. Glassman, who graduated from Boston University with his M.A. and Ph.D. in English Language and Literature, finds Dalton an unusually lively environment. “There’s a great intellectual vigor and boldness here,” he says, “an interplay of minds. Highly educated colleagues and very bright, ambitious students create an atmosphere that is stimulating and productive. Students face a challenge that stretches their awareness. At the same time, teachers learn as we teach – and that’s an ideal situation for everyone.” In addition to core courses such as Literature and Composition, Introduction to Poetry, Introduction to Drama, and American Literature, Mr. Glassman has “presents a fusion of philosophy and art. feelings about experience. Looking at taught a range of senior electives, Like philosophers, writers evaluate literature through both perspectives, including Russian Fiction and Fiction human experience. Like artists, writers students should be able to see their from India. “Literature,” he says, sharpen our perceptions and evoke our lives as part of a larger search.”

ow does one best have a ways to tap into core ideas. Faculty conversation with a group of constantly reflect upon Assignments – students? What is the most they are the foundation for our “Heffective process of communicating collaboration. We revise them regularly and engaging young people, fully as we think deeply about the curriculum investing them in the history of ideas?” and the Assignments’ developmental Fortunately for Dalton, Kevin Slick appropriateness for our students. Young decided to further explore these people at Dalton have great brains and questions teaching high school students are so curious about the world of ideas, rather than those in university. With a and while it is important to craft strong double major in History and Fine Arts intellectual beings with excellent skills from Bard College, and a Master’s we also want to pay close attention to degree in Modern European History these young adults’ individual needs. from Binghamton University, Mr. Slick Lab enables us to always be accessible has taught in the High School History to our students and provides a lively, department for over a decade. “I have dynamic, safe environment for students found a rich, collaborative, and to have comfortable conversations with intellectually engaging atmosphere their teachers. The Dalton environment here at Dalton with great energy and allows for a great sense of playfulness in engagement among my colleagues.” classrooms and in Labs. While the work Mr. Slick’s courses include World History, is demanding, it is important to try to American History, Fundamentalism, and keep the students well grounded, Contemporary Art History. “Teaching thinking about community, ethics, and here is quite extraordinary; the their place in the broader world. It’s administration at Dalton has great trust never dull at Dalton; it’s always lively in us and the courses we design are with a good deal of laughter.” satisfying for both the teachers and the students at Dalton. Teachers can take great risks as they design their courses and the faculty is always looking at new research and trying to find innovative

54 t Dalton, the science their classroom experience and their faculty give daily life. My job as a teacher is to students time to challenge students to think – to help “Athink, not just provide them evolve into scientifically literate them with answers,” states and knowledgeable scientists.” Nora Boyer, faculty Commenting on the Dalton learning member in the Science environment, Ms. Boyer states, “It is the Department. Trained as a Dalton Lab system that enables me to bio-chemist, Ms. Boyer fully know many of my students and pursued a career in allows me to create a unique learning industry before becoming a situation outside of the traditional science teacher. Ms. Boyer classroom setting. The students here has been at Dalton since are highly motivated and engaged in 1993, following her nine learning – especially with teachers years at Miss Porter’s who are passionate about their subject School, teaching Middle matter. Dalton students keep my School Science, Regular colleagues and me stimulated and Honors High School with their questions and their desire Chemistry, Advanced to succeed. It is the students as well Chemistry, as well as an as the faculty who benefit from this elective in Forensic Science. unique learning environment which “I love teaching my we call Dalton.” students how chemistry integrates into so many things, helping them to see the connections between

“Our coaches are extraordinarily knowledgeable about their sport and dedicated to the excellence of our program. A great advantage is that since so many of our coaches are also our physical education teachers, they’ve known the students since they were young. “One of the enjoyments of teaching and coaching at Dalton is watching a seventh or eighth grader playing a sport for the first time and then seeing him or her progress to becoming a varsity athlete! “What always struck me, even as a student at Dalton, is that so many of our most outstanding Dalton athletes are also involved in many other areas in the school – students on our teams quite often are in the school orchestra or are hysical Education teacher supportive, not only working with involved in a play. While some aspects Roy Samuelson is a graduate our many talented female and male of the physical education program at of Dalton and has been teaching athletes, but also taking the time to Dalton do not change, some do! Pat the school for over three decades. encourage the student who might Different from my old days at Dalton, “I knew I wanted to teach from a very never have thought to go out for a we now have an outstanding Physical early age, and my role models were particular team and helping that Education Center, as well as the use of some of the best physical education individual to take that risk. We have many other facilities in the city.” teachers ever at Dalton. Just like years always taught Dalton students that ago, our staff today is extremely there are far more important things than winning the game.

