Garrison Forest School

AIMS Self-Study

September 2017 Garrison Forest School Self-Study Guide

Table of Contents

I. PROCESS...... 1 II. CORE MISSION AND VALUES...... 9 III. GOVERNANCE...... 14 IV. TEACHING AND LEARNING...... 29 V. SCHOOL CLIMATE...... 183 VI. SCHOOL AND COMMUNITY...... 216 VII. BOARDING AND HOMESTAY...... 237 VIII. COUNSELING...... 245 IX. PERSONNEL ...... 258 X. ADMISSION AND FINANCIAL ASSISTANCE ...... 265 XI. ADVANCEMENT, FINANCIAL MANAGEMENT AND SUSTAINABILITY. . .276 XII. HEALTH...... 290 XIII. INSTITUTIONAL TECHNOLOGY...... 300 XIV. PLANT, SAFETY AND TRANSPORTATION ...... 304 XV. SUMMARY...... 312 AIMS ACCREDITATION FALL 2017 SPECIAL REPORTING NOTES

We made an effort to organize our report to reflect, as closely as possible, the way our school is organized. Furthermore, with approval from AIMS, we made some changes to a few questions in the Teaching and Learning section and the Financial Sustainability section of our report. Below are our special reporting notes:

Chapter X was divided into two chapters as follows: ▪ Chapter X – Admission and Financial Assistance ▪ Chapter XI – Advancement, Financial Management and Sustainability

Chapter XII was divided into two chapters as follows: ▪ Chapter XIII – Institutional Technology ▪ Chapter IV – Plant, Safety and Transportation

Changes to Financial Sustainability Questions ▪ Replace Question 1 → Question 1: How do you stay informed about the strategic environment? → Replace with: What is the school’s compensation model? How does the school evaluate the impact of its compensation model on financial sustainability and its ability to attract and retain talent? ▪ Replace Question 3 → Question 3: Do these big-picture challenges inform your planning? If so, how? If not, why not? → Replace with: How does the school prioritize and fund its programmatic goals? ▪ Edited question 5 as follows: → What can be learned from the “stress test”? Example questions might include: Are the school’s cash reserves adequate? Is the School’s student- faculty ratio sustainable? Is the school’s use of annual giving, endowment and auxiliary resources sustainable compared to other comparable independent schools?

Changes to Teaching and Learning Questions ▪ Replace Question A2 → Question A2: As a whole faculty, please also develop a list of the characteristics relevant to teaching and learning of the student body currently enrolled, observed over time and informed by research. → Replace with: How do the school’s Core Values (Be Authentic, Be Brave, Be Compassionate, Be Curious, Be Spirited) guide teaching and learning? ▪ Replace Question B4: → Question B4: Is there appropriate balance among the core academic disciplines, including English on language arts, math, science, and history or social studies, and other content areas defined by the school? Again, please provide examples to support your answer. → Replace with: Describe experiential learning and the process through which experiences result in enduring knowledge, skills and understanding. ▪ Replace Question C12: → Question C12: Please tell us how teaching strategies align with student characteristics enumerated in 2 above. (Note: question 2 has been replaced) → Replace with: How effective is the school’s program at fostering a growth mindset in students? What opportunities do students have to struggle, take safe risks, fail and build resilience? ▪ Add a Question to section E – Student Learning: → How is critical thinking cultivated? What specific assignments and activities foster critical thinking?

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I. PROCESS ______

PREPARED BY: Jenny Rao, Director of Academic Affairs, Chair Natalie Froman, Upper School Academic Dean and English, Co-Chair Alpana Chhibber, Upper School History Catie Gibbons, Assistant Director of Admission Erin Hirsh-Viana, Fourth Grade Meredith Klein, Middle School English Stacy Mohn, Controller Shannon Schmidt, Middle School Academic Resource Coordinator Rachel Waller, Chair, Performing Arts Department

HOW PREPARED (PROCESS):

The co-chairs drafted responses to the questions and incorporated feedback from the other members of the committee.

1.Write a description of the process followed to prepare the self-study. Include structure and composition of committees and subcommittees, frequency of meetings, how information was gathered, and an outline of the schedule the school followed.

In February 2016, the Head of School appointed the co-chairs for the AIMS Accreditation process. The leadership team decided to select the Accreditation Guide 7.0 Edition and be part of the small group of schools piloting the new accreditation process. In anticipation of the Spring Design Conference with AIMS, the school’s Academic Council met to decide on the format to present the school’s Curriculum, the process to assemble and analyze three years of teaching and learning data for Math, English and World Languages and the design of optional teaching and learning questions to pursue deeper and more relevant issues through the Self-Study. The co- chairs assembled the materials required for the AIMS Design Conference, which took place in March 2016 where all the school’s proposals were approved.

