DOCSLIB.ORG

US-Profile-2019-2020.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

THE TOME SCHOOL 581 S. Maryland Avenue • North East, MD 21901 410-287-2050 Fax 410-287-8999 www.tomeschool.org CEEB code: 210835 Founded 1889 HOME OF THE TITANS 2019-2020 Upper School Profile SCHOOL AND COMMUNITY PROFILE The Tome School is an independent, coeducational, college preparatory day school established in 1889 by Port Deposit philanthropist Jacob Tome. It was the founding school of the Cum Laude Society in 1906 and continues to value honor and academic excellence. The school’s curriculum provides a broad liberal arts education for students from kindergarten through twelfth grade in an environment emphasizing academic success, high standards of personal behavior, and full participation in school life. Tome School’s 100 acre campus is in Cecil County and is located at the head of the Chesapeake Bay, halfway between Baltimore and Philadelphia. It is chartered by the State of Maryland Board of Education. ENROLLMENT Students come from Delaware, Pennsylvania, and three counties in Maryland with a current enrollment of 429 students in grades K through 12. Thirty percent of students receive financial aid. The Upper School is comprised of grades 9-12, with 134 students, 29 in the class of 2020. ADMISSIONS PROCEDURE Applicants must pass entrance tests in reading comprehension, mathematics, and general intellectual ability. Prospective students also spend a day attending classes both in their grade level and the level for which they are applying. STAFF Head of School: Mrs. Christine Szymanski College Admissions Counselor: Shelley Pierce Upper School Faculty: 14 academic teachers, 7 holding MA or MS degrees, 1 holding MFA & MA degrees. SCHOOL YEAR The 173-day school year is divided into quarters, with grades available two weeks after quarter’s end. The school day is divided into seven 50-minute periods, with an additional 20-minute study hall at the end of the day. HONORS CURRICULUM Tome Upper School students take six academic classes each year. The typical schedule includes one class in each of the following disciplines: English composition, foreign language, history, literature, mathematics and science. To graduate from Tome a student must successfully complete a minimum of 21 academic credits with a minimum distribution of 4 credits in English and 3 credits each in foreign language, history, mathematics and science according to the MSDE under COMAR 13A.09.09. Courses offered at Tome include: English Composition: Levels 9, 10, 11,12 Foreign Language: French and Spanish, Levels 1-4, Latin 1-3 History: Ancient, World, U.S., Government/Economics Literature: Ancient, American, British, and World Mathematics: Algebra I and II, Geometry, Precalculus, Calculus, Statistics Science: Biology, Environmental Science, Chemistry, Physics, Advanced Biology Seventh period elective classes are not for credit and include the arts, physical education, Yearbook, Literary Magazine, Envirothon, Drama, all students must successfully pass a Physical Education and Health class to qualify for graduation among other courses. To ensure a rigorous and intellectually probing curriculum, all classes are taught at the Honors level. Tome School eschews AP courses – to avoid the rigidity of “teaching to the test”. However, many students elect to take AP exams. ACADEMIC STATISTICS/TESTING RESULTS GPA is calculated for academic subjects only. Class rank is not calculated beyond first and second place. Class of 2019 Testing Profile SAT Distribution Grading System GPA CALCULATION Middle 50% Tome Maryland National GRADE STANDARD (Weighted for Honors) (31 Scores) (2019) (2018) (2018) (Not Weighted) 95 – 100 = 4.8 EBRW 610-670 637 545 536 A = 90 – 100 = 4.0 90 – 94 = 4.5 Math 560-640 603 535 531 B = 80 – 89 = 3.0 85 – 89 = 3.8 C = 70 – 79 = 2.0 80 – 84 = 3.5 F = 69 and below 75 – 79 = 2.8 ACT Mean Composite 70 – 74 = 2.5 Tome (2018) 24.8 69 = 0 Maryland (2018) 22.5 National (2018) 20.8 Weighted Grade Unweighted Grade Distribution of Distribution of Academic Average Academic Average (4.0 scale) Class of 2018 (35) Class of 2019 (34) Class of 2018 (35) Class of 2019 (34) 95-100% 5 students 2 students 4.5-4.8 11 students 7 students 90-94.9 11 students 13 students 4.1-4.4 9 students 11 students 85-89.9% 9 students 10 students 3.7-4.0 7 students 7 students 80-84.9% 6 students 5 students 3.3-3.6 4 students 4 students 70-79.9% 4 students 4 students 2.9-3.2 4 students 5 students Below 70 0 students 0 students 2.5-2.8 0 students 0 students avg: 88.55% avg: 87.92% 2.1-2.4 0 students 0 students POST GRADUATE EDUCATION 98% of Tome graduates (in the last 3 years) pursue further schooling; 98% have gone to four-year schools or joined the military and 2% have gone to two-year schools. Over the past five years, Tome students have been accepted to the following schools and an * signifies a 