55 Admission Procedures and Financial Aid

At The Dalton School, the primary Admission decisions are Program, have an individual parent concern is for each child to feel based on the following: meeting with the Director of successful in the school Admissions or another senior staff First Program Applicants member. Upon receipt of the environment. Therefore, Dalton Kindergarten and Grade 1: group application, the Admissions Office seeks to enroll students of sound interview, school records, and will schedule this meeting, along character and educational the test administered by the with a tour of the First Program promise who bring diversity in Educational Records Bureau facility. A cut-off date for receiving talent, background, and (ECAA). Some applicants are applications is in the annual experience. The school seeks observed at their nursery schools. admissions checklist that is included with the admissions students with strong academic Grades 2 and 3: individual interview, materials. potential who will benefit from school records, and the test administered by the Educational the Dalton Plan, learn to work Middle and High School Records Bureau (ECAA). independently, and be able to Applicants contribute their imagination, In addition, The Dalton School A personal interview, writing curiosity, and special interests requires that all families new to samples, school records, teacher to the Dalton community. the school, applying to the First recommendations, and the test

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

Financial Aid The Dalton School is committed to a tuition aid program designed to ensure that its educational offerings are open to all candidates. Over $7,000,000 in grants is awarded to approximately 20% of the student body, kindergarten through twelfth grade. Awards range from partial to almost full tuition assistance. The Financial Aid Committee determines the amount of financial assistance after the student is accepted. Families seeking financial aid must apply at the time of submission of their child’s admissions application. administered by the Educational Independent Schools Admissions Requests for financial aid made at Records Bureau or other Association of Greater New York a later date will only be considered standardized testing are required. (ISAAGNY) for notification of if there are significant changes in The Admissions staff and faculty acceptance. As these dates vary the family’s circumstances. conduct individual interviews with from year to year, the annual Middle and High School applicants admissions supplement includes All financial aid decisions are made and their parents. Personal the current notification dates. on the basis of need. A financial interviews of applicants begin in aid application will not prejudice October. Once the applications are Tours an application for admission. received, the Admissions Office Tours are offered for parents and Applicants for tuition aid must file will call parents to schedule a tour applicants (second through twelfth a Parent Financial Statement (PFS) and interview. grades), and for parents only with the School and Student Service (kindergarten and first grade) on for Financial Aid (SSS). In addition First Program, Middle and the day the applicant is interviewed to submitting the PFS form with the High School Applicants at Dalton. If an applicant is required fee to SSS, Dalton requires For those whose files are complete interviewed at his or her present that a copy of the family’s most by the end of January, Dalton school, a separate tour will be recent IRS 1040 form be forwarded subscribes to the timetable of the offered to parents. to the school.

57 Frequently Asked Questions 31st. Kindergarten classes are neighboring suburbs, as well as At Dalton, it is our aim to make comprised of children who range from out of state and international the admissions process as personal from five years old to those who schools. However, Dalton is a day as possible. We welcome your are turning six years old in the fall. school and has no facilities for boarding students. inquiries and offer you the Are any applicants given special following answers to questions consideration? Do you require letters of most commonly asked by applicant Yes. Siblings and children of alumni recommendation? parents. Should you desire applicants are given special Dalton does not require personal additional information, please consideration and the percentage recommendations although letters do not hesitate to contact us. of community applicants admitted of recommendation are welcome, Do you offer open houses? to Dalton is higher than that of especially from those who know Yes, for First Program parents other applicants. However, we the candidate and the family as well as for Middle and High are able to enroll many qualified well. Two letters are sufficient. School applicants and parents. Open non-community students. We ask that you request them to Houses are held in the fall to provide be sent directly to the appropriate Do you enroll an equal number of Admissions Office. an opportunity to meet faculty boys and girls? members, students, and school As a coed school that addresses Does Dalton have a wait list? administrators and to hear about gender issues, we try to enroll an Yes. At the conclusion of the Dalton’s educational offerings. equal number of girls and boys. admissions process, some students Is there a birthday cutoff date for will be offered wait list status. Do students come from a limited kindergarten applicants? These applicants are eligible for number of schools? Admission is based on the acceptance if additional openings No. We receive applicants from a qualifications of each individual occur due to withdrawals and if wide array of schools in many candidate; however, the child the family has not signed a contract locations throughout the city and should be five years old by August with another ISAAGNY school.