In April 2016, all faculty and staff received an email extending the opportunity to be a part of the AIMS Steering Committee. From the list of interested employees, the leadership team assembled a team of nine people that represents all divisions, faculty and staff to lead the accreditation process. The leadership team also helped the co-chairs assemble the committee rosters for each report. Every faculty member was assigned to at least one committee with most serving on two or more committees. The necessary Board of Trustee members, alumnae and staff members were

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also added to committee rosters. In addition, committee leaders for each report were identified. Employees received an email presenting the committee rosters for all the self-study reports.

At the end of April 2016, the Steering Committee convened for the first time and covered three topics. First, members were asked to read the Accreditation Guide 7.0 Edition. Second, they received their committee assignments, with each serving as a steering committee liaison assigned to support three or more committees. Third, they were charged with meeting with the leaders of the committees they support to prepare committee leaders for their first meeting. In addition, the school created a Google account titled “AIMS Accreditation 2017.” In that account, co-chairs created Google-docs for each report. Finally, the steering committee prepared a light-hearted video to present to faculty and staff at the close of 2015-16 to kick-off the GFS AIMS Accreditation process.

Preparing for the Accreditation process was an important focus of the school’s end-of-year faculty and staff meetings in June 2016. Every committee met for the first time and logged into its respective google-doc to become familiar with the required questions. Committee leaders were charged with giving their committees a pre-writing assignment to prepare for their formal writing day in the fall of 2017.

On November 28, 2017, GFS devoted the entire Professional Development Day to committee meetings. Committees were charged with completing a draft of their report. All meetings were two-hours long, occurred in the same building and used a staggered schedule of meetings to avoid double-booking committee members as much as possible. Steering Committee members set up a help-desk staffed for the duration of the writing day to support all committees.

In December 2017, the Steering Committee had a one-day retreat to read over all reports. At the beginning of the day, the committee reviewed the goals of the proof-reading task: to be thorough yet brief; ensure the writing was clear and adhered to the school’s style guide; and make sure that strengths, weaknesses and recommendations were well organized and succinct. All reports were proof-read by at least two steering committee members and comments and questions were added to reports.

In January 2017, all committees met again to address the comments of the steering committee members. Later that same month, the steering committee reconvened to ensure that all comments had been satisfactorily addressed. When needed, steering committee liaisons met with committee leaders in person to work on strengthening and editing reports.

To create the All School Curriculum Guide, the Director of Academic Affairs held eleven department retreats during the months of December through February. K-12 Departments met to

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collaborate on creating a one-page overview of their discipline’s philosophy, essential questions and skills K-12. The Preschool also met as a Department and created a one-page overview.

In the spring of 2017, all reports were converted from Google-docs to Word documents and sent to the school’s former Communications Director, not freelance writer and editor, to serve as the final editor and ensure that the whole report is written in one voice. In addition, the steering committee met again to brainstorm on the themes that had emerged from the self-study. The thinking from that brainstorming session resulted in the summary chapter.

The leadership team received a draft of the entire self-study report in June 2017. At the August leadership team retreat, the senior leadership of GFS offered final minor edits to the report which were incorporated. The report was finalized and shared with the school community at the end of the summer.

Attached is a list of committees, their participants and a time line for the completion of this report.

STRENGTHS: ● The Self-Study was widely inclusive and offered leadership opportunities to many faculty and staff members. ● The process was very well organized and clearly explained to all, thus it did not seem burdensome to anyone in the community. ● The Steering Committee was a high-functioning team and lead this process in a cohesive and effective way. ● Despite an unusual amount of change happening during the writing of this report, the quality and depth of thought was unaffected.

WEAKNESSES: ● The departmental Teaching and Learning reports included questions that were not necessarily relevant to departments. ● It was not easy to present the school’s co-curriculum in the format of this report.

RECOMMENDATIONS: ● Continue to use a steering committee, versus simply a chair or co-chair, to lead the Self- Study process. ● Consider ways to shorten and better tailor the teaching and learning questions to better meet the school’s needs.