2019 graduate will attend. Albright College Frostburg State University North Carolina State University University of Connecticut Alfred University Furman University Northern Michigan University * University of Delaware Allegheny College Gardner-Webb University Notre Dame of Maryland Univ. University of Denver American University George Mason University Ohio State University University of Findlay Anderson University George Washington University * Old Dominion University University of Florida Appalachian State University Georgetown University Olivet Nazarene College University of Georgia Arcadia University Georgia Military College* Palm Beach Atlantic University University of Kansas Arizona State University Georgia Southern University Penn State University * University of Kentucky Auburn University * Georgia State University Plymouth State University University of Maryland **** Babson College Gettysburg College Pratt Institute * University of Massachusetts Baylor University Goldey-Beacom College Purdue University University of Memphis Belmont University Goucher College Rensselaer Polytechnic Institute University of Miami Bloomsburg University Harford Community College Ringling College of Art & Design University of Michigan Boston University Harvard University Roanoke College University of Minnesota Bridgewater College Hawaii Pacific University Rochester Institute of Technology University of Mississippi Bryant University High Point University Rollins College University of North Carolina Chapel Hill Bryn Mawr College Hofstra University Rowan University University of North Carolina Wilmington Bucknell University Hood College Rutgers University University of Pittsburgh Campbell University Howard University Saint Leo's University University of Pittsburgh at Johnstown Case Western Reserve University Indiana University of PA Salisbury University ** University of Rhode Island Catholic University Ithaca College San Diego State University University of Richmond Cecil College James Madison University Sarah Lawrence College University of Scranton Charleston Southern University * Johns Hopkins University Savannah College of Art & Design University of South Carolina Christopher Newport University Johnson and Wales University School of the Art Institute of Chicago University of South Florida Clemson University Keystone College Seton Hill University University of Tampa Coastal Carolina University Kutztown University Shenandoah University University of Tennessee College of Charleston LaSalle University Shippensburg University ** University of Virginia College of William and Mary Lebanon Valley College Slippery Rock University University of Washington Colorado School of Mines Lehigh University South Dakota School of Mines University of Wisconsin-Madison Connecticut College Liberty University St. John's College University of Wyoming Cornell University Lipscomb University St. Joseph's University Ursinus College Delaware Valley College Longwood University St. Mary's College of Maryland * Valley Forge Military Academy Denison University Louisiana State Universtiy Stevenson University Villanova University DeSales University Loyola University Maryland * Stonehill College Virginia Commonwealth Univ. Dickinson College Lynchburg College Susquehanna University * Virginia Polytechnic Institute Drexel University Macalester College Syracuse University Virginia Wesleyan University Duquesne University Marist College Temple University * Washington College East Carolina University Maryland Institute College of Art The College of New Jersey Washington University in St. Louis Eckerd College Marywood University Towson University ** Wayne State University Elizabethtown College McDaniel College ** Trinity College Dublin * Webb Institute Elon University Messiah College * Tulane University West Chester University Emory University Miami University U.S. Air Force Academy West Virginia University Fairfield University Miami University of Ohio U.S. Coast Guard Academy * Widener University Fairleigh-Dickinson University Michigan State University U.S. Marine Corps * Willamette University * Fairmont State University Millersville University * U.S. Naval Academy Wilmington University Flagler College Montana State University U.S. Naval Academy Prep School Wilson College Florida Atlantic University Moore College of Art & Design UMBC Wingate University Florida Gulf Coast University Moravian College University Mary Washington Xavier University Florida Institute of Technology Mount St. Mary's University University of Houston * York College * Florida State University Muhlenberg College University of Alabama Fordham University New York University University of Central Arkansas Franklin & Marshall College Niagara University University of Colorado Boulder * .
Recommended publications
  • Shfft. National Park Service National Register of Historic Places Inventory--Nomination Form