The Dalton School is actively committed to having a diverse community. The school does not discriminate on the basis of race, color, religion, gender, ethnic origin, age, physical disability, or sexual orientation in administration of its educational policies, admissions policies, financial aid programs, and athletic and other school administered programs.

The annual Candlelighting ceremony at Dalton 58 Opportunities for Involvement

The Parents Association officers. Volunteering enables Other committees focus on family Dalton has a very active and parents to share their special events such as the All School Picnic, dynamic Parents Association interests to benefit the children and Homecoming, the Ice Skating dedicated to supporting the school’s the extended Dalton community. Party, the First Program Multicultural Festival, and the mission of inclusion. Dalton’s Various PA Committees focus on Book Fair, in addition to other parent body is diverse and shares a specific initiatives. There are a wide various Community Service wide range of interests and family range of projects and events where activities. Additionally, the PA cultures. The PA serves as a place parents may volunteer their time hosts several evenings a year, each where all parents are welcome to and/or services. Several committees, of which celebrates the work of a connect by lending their time, such as PA Topic Coffees, Diversity, member of the Dalton community talents, and skills. Parents of Children of Color, and such as a professor, filmmaker, Learning Styles, sponsor engaging Many opportunities exist for or author. parents to become involved in the discussions for parents on Dalton PA. The PA welcomes all parent curriculum and educational The Dalton Parents Association, volunteers, and there are close to philosophy, parenting topics, and through close cooperation with all thirty committees on which parents other issues of interest. These members of the community, and can serve. Parents can also become meetings follow a variety of the support of the administration, Grade Representatives, House formats: open discussions, fosters a vibrant community within Parents, Committee Chairs, and PA workshops and guest speakers, as The Dalton School. well as student and parent panels.

59 The Board of Trustees Fundraising and financial cushion needed to keep Dalton’s Board of Trustees sets Charitable Giving tuition within reason, supports a important policies for the school generous financial aid program, The Dalton School Funds and oversees operations. At monthly and supplements long-term faculty meetings, the Board discusses Annual Fund compensation. Supporting Dalton’s growing endowment is an developments at the school and Each year volunteer parents, investment that benefits students votes on policy decisions. grandparents, alumni, and parents and teachers now and in the future. of alumni, as well as faculty and The Dalton Council staff, raise money for the Annual Spring Benefit Appointed by the President of the Fund. This fund supports general Each spring, Dalton holds a Board of Trustees, the Dalton operating expenses including community-wide fundraising gala. Council is an advisory group of teachers’ salaries and financial aid. Hardworking parent and alumni parents to the Board of Trustees Dalton, like most independent volunteers on Benefit Committees and functions in a similar fashion schools, uses the Annual Fund to plan an event usually in the form to the Board Committees. It bridge the gap between tuition of an auction, dinner, and/or addresses the Board on topics of revenue and the actual cost of theater party. Parents, alumni, interest and reports the results and educating each child. Tuition alone grandparents, faculty, staff, and recommendations from the several does not cover the expense of a friends are invited to attend and studies conducted each year. Dalton education. Every family is participate. The proceeds augment asked to take responsibility for professional development for closing this shortfall at whatever The Alumni Association faculty, financial aid for students, charitable giving level is appropriate The Dalton Alumni Association or may be designated by the and comfortable for them. Dalton is made up of alumni representing Development Committee for a depends on and appreciates the over nine decades of graduates. particular school need. Its purpose is to foster the spirit strong support and participation of of fellowship and loyalty among parents, as well as other members Deferred Giving: its alumni and to promote the of the Dalton community, to The Parkhurst Society interests of The Dalton School. provide the best education possible Planned giving is a thoughtful way for its students. The Alumni Council consists of to support the school for the long term, as well as to maximize tax 30 members elected by the alumni Capital Campaign advantages for donors. Dalton’s body, a faculty liaison, and a senior In addition to the yearly gift to Development Office will work with class representative. It serves to the Annual Fund, many parents families to assist in developing a promote a close relationship and also consider a pledge over three charitable plan. All those naming understanding between the alumni to five years for the new Capital Dalton as a beneficiary or setting and the school and to further the Campaign. Recent commitments to up a deferred gift become valued general welfare of Dalton. The the campaign have been earmarked members of The Parkhurst Society. monthly meetings focus on issues for a variety of purposes, including concerning Dalton alumni and building projects, financial aid, plan for programs and services curricular innovations, and the that would interest alumni of endowment. Dalton continually different ages and classes and strives to increase its endowment, the Dalton community. as a strong endowment provides the

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