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TIMELINE

March 16, 2016 AIMS Design Conference

April 6, 2016 Steering Committee Organizational Meeting HW: Read assigned chapters of the AIMS book and bring questions about section to next meeting

End of April 2016 Steering Committee AIMS book/chapter debrief Committee members connect with their committee leaders to prepare them for their August Committee meeting

Summer Institute Present to whole faculty answer to Question 1A – Teaching & 2016 Learning Section Introductory Committee Meetings, prepare for Nov 28 writing day Department Meetings to begin work on All School Curriculum Guide

Oct. 2016 Dept. drop- Department Meetings continue work on All School Curriculum Guide day

Nov 28, 2016 PD Day All School AIMS Self-Study writing day in committees (google-docs)

December 2016 Steering Committee reads reports and creates question for committees

Thursday a.m. in Committees reconvene to answer questions from Steering Committee January 2017

January 2017 Steering Committee reviews assigned questions to finalize them

February 2017 Steering Committee meets to finalize full report to send to final editor

March 2017 Transfer all google-docs into one Word document

April 2017 Final editor reviews entire report to give it one-voice Write summary and process chapters

May 2017 Finalize up-dating and organizing required documents

June 2017 Finalize draft report and share with AIMS and Leadership Team

August 2017 Leadership Team makes final edits to report

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AIMS COMMITTEE ROSTERS

PROCESS Sachs Rao * Shriver Froman ENGLISH CORE MISSION AND VALUES Maranto * Roberts * Ackerman Ackerman Beckford Cowling Behrens Fleck Froman Froman Imani McCullough Kesler Oppenheimer Klein Leary GOVERNANCE Miller Roberts * Stapleton Brennen Eisler Gamber Herdson HISTORY K. Jackson Ruekberg * Shafer Baughman Daly Burns Chhibber CO-CURRICULUM Corbin Perry * Elzinga Ackerman Lynn Davis Misera Harris Oppenheimer Havlik Snyder Misera Strauss LOWER SCHOOL Waller Hutton * Welling S. Brown Jenkins EDUCATIONAL TECHNOLOGY Kesler Kelland * Livne Hawkins Lynn O’Boyle Moran Scanlan Thoeni Shriver MATHEMATICS ENGINEERING Whitman * Audette * Beam Beam Blatchley Mendenhall R. Browne

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Kenyon Lapp Livne LeVasseur O’Gorman Molina Riesenfeld T. Trinh Welling Wilks Wolfe SCIENCE MIDDLE SCHOOL Khanchandani * T. Trinh * Audette Beretta Blair Blatchley Brocato Fleck McQuiston Kelland Mendenhall Meyers Meyers Misera Oleisky M. Smith Segelken Spiegel PERFORMING ARTS Waller * UPPER SCHOOL Alexander Wilks * Cicconi Beam Flynn Blair Malone-Wolf Burns Scott Castro Havlik PHYSICAL EDUCATION Maranto Marlor * Riesenfeld Cline Ruekberg Freidrich Sachs Hall VISUAL ARTS PRESCHOOL LeVasseur * Andrews * Ko Baldwin McElderry Goldstein Sachs Fulford Yu Holford Marsh WORLD LANGUAGES Peichert Lapp * Stoute Beretta Castro-Posner PROGRAM Lin Rao * Rios Andrews Rodriguez Hawkins L.Smith Hutton M.Smith

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Havlik A.Trinh C.Tung Viana Vespoint Wells Sund Yu

SCHOOL CLIMATE COUNSELING Molina * Fleck * Beretta Baughman Bittner Cowling S. Brown Froman Chhibber Grant Doy Metruk A.Jackson Schmidt Khanchandani Strauss Marsh Wells McElderry M.Smith PERSONNEL Strauss Mohn * Teeters Herdson Wells Hodgetts McQuiston SCHOOL AND COMMUNITY Molina Bittner * Vespoint Burns * Argeropolos ADMISSIONS/FINANCIAL Callaway ASSISTANCE Cole Greer * Elzinga Mohn * Gavin Achenbach Grant Andrews Kokinis Bogdan McMahon Gamber McGowan Gibbons Molina O’Neal Oleisky Perry HEALTH Qualls Franzen * Riley Berdan Stoute Doy Daly BOARDING AND HOMESTAY Kotarides Kotarides * Richards Berdan R. Brown ADVANCEMENT Greer Hodgetts * Havlik Gamber *

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Frost-Bhasin Herdson K.Jackson Ruark Mohn Shea Roberts Wolfson

INSTITUTIONAL TECHNOLOGY SUMMARY Ammons * Rao * Hawkins * Froman * Benjamin Chhibber Boyd Gibbons Handy Klein Mohn TRANSPORTATION/SAFETY/ PLANT Schmidt Machin * Viana Dignan Waller Rosenbaum

*Chair/Co-Chair

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II. CORE MISSION AND VALUES ______

PREPARED BY: Kim Roberts, Head of School, Chair Barbara Ackerman, Service League Coordinator, Upper School English Shondra Cowling, Preschool/Lower School Counselor Lisa Fleck, Director of Counseling Natalie Froman, Upper School Academic Dean, Upper School English Robyne McCullough ’07, Trustee Doug Oppenheimer, Middle School History

HOW PREPARED (PROCESS):

Initially, the committee met to divide and draft the questions. The committee reconvened to review the draft report, discuss and refine each question and edit the final report.