    Shfft. National Park Service National Register of Historic Places Inventory--Nomination Form

    Form No. 10-300 tf*eM-, AO'1 *' * UNITED STATES DEPARTMENT OF THE INTERIOR SHFFT. NATIONAL PARK SERVICE NATIONAL REGISTER OF HISTORIC PLACES INVENTORY--NOMINATION FORM SEE INSTRUCTIONS IN HOWTO COMPLETE NATIONAL REGISTER FORMS TYPE ALL ENTRIES -- COMPLETE APPLICABLE SECTIONS NAME HISTORIC Port Deposit AND/OR COMMON Port Deposit Historic District I LOCATION STREETS.NUMBER East bank, of Susquehanna River about ten miles south of the Hason-Dixon Line _NOT FOR PUBLICATION CITY. TOWN CONGRESSIONAL DISTRICT Port Deposit VICINITY OF First STATE CODE COUNTY CODE Maryland 24 Cecil 015 CLASSIFICATION CATEGORY OWNERSHIP STATUS PRESENT USE ^.DISTRICT —PUBLIC ^-OCCUPIED —AGRICULTURE —MUSEUM _ BUILDING(S) —PRIVATE X_UNOCCUPIED ^-COMMERCIAL —PARK —STRUCTURE X_BOTH —WORK IN PROGRESS —EDUCATIONAL ^ PRIVATE RESIDENCE —SITE PUBLIC ACQUISITION ACCESSIBLE —ENTERTAINMENT XRELIGIOUS —OBJECT _IN PROCESS .X_YES: RESTRICTED —GOVERNMENT —SCIENTIFIC —BEING CONSIDERED _YES: UNRESTRICTED ^.INDUSTRIAL XTRANSPORTATION _NO —MILITARY —OTHER: OWNER OF PROPERTY NAME Multiple public and private owners (See attached list) STREET & NUMBER CITY. TOWN STATE VICINITY OF LOCATION OF LEGAL DESCRIPTION COURTHOUSE. Cecil County Courthouse REGISTRY OF DEEDS,ETC. STREET & NUMBER CITY. TOWN STATE Elkton Maryland 21921 I REPRESENTATION IN EXISTING SURVEYS TITLE DATE —FEDERAL —STATE —COUNTY —LOCAL DEPOSITORY FOR SURVEY RECORDS CITY. TOWN STATE DESCRIPTION CONDITION CHECK ONE CHECK ONE X_EXCELLENT ^DETERIORATED X_UNALTERED X-ORIGINALSITE X—GOOD X-RUINS X_ALTERED _MOVED DATE- X_FAIR _UNEXPOSED DESCRIBE THE PRESENT AND ORIGINAL (IF KNOWN) PHYSICAL APPEARANCE Port Deposit is a small town in western Cecil County, Maryland. Its main street, running parallel to the northeastern bank, of the Susquehanna River, is a 1.4 mile segment of U.S. Route 222. Between Main Street and the river are the Penn Central railroad tracks, the railroad yard and, along about half of Port Deposit's length, industrial buildings and wharves.
  • CFS School Profile for Colleges 2019

    CFS School Profile for Colleges 2019

    4809 Friends School Rd Upper School Profile Durham NC 27705 Phone: 919.383.6602 Fax: 919.383.6009 2019-2020 www.cfsnc.org CEEB Code: 341-047 Karen Cumberbatch, Head of School [email protected] Lauren Brownlee, Head of Upper School [email protected] Stefan Waldschmidt, College Counselor [email protected] OUR MISSION Carolina Friends School is a vibrant and inclusive learning community empowering students to think critically, creatively, and independently. We foster active exploration and quiet reflection, individual endeavor and collaborative engagement. Inspired by Quaker values—pursuit of truth, respect for all, peaceful resolution of conflict, simplicity, the call to service—we teach our children that it is possible to change the world. THE SCHOOL: HISTORY & ENROLLMENT Carolina Friends School (CFS) is an independent, co-educational Quaker day school founded in 1962 by members of the Durham and Chapel Hill Meetings of the Religious Society of Friends. Upon its founding, CFS became one of the first schools in the South to pursue a policy of racial integration. CFS graduated its first class in 1974. Today, CFS enrolls approximately 500 students in early childhood to 12th grade with approximately 175 students in the Upper School. Each year, approximately 97% of our graduates attend four-year colleges and universities, and 3% attend two-year institutions, travel, pursue public service opportunities, or directly enter the workforce. CURRICULUM CFS operates on a trimester system with graduation requirements that encourage students to balance academic, athletic, and artistic interests. By design, CFS does not designate courses with distinctions such as honors or Advanced Placement. EVALUATION The Upper School uses a non-graded, non-ranked narrative evaluation system that is personal and comprehensive.
  • MARYLAND LETTERS ABOUT LITERATURE FINALISTS 2015 Level One (Grades 4-6)

    MARYLAND LETTERS ABOUT LITERATURE FINALISTS 2015 Level One (Grades 4-6)

    MARYLAND LETTERS ABOUT LITERATURE FINALISTS 2015 Level One (Grades 4-6) Boonsboro Middle School, Boonsboro Lake Elkhorn Middle School, Columbia Salma Hakam – Peanuts James Dorsey – Amulet Cassandra Woolverton – A Tale Dark and The Bryn Mawr School for Girls, Baltimore Grimm Tahra Khanuja – See You at Harry's Aamina Bora – Candy Bomber Chesapeake Public Charter School, Tilden Middle School, Rockville Lexington Park Declan Burros – Mockingbird Ariel Gill-Ehrenreich – Surviving Hitler Tome School, North East Cold Spring Elementary School, Potomac Elisabeth McDowell – Out of My Mind Dhruv Pai – A Series of Unfortunate Events Hektor Thompson – Peanuts Hebbville Elementary School, Baltimore West Towson, Towson Jordan Franklin – Gifted Hands Blake Bayer – Divergent Tatiana Greene – The Giving Tree Kate Carrera – Wonder Ben Chico – Small Steps Highland Park Elementary School, Ben England – May I Cross Your Golden Landover River Mikaela Lyons – The Fault in Our Stars Carson Glikin – A Long Walk to Water Jackson Graney – Brian's Winter Individual Entry, Silver Spring William Lehmann – Brian's Winter Adoniyah Ben-Tsalmiel – A Medal for Leroy Landon Katz – How They Choked Tatum McLaney – Wonder Key School, Annapolis Ryan Quinn – Land of Stories: A Grimm Lizzy Armstrong – The Witch's Boy Warning Amanda Shrader – Out of My Mind Benjamin Raufman – Prisoner B-3087 Nora Shive – Matilda Krieger Schecter Day School, Baltimore Ceci Wetzel – I Am Malala Gillian Blum – The Tortoise and the Hare MARYLAND LETTERS ABOUT LITERATURE FINALISTS 2015 Level Two (Grades
  • John AJ Creswell of Maryland