1. Describe the process by which the school’s Mission Statement was reviewed for this evaluation. What major issues, if any, were discussed? In reflecting on the Mission Statement, did the school do any outside research? If so, please describe. What changes, if any, were made to the statement? Why were those changes made?

All GFS faculty and staff reviewed the Mission Statement in September 2015 through an anonymous survey asking, “Do you believe that this Mission Statement accurately reflects who we are and who we want to be as a school?” and “Do you believe we should revise our Mission Statement?” 92% of respondents believed that the Mission Statement adequately reflects Garrison Forest, and 87% believed that it should not be revised. With this data, the Head of School conducted a conversation with the Board of Trustees in October 2015, who agreed with this internal assessment and then voted to keep the school’s current Mission Statement.

Since the last accreditation, GFS established new Core Values to ground student and community understanding of the Mission Statement. To establish the Core Values, the Head of School first formed a cross-divisional task force in 2014 charged with creating and executing the process. The community spent one full day to gather faculty and staff input. Then, the task force led coordinated exercises in every division where students were asked to use the Mission Statement to help develop the Core Values. Finally, the School Life Committee of the Board of Trustees conducted a series of student-led exercises in the spring 2014. The Core Values – Be Authentic, Be Brave, Be Compassionate, Be Curious, Be Spirited – were completed in late spring. In fall

GarrisonGarrison ForestForest SchoolSchool 91 AIMSAIMS EvaluationEvaluation 20172017 2015, GFS began a two-year, age-appropriate programmatic roll-out and launched new branding to further educate the community.

2. Using the Mission Statement, please identify the school’s most fundamental purposes, beliefs, and values - education, ethical and social.

Together the GFS Mission Statement, Statement of Respect and Core Values articulate the school identity, which is grounded in the synergistic processes of looking inward (self-reflection) while looking outward (the extension of empathy to the broader community). The school is invested in the development of the individual student, academically and socially/emotionally, as well as in the development of a school culture based on compassion, awareness, knowledge and action.

Garrison Forest cultivates knowledge and awareness through an academic program emphasizing both content and skill-development. The core college-preparatory curriculum encourages students to think critically about a wide range of topics through a variety of critical lenses. Faculty across all disciplines are engaged in the ongoing process of developing a diverse curriculum reflecting multiple identities and belief systems. From the book selections in the Lower School library to the elective offerings in the Upper School, GFS’s academic program endeavors to build cross-cultural fluency and global awareness. To that end, faculty actively teaches and assesses the habits of mind which build character and confidence. Instruction is designed to develop those habits, including critical thinking, creativity, curiosity, collaboration and perseverance. By identifying student strengths and passions through learning habits, the school provides individualized learning experiences for all students.

The school cultivates an authentic and resilient sense of self, grounded in respect and integrity and holds students and faculty accountable to the Core Values as a set of standards by which they develop into resilient, independent young people, and develop empathy and connection with the larger community. Students develop a strong sense of identity in which they integrate with their peers, developing a sense of cohesion and relational connectedness. GFS’s boarding school structure and diverse student population promote the process of girls honoring and celebrating each other across cultures. Students from across the country and globe provide unique connections to a wide range of cultural and life experiences. In community and classroom settings, students and faculty encounter and engage with differing values toward the goal of creating an inclusive community built on a spirit of caring.

The final point in the Mission Statement states that Garrison Forest School inspires “young women to lead and to serve with passion, purpose and joy.” Students are provided with opportunities to lead their peers in every aspect of school life from student government and student-led clubs to academic mentoring and athletics. Faculty advisors provide guidance and

GarrisonGarrison ForestForest SchoolSchool 102 AIMSAIMS EvaluationEvaluation 20172017 feedback to student leaders. The wide variety of leadership positions ensures that students with passions in particular fields have opportunities to take on responsibilities in those areas, whether as spirit captains, dorm prefects, tour guides, peer educators or class officers. Additional outside- of-school leadership development opportunities include participation in conferences and competitions, such as Model U.N., Student Diversity Leadership Council and the school’s competitive Robotics teams from Lower School through Upper School. Service opportunities abound at Garrison Forest. Service League co-heads and project captains help to educate the community about a wide range of meaningful causes and plan and promote frequent local service trips. The endowed Elsie Foster Jenkins ’53 Community Service Fund provides grant money for selective, in-depth summer service experiences both locally and globally and for outside speakers to share service experiences.