    John AJ Creswell of Maryland

    Dickinson College Dickinson Scholar Faculty and Staff Publications By Year Faculty and Staff Publications 2015 Forgotten Abolitionist: John A. J. Creswell of Maryland John M. Osborne Dickinson College Christine Bombaro Dickinson College Follow this and additional works at: https://scholar.dickinson.edu/faculty_publications Part of the United States History Commons Recommended Citation Osborne, John M., and Christine Bombaro. Forgotten Abolitionist: John A. J. Creswell of Maryland. Carlisle, PA: House Divided Project at Dickinson College, 2015. https://www.smashwords.com/books/ view/585258 This article is brought to you for free and open access by Dickinson Scholar. It has been accepted for inclusion by an authorized administrator. For more information, please contact [email protected]. Forgotten Abolitionist: John A.J. Creswell of Maryland John M. Osborne and Christine Bombaro Carlisle, PA House Divided Project at Dickinson College Copyright 2015 by John M. Osborne and Christine Bombaro Distributed by SmashWords ISBN: 978-0-9969321-0-3 License Notes: This book remains the copyrighted property of the authors. It may be copied and redistributed for personal use provided the book remains in its complete, original form. It may not be redistributed for commercial purposes. Cover design by Krista Ulmen, Dickinson College The cover illustration features detail from the cover of Harper's Weekly Magazine published on February 18, 1865, depicting final passage of Thirteenth Amendment on January 31, 1865, with (left to right), Congressmen Thaddeus Stevens, William D. Kelley, and John A.J. Creswell shaking hands in celebration. TABLE OF CONTENTS Foreword by Matthew Pinsker Introduction Marylander Dickinson Student Politician Unionist Abolitionist Congressman Freedom’s Orator Senator Postmaster General Conclusion Afterword Notes Bibliography About the Authors FOREWORD It used to be considered a grave insult in American culture to call someone an abolitionist.
  • CE-1291 Port Deposit Historic District

    CE-1291 Port Deposit Historic District

    CE-1291 Port Deposit Historic District Architectural Survey File This is the architectural survey file for this MIHP record. The survey file is organized reverse- chronological (that is, with the latest material on top). It contains all MIHP inventory forms, National Register nomination forms, determinations of eligibility (DOE) forms, and accompanying documentation such as photographs and maps. Users should be aware that additional undigitized material about this property may be found in on-site architectural reports, copies of HABS/HAER or other documentation, drawings, and the “vertical files” at the MHT Library in Crownsville. The vertical files may include newspaper clippings, field notes, draft versions of forms and architectural reports, photographs, maps, and drawings. Researchers who need a thorough understanding of this property should plan to visit the MHT Library as part of their research project; look at the MHT web site (mht.maryland.gov) for details about how to make an appointment. All material is property of the Maryland Historical Trust. Last Updated: 09-12-2018 CE-1291 MTiiDSTATES DLI^RTMENTOMHL INTERIOR IFOR NPS USE ONLY NATIONAL PARK SERVICE NATIONAL REGISTER OF HISTORIC PLACES flECE,VED INVENTORY -- NOMINATION FORM [DATE ENTERED " SEE INSTRUCTIONS IN HOW TO COMPLETE NATIONAL REGISTER FORMS TYPE ALL ENTRIES - COMPLETE APPLICABLE SECTIONS NAME HISTORIC Deposit AND/OR COMMON \ Port Deposit Historic District LOCATION STREETS, NUMBER East bank of Susquehanna River about ten miles'south " of the Mason-Di*on Line _NOT FOR
  • Wildwood School At-A-Glance Wildwood School Is a Progressive Kindergarten Through 12Th Grade Co-Ed College Preparatory School in West Los Angeles

    Wildwood School At-A-Glance Wildwood School Is a Progressive Kindergarten Through 12Th Grade Co-Ed College Preparatory School in West Los Angeles

    wildwood school at-a-glance Wildwood School is a progressive kindergarten through 12th grade co-ed college preparatory school in West Los Angeles. The school’s program thrives at the intersection of research and practice. Wildwood develops discerning thinkers able to examine and assimilate a wide body of information, evaluate evidence, consider diverging perspectives, and seek connections before formulating their conclusions. These higher-order thinking skills are crucial for college success and beyond where knowledge and perspective must constantly adapt to our rapidly changing world. Wildwood’s elementary school was founded in 1971, and the middle and upper school was established in 2000. A model for progressive education, Wildwood’s Outreach Center shares our school’s best practices through on-site workshops for teachers and specialized consulting services for schools. elementary school Wildwood’s elementary program supports the • Multi-age groups in K-1st grade and a low student-teacher intellectual, social, and emotional development of ratio facilitate a supportive environment where students each child. Life Skills are woven into the daily fabric develop skills while learning to mentor and model for their peers. of the curriculum and the development of these skills is as important as students’ academic development. • Best practices include Cognitively Guided Instruction Our project-based, hands-on approach encourages (CGI) math, Total Physical Response (TPR) Spanish, children to learn by doing and to think critically information and computer literacy, multicultural programming, and advisory. and creatively. • The outdoor classroom, garden, and Big Yard Woods are stimulating venues for learning and a backdrop for imaginative play. • Community involvement is an integral part of the Wildwood experience, exposing students to social-service organizations and other school communities.
  • Potomac Dir. K-12.Indd

    Potomac Dir. K-12.Indd

    THE POTOMAC SCHOOL MCLEAN, VIRGINIA DIRECTOR OF THE K-12 ACADEMIC PROGRAM START DATE: JULY 1, 2019 POTOMACSCHOOL.ORG Mission Fast Facts At The Potomac School, we believe Founded: 1904 that intellectual development, love of Head of School: John Kowalik learning, and strength of character Grades Served: K-12 are complementary, and equally Students: 1,054 essential, educational goals. With a Divisions: 4 firm commitment to our core values Campus: 90+ acres and a rigorous academic program, we Mascot: Panthers prepare students to lead lives of purpose, Full & Part-time Faculty: 161 achievement, and generosity of spirit. Faculty with Advanced Degrees: 114 THE POSITION The Potomac School in McLean, Virginia, seeks an experienced administrator to serve as Director of the K-12 Academic Program effective July 2019. Potomac enjoys an extraordinary reputation as one of the top independent K-12 day schools in the nation; the School enrolls 1,054 students on a spectacular 90-acre campus just minutes from Washington, D.C. Since its founding near Washington’s Dupont Circle in 1904, Potomac School’s educational philosophy has defined the learning process as an exploratory endeavor driven by students’ natural curiosity and interests. From kindergarten through 12th grade, Potomac faculty seek to develop engaged learners who possess both the intellectual abilities and the character traits needed to thrive in a rapidly changing and demanding society. Each year, Potomac students produce impressive test scores and college placement results, yet the School does not view these metrics as the singular goal of its educational program. With applications at the highest level to date, the appointment of John Kowalik as Head of School, the development of several signature programs, and a century of academic excellence behind it, Potomac is entering one of the most exciting periods in its history.
  • Harford Christian School Opponents Directory ���

    Harford Christian School Opponents Directory

    Harford Christian School Opponents Directory Name Class Athletic Director Address Phone Fax Email Aberdeen CHISSL , , 21001 Aberdeen High School Tim Lindecamp 251 Paradise Rd, 410-273-5522 410-273-5522 Aberdeen, MD 21001 Aberdeen Vipers U-12 , , 21001 Alumni , , 21034 Annapolis Area Christian Joe Palumbo 109 Burns Crossing 410-519-5300 410-519-5907 School Road, Severn, MD 21144 Arlington Baptist School Matt Brethauer 3030 N Rolling Rd, 410-655-9300 410-496-3901 Baltimore, MD 21244 x. 112 Baltimore-lutheran Tom Lentsch 1145 Concordia Dr, 410-825-2323 School Towson, MD 21286 Bel Air CHISSL , , 21034 Bel Air High School 100 Heighe Street, Bel Air, MD 21014 Bethany Christian School 1137 ShadySide Rd., Oxford, PA 19363 Bohemia Manor High Dan Schnatz 2755 Augustine Herman 410-885-2075 410-885-2485 School Hwy, Chesapeake City, MD 21915 Bryn Mawr School For 109 W Melrose Ave, 410-323-8800 410-323-7236 Girls Baltimore, MD 21210 x34 Calvary Baptist Church John Soemer 407 Marley Station Road, 410-768-5324 410-768-8260 [email protected] Academy Glen Burnie, MD 21061 Calvary Baptist Dundalk , , 22222 Calvary Temple Jim LeRoack, A.D. 4201 Pennington 410-451-0844 410-355-1966 Avenue, Baltimore, MD 21226 Capitol Christian Jennifer Cornetto 610 Largo Rd, Upr 301-336-2200 301-336-6704 Academy Marlboro, MD 20774 02/04/2010 Schedule Star 800-822-9433 1 Name Class Athletic Director Address Phone Fax Email Caravel Academy Dennis Szymanski 2801 Del Laws Rd, Bear, 302-834-8938 302-834-3658 DE 19701 Carroll Christian High Mike Cole 550 Baltimore Blvd, 410-876-1808 410-848-0865 School Westminster, MD 21157 x31 Carson Long School Mark Sommerville N.
  • The Pingry School Basking Ridge Campus, Middle & Upper School