3. How is the school’s Mission Statement presented clearly to all constituencies? How is it used to educate new members of the community, including teachers, students and parents?

The Mission and Core Values are reflected throughout publications in descriptions of GFS curriculum, co-curricular activities and history. The Mission, Core Values and Statement of Respect have a dedicated website page, and several pieces of admission literature highlight the Mission, Statement of Respect and Core Values. Additionally, these essential elements of the school are reflected in the diversity of students featured in admission publications given to every prospective family, the annual Garrison Forest Magazine, the school website (www.gfs.org) and the school’s vibrant social media.

Because the Mission Statement, Motto, Statement of Respect and Core Values are linked and aligned, the most age-appropriate vehicle can be used to guide students’ behavior and development and to drive the academic program and any experiences outside the classroom. The Core Values work particularly well to educate the younger students about the qualities articulated in the Mission. For older students, faculty delve honestly into issues about which students have differing opinions and make frequent references to the Statement of Respect which expresses the school’s commitment to equity, honesty, kindness and respect. The individual attention and appreciation provided for all students ensures that they receive the message of the school motto, Esse Quam Videri, “To Be Rather Than To Seem.” Each student is encouraged and supported as she strives to discover her authentic self. The Mission Statement and Core Values.

Garrison Forest has aligned the K-12 reporting system with the Core Values as a way of embedding them in curriculum, instruction and school culture. Through the formal and informal reporting processes, faculty reinforces the Core Values and encourages students to reflect on the ways that they exhibit these values both inside and outside of the classroom. For example, in all divisions, faculty intentionally comments on these values in narrative reports, providing anecdotal evidence of how students demonstrate these character traits/behaviors. In the Middle

GarrisonGarrison ForestForest SchoolSchool 113 AIMSAIMS EvaluationEvaluation 20172017 and Upper Schools, students review their grades and comments in advisory groups to identify their academic strengths and weaknesses, including how they are actively displaying the Core Values. In this way, they develop awareness of themselves as “citizens of the school.” Similarly, in the Lower Division, report cards include interpersonal and behavioral skills which reflect the Core Values and Mission. In the Middle and Upper schools, students use e-portfolios to curate their work and reflect on their engagement with a set of learning habits/habits of mind which, like the Core Values, guide instruction and assessment. Teachers are encouraged to include the Core Values and learning habits in their syllabi and course policies as a philosophical and pedagogical foundation for the year. Through ongoing self-reflection on both academic progress and learning processes, students can position themselves at the center of the GFS Mission. In each division, Heads, Deans, Counselors, Learning Specialists and teaching faculty are stewards of this process.

4. Does the school use the Mission Statement consistently in all publications and on its website? If not, please point out the inconsistencies.

First, GFS’s many web, social media and print news articles and posts center on the school "brand” of “You Can. You Will,” which directly speaks to the school’s focus of empowering students to lead lives of purpose and realize their full potential. This is an ideal built upon the school's Mission, Statement of Respect and Core Values. Often, the Communications Office specifically highlights a value in a post or story about the GFS community, spirit, outreach commitment, connections between faculty and students or an actual Core Value (or all of them). For example, in the inside front cover of the 2016 Garrison Forest Magazine, which is mailed to all alumnae, current families, trustees, past parents and grandparents (with a recent, three-year giving history) and hundreds of regional and national feeder schools and national and international consultants, Head of School Dr. Kim Roberts framed her "Letter from the Head" using the five Core Values. The clear majority of posts and publications are mission-driven writing, with the exception being a specific post about an event. Even when profiling alumnae in the magazine or on the website, the focus is on the values they gleaned from GFS and its mission. On the school website, the full language of the Mission, Statement of Respect and Core Values is prominently posted in the "About GFS" section.

5. If the school uses other guiding documents in addition to a Mission Statement, please tell us how they interrelate.

The Mission Statement, Motto, Statement of Respect and Core Values are all linked and aligned. These documents express the GFS guiding principles of academic engagement, authenticity, equity, respect, honesty, leadership, compassion and joy. The most appropriate document for a particular audience in the particular situation can be chosen to share the school values and expectations with students, faculty, parents and the broader community. Since the school motto

GarrisonGarrison ForestForest SchoolSchool 124 AIMSAIMS EvaluationEvaluation 20172017 is Esse Quam Videri, “To Be Rather Than To Seem, the “Be” in the Core Values is emphasized to express that GFS is a community where a person may truly “Be” who he or she is.

STRENGTHS:

● The GFS community created the new Core Values in a robust and authentic collaboration using the Mission Statement as a starting point. ● The Core Values are aligned with and executed through age-appropriate program and curriculum. ● The consistency of the school’s branding educates the internal community about the Mission Statement, Statement of Respect and Core Values. ● Diversity and Decision-Making programs provide a frame and context for dialogue around the Mission Statement, Statement of Respect and Core Values.

WEAKNESSES:

● Garrison Forest needs to make more intentional links between the Mission Statement, Statement of Respect and Core Values in a way which develops cohesion around and alignment between program and discipline. ● The school needs to publicize and reinforce the Mission Statement, Statement of Respect and Core Values using a variety of concerted messages to reach and educate prospective and current parent communities about these programs.

RECOMMENDATIONS:

● Investigate different approaches to school-wide discipline, such as restorative justice and conscious discipline to implement a program that better reinforces the Mission Statement, Statement of Respect and Core Values. ● Provide outreach to all parent constituencies to reinforce the Mission Statement, Statement of Respect and Core Values and to encourage dialogue and discussion around needs and community expectations.

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III. GOVERNANCE ______

PREPARED BY: Kim Roberts, Head of School, Chair Bob Brennen, Trustee Christine Herdson, Assistant to the Head of School Kit Jackson ’83, President of the Board of Trustees Helen Zinreich Shafer ’93, Trustee Diana Warfield Daly ’74 Trustee Deanna Gamber ’85, Assistant Head of School for Advancement

HOW PREPARED (PROCESS): The committee met to review and assign questions. Each committee member drafted responses to their assigned questions for full committee review and feedback. The committee then reconvened to review the final responses and draft the strengths, weaknesses and recommendations.

A. Trustees are well-versed in the school’s mission and values, and they take them into account when making decisions and determining overall institutional strategy.

1. During a Board meeting, please ask each trustee to write a list of 3-5 institutional characteristics that are essential to the school’s educational beliefs, traditions, and values. Then analyze the results in relation to the school’s stated mission. How closely do trustee lists correspond to the school’s mission?

At the March 2017 Board meeting, each Board member completed this exercise. In more than half of the 20 responses, the most overwhelming response referenced that Garrison Forest offers a “supportive,” “nurturing” environment where each girl is encouraged to be her “authentic” self. This response is reflected in:

• The school’s motto, Esse Quam Videri, “To Be Rather Than To Seem,” established by the school’s founding headmistress over 100 years ago; • The school’s Core Values, established just two years, in which “Be Authentic” is named as one of the five Core Values; and • The school’s Mission Statement, which states that Garrison Forest prepares students by “cultivating an authentic and resilient sense of self…”

Separately, more than half of the Board Members listed other specific Core Values (most often Be Curious, Be Spirited or Be Compassionate) or just “Core Values.” While the GFS-stated

GarrisonGarrison ForestForest SchoolSchool 141 AIMSAIMS EvaluationEvaluation 20172017 Core Values is a relatively new document, it clearly captures the essence of what the Garrison Forest community cares most deeply about, and the Board’s responses reflected that.

Finally, a theme that appeared in almost half the responses was “community” – that the school’s strong sense of community is an essential component of who GFS is. While a similar number of people emphasized “diversity,” a strong overlap is evident between those who emphasized “diversity” and “inclusion” and those who talked about a “supportive” and “inclusive” “community.” Of course, “a diverse and inclusive community” is a key element of the school’s Mission Statement and Statement of Respect.

Other responses highlighted “Faculty,” “Program” and “Leadership” as key characteristics. All in all, the Board’s responses underscored the documents upholding the Garrison Forest mission, motto and expectations for how its community interacts. Also, the bulk of the responses indicated a surprising connection to the values and ideals that existed at the time of the school’s founding in 1910.

2. Please describe a recent important Board decision. In making the decision, were the school’s mission and values an explicit part of the deliberative process? If not, what steps can the Board take to ensure that the mission and values are explicitly considered before future decisions are made?

In late 2014, the Board began the process of developing a Strategic Plan for the school. The process was extremely thoughtful and included students, parents, faculty, staff, alumnae and trustees. Garrison Forest’s mission and values guide all of Board decisions, and as part of the strategic planning process, the Strategic Planning Committee continuously reviewed these core guiding principles in developing and creating the plan. In 2015, the Board met to discuss and vote on the final version of the Strategic Plan. The Head of School, along with Board members, presented the plan for a vote. Once the six strategic objectives were discussed, a vote was conducted and the plan was unanimously approved.