    The Pingry School Basking Ridge Campus, Middle & Upper School

    2014-2015 Curriculum Guide THE PINGRY SCHOOL Basking Ridge Campus, Middle & Upper School Short Hills Campus, Lower School 131 Martinsville Road Basking Ridge, NJ 07920 Mission Statement and Philosophy . 3 Diversity Statement . 3 . Statement of Objectives . 4 The Honor Code . 4 . LOWER SCHOOL Philosophy of the Lower School Curriculum . 5. Computer Science . .6 . Decisions . 7. Drama . 8 Health . .9 . Library Media Center . 10 Mathematics . 11 Music . .13 . Physical Education . 14. Reading, Writing, Language Arts . .15 . Science . 17. Social Studies . .19 . Visual Arts . 21 THE PINGRY SCHOOL – Curriculum Guide 2014-2015 THE PINGRY World Languages . 22 MIDDLE SCHOOL Philosophy of the Middle School Curriculum . 23 . Athletics . 24 Grade Six Co-Curricular Courses . 25 Drama . 26 Educational Technology . 27 Health . 27 . Humanities . 29 Mathematics . 31 Music . .32 . Science . 33. Visual Arts . 34 World Languages - Classical Language . 35. World Languages - Modern Language . 36 Other Courses . 37 UPPER SCHOOL Philosophy, Graduation Requirements, Etc . 38 Computer Science . 42. Drama . 44 English . 46 . Fitness Education . 52 Health . 53 . History . 54 Mathematics & Economics . 58. Music . .61 . Science . 63. Visual Arts . 71 World Languages - Modern Language . 75 World Languages - Classical Language . 79. Interdepartmental Courses . 81 2 Other Courses . 83 . Summary of Course Offerings . 84. MISSION STATEMENT AND PHILOSOPHY Founded in 1861, The Pingry School is an independent, coeducational, college preparatory day school for students in kindergarten
  • AOSJ Viewbook

    AOSJ Viewbook

    ACADEMY OF ST. JOSEPH WELCOME TO OUR VIBRANT COMMUNITY Our children are blessed to “ be able to attend such a fantastic school. We appreciate everyone’s efforts to make the school year such a terrific experience for them. - Current parent ” We educate individuals A balanced education With a 9:1 student-teacher ratio, Our teachers understand the com- provides the essential extras small classes allow teachers to plex needs of young people and While academic challenge is at the work closely with each child. Out- help them to discover and devel- core of our program, faith, sports, side the classroom, teachers are op their individual talents, while activities, and community service also coaches, club facilitators, and providing academic challenge to opportunities are considered an advisors, which creates a sup- promote intellectual growth. essential part of each student’s life portive and friendly relationship at the Academy. between faculty and students. Coming here you can feel the enthusiasm for “learning. Whether your child is academic or creative, you can find a place.” – Current parent The Academy of St. Joseph in Greenwich Village is an indepen- dent school refreshing the Catholic tradition of service, compassion and academic excellence by inspiring and guiding students through a contemporary and comprehensive humanities-based curriculum. Welcoming students of all faiths in grades Pre -Kindergarten to Eighth, the Academy fosters the intellectu- al, spiritual, social, emotional and physical development, while instill- ing in them the highest standards of character, competence and compassion. CORE BELIEFS WE BELIEVE THAT: The Academy of St. Joseph is committed to The nurturing of the whole child is essential to the formation of a set of core beliefs which define and bind what it means to be a person of character, of competence, and of the community together to create an compassion.
  • The Opportunity to Apply Director of Upper School