3. Please analyze the Board’s commitment to diversity in relation to recommendations made in the AIMS Statement on Diversity.

The Board’s commitment to diversity is embedded within GFS Statement of Respect first adopted in 1993 and updated in 2001. The Statement of Respect, along with the school’s Mission and Core Values, are integral to daily life on the GFS campus and within its community.

Over the last 10 years, the GFS campus has become an increasingly diverse community bringing new opportunities and challenges. In recognition of its increasingly diverse student body, the Board supported the hiring of a part-time Director of Multicultural Affairs position dedicated to

GarrisonGarrison ForestForest SchoolSchool 152 AIMSAIMS EvaluationEvaluation 20172017 issues of diversity beginning in 2004-05. In 2005-06, the Board supported the hiring of a full- time position. In 2015-16, the school hired a Director of Diversity and Inclusion (still full-time) who works with students and faculty to encourage understanding and connection across differences through open dialogue and organizes a full slate of co-curricular programming on diversity.

In addition, the Board named diversity as one of six strategic priorities for Garrison Forest in the 2015 Strategic Plan: “We will build an inclusive and welcoming Garrison Forest community where all are valued and have the necessary skills to contribute to an increasingly complex, diverse and global community.”

Specifically, the Board listed five goals related to diversity as well as the action steps required to achieve them:

• Prepare our students for an increasingly diverse, multicultural world; • Integrate diversity into curricular and co-curricular activities; • Connect our students to other world cultures; • Attract and retain diverse students, families, faculty and staff; • Create and expand pathways of access and affordability.

Composition of the Board

Building a board that reflects the diversity of the GFS student body is a key priority of the Trusteeship Committee. The Board unanimously agrees that the current board composition falls short of where the Board would like it to be and continues to work toward improving the diversity of the Garrison Forest Board in terms of people of color. Every Trusteeship Committee meeting includes discussion on this topic; the Committee maintains and reviews a spreadsheet tracking progress, indicating areas for improvement, and keeps an ongoing list of diverse candidates for consideration.

The Board currently has two women of color as voting members, one parent and one alum. The parent of color board member chairs the GFS Student Life Committee and is also co-chairing the Search Committee for the next Head of School. Another parent of color, serving in another important leadership role as chair of the Parent Association, is an ad-hoc member of the Board. The alumna Board member of color serves on the Enrollment and Marketing Committee. Finally, the current school year is the first year in the school’s history that we have had Chinese parent representation on the Board, with the father of a 9th grade boarding student from Beijing, China.

Ongoing, strategic efforts to enhance Board diversity and build a pipeline of strong, diverse candidates. Looking forward, at its spring 2017 meeting, the Board invited and approved two new members, both alumnae of color (Class of 1986 and Class of 1992). With their tenure

GarrisonGarrison ForestForest SchoolSchool 163 AIMSAIMS EvaluationEvaluation 20172017 beginning July 1, 2017, the total number of Board members of color is five out of 27 (two parents and three alumnae).

Diversity Training

While diversity training is not a regular part of the Board agenda, the Board has engaged in training when necessary. Most recently, the Board spent an afternoon with Julie Mencher, MSW and national trainer/speaker in gender diversity, learning about and discussing gender diversity in an all-girls’ school environment.

The Board’s Agenda

Often through the Head of School’s report or through the Student Life Committee report, the Board is regularly engaged in conversations around diversity. Events in Baltimore and around the nation over the last two years have brought these conversations to the fore as students, parents, faculty and administrators contend with this difficult subject. In addition, gender diversity has become highly topical, and a subcommittee of the Board, which included faculty, has drafted the school’s transgender policy and it will go before the Board for approval in the 2017-18 school year. Finally, diversity in the dorms is a regular subject at the board table as we seek to grow our base of international students from countries beyond China, Korea and Mexico, while maintaining a healthy balance between domestic and international boarding students.

B. Trustees understand the roles and responsibilities of an independent school Board.

4. What are the roles and responsibilities of trustees at your school? What outside resources did the Board use in determining them?

The following roles and responsibilities are shared with Board members at new trustee orientation at the first Board meeting of the year and are guided by the NAIS Principles of Good Practice. Each member of the Board receives a copy of the NAIS Trustee Handbook at orientation.

The Board of Trustees sets policy, makes financial decisions, employs the Head, elects new Trustees and keeps informed about all aspects of school life. Each Board member is expected to accept and fulfill the following responsibilities:

• To attend Board and Committee meetings regularly.