    The Opportunity to Apply Director of Upper School

    Director of Upper School Woodlawn School Davidson, North Carolina July 2021 • woodlawnschool.org The Opportunity Southern Teachers is assisting Woodlawn School in its search The school’s founding commitment to hands-on, integrated, for a dynamic, engaging, and energetic Director of Upper project-based learning distinguishes it from other schools in the School to lead a progressive, project-based learning program region. Woodlawn’s 141 young alumni are proof positive that that develops critical and analytical thinking; fosters superior project-based learning and rigorous AP curriculum support skills in problem-solving; develops strong written and oral and enhance each other, and that the social and emotional communication skills; and is characterized by a collaborative, intelligence fostered by project-based learning and the school’s team-based approach to all aspects of teaching and learning. unique culture equips students to thrive in highly rigorous, highly selective colleges and universities, and emerge as dynamic, Most of all, Woodlawn seeks an academic leader who will help creative, responsible leaders who embrace the joy of lifelong the school advance its mission—“To produce independent, learning. lifelong learners who are responsible, contributing members of a diverse global society”—and embrace its belief that joyful learning leads to high achievement. Woodlawn’s Unique Approach Woodlawn’s educational philosophy provides the guiding principles used to carry out its mission. Woodlawn seeks to provide a superior learning environment by encouraging critical thinking, curiosity, and diligence. The school promotes the personal growth of its students by encouraging creativity, leadership, and individuality. Woodlawn fosters in its students a strong commitment to social responsibility by valuing Woodlawn School is a coeducational multiple perspectives, compassion, tolerance, and respect.
  • Upper School Curriculum Guide 2020-2021

    Upper School Curriculum Guide 2020-2021

    P ERS R O O NA IG L R IZ E IC D M L E E D A A R C N A I N G I N T E S R P N I A H T S I R O E N N A T L R IS A M P Upper School Curriculum Guide 2020-2021 TABLE OF CONTENTS MISSION 1 VISION 1 VALUES 1 INCLUSION STATEMENT 2 PORTRAIT OF A LÉMAN LEARNER 3 LÉMAN ACADEMIC PLAN 4 MIDDLE SCHOOL PROGRAM 5 HIGH SCHOOL PROGRAM 6 PERSONALIZED LEARNING PLANS 7 THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME 7 HIGH SCHOOL GRADUATION REQUIREMENTS 13 LANGUAGE POLICY 17 STUDENT SUPPORT SERVICES 18 THE LEARNING SUPPORT PROGRAM 18 ENGLISH FOR SPEAKERS OF OTHER LANGUAGES PROGRAM 19 TECHNOLOGY, LIBRARY, AND INFORMATION CONNECTIONS 22 STANDARDIZED TESTING 23 EXTRACURRICULAR ACTIVITIES, CLUBS, AND ATHLETICS 27 COURSE DESCRIPTIONS & REQUIREMENTS 33 WORLD LANGUAGE DEPARTMENT COURSES 39 SOCIAL STUDIES 51 SCIENCE 56 MATHEMATICS 64 FINE ARTS 68 PHYSICAL EDUCATION AND HEALTH 78 TECHNOLOGY AND COMPUTER SCIENCE 82 ADVISORY PROGRAM 84 0 MISSION Léman Manhattan is an International Baccalaureate World School that delivers an academically rigorous program and sets high expectations for students from early childhood through 12th grade. Serving our local neighborhoods and a diverse international community, we prepare students with the knowledge, confidence and fluency they need to engage in a rapidly changing world. Léman challenges students’ intellect and inspires their creativity. We encourage them to think critically and work collaboratively. Celebrating each student’s individuality, we foster the skills they need to grow in mind, body and spirit.