• To participate in committee work and to perform specific assignments or functions as can reasonably be accommodated.

GarrisonGarrison ForestForest SchoolSchool 174 AIMSAIMS EvaluationEvaluation 20172017 • To assist in fundraising and to support the school financially to an extent commensurate with a Trustee's own circumstances.

• To keep informed about the school by visits to classes, and through information supplied by the administration, other Trustees and the community at large.

• To elect a Head of School who shall be the chief executive officer and to monitor and evaluate the Head's performance.

• To review and evaluate the school's curriculum and activities to ensure that they are consistent with the stated philosophy and objectives.

• To review and understand the school's current and prospective financial position by reference to financial statements, budgets and other relevant information, and to take whatever steps are necessary to ensure the school's financial integrity and future security.

• To serve as a spokesperson and ambassador for the school in all public settings and to inform others about the school's accomplishments and contribution to the community. As a matter of protocol, Trustees are expected to use discretion with issues of a sensitive or personal nature and to refer matters of concern directly to the Head of School or the President of the Board.

• To elect officers of the Board in accordance with the By-Laws.

• To review and approve the annual operating budget.

• To elect new Board members and to assess the performance of the Board as is necessary to ensure that each member, and members collectively, are meeting their responsibilities as Trustees.

5. In the past five years, how often has the Board formally evaluated its own performance?

The Board has evaluated its performance every year for each of the last five years. Following the May Board meeting, Board members receive an on-line questionnaire which they are encouraged to complete before the end of the school year. The survey is anonymous, giving board members the opportunity to provide honest and thoughtful feedback.

6. Please summarize the results of the most recent Board self-evaluation. Were those results shared with the full Board? Did the Board discuss ways to strengthen trustee practice?

In the Board questionnaire following the 2015-16 school year, there were six questions dedicated to the performance of the Board:

GarrisonGarrison ForestForest SchoolSchool 185 AIMSAIMS EvaluationEvaluation 20172017

• In 2015-16 the Board has been most effective in the following way... • As a Trustee, areas where the Board could be more effective include... • I recommend the following goals for the Board in 2016-17... • Based on your response to Question C, what steps should be taken to accomplish these goals? • How could Kit Jackson be more effective in her role as Board President? • Does the structure of Board meetings encourage participation and information sharing while moving the Board toward timely closure of discussion and prudent decision making? Do you have suggestions for improvement?

The anonymous responses to these questions are compiled and reviewed by the Chair of the Trusteeship Committee and President of the Board. The results of the questionnaire are presented to the full Board at the September/October meeting by the Chair of the Trusteeship Committee with opportunity for discussion and feedback.

In summary, the results of the 2015-16 questionnaire showed that, with little variance, individual board members are keenly focused on the key challenges and opportunities that face the school and the Board. Broadly speaking, the topics most consistently touched on in the survey were those around enrollment, the budget and longer term financial model, the Strategic Plan, GFS signature programs, the school’s and the Head of School’s image in the community and the lines of communication between the Board and the Head of School.

Board members were consistently enthusiastic about the process of developing the school’s Strategic Plan and were pleased with the vision and goals articulated in the plan itself. Board members reinforced their commitment to the plan via the survey by highlighting the importance of an action plan for the implementation of the plan’s six key imperatives.

While Board members touched on all six aspects of the Strategic Plan in their survey comments, considerable attention was given to the “Our Financial Future” section of the plan and working toward a sustainable financial model. During 2016-17, the Board established the “Financial Sustainability Committee” at the Board level, co-chaired by the former Board President and the current Chair of the Finance Committee. This group is looking at key aspects of the long-run financial model, including enrollment, tuition, financial aid, debt and endowment.

Additionally, as an outgrowth of the survey, the Board established a “community connections team” to work closely with the Head of School to help her continue to build and develop relationships with all the school’s various constituencies, including the broader Baltimore community.

GarrisonGarrison ForestForest SchoolSchool 196 AIMSAIMS EvaluationEvaluation 20172017 7. If areas for improvement were identified, please tell us whether and how those were addressed.

Three key areas of improvement for more effective board meetings were identified in the last Board survey:

• Limit committee reporting to a few minutes per committee, unless comments are of strategic or financial significance; • Executive Committee members should be encouraged to attend Executive Committee meetings in person to generate active conversation and debate; • The use of guest speakers should be limited.

In response to last year’s survey, Board meetings have been made more efficient by limiting committee reports to only reports that are relevant to strategic and financial conversations. All other committee reports are submitted in written form and included in the minutes that are distributed after the Board meeting, to ensure that Board members stay abreast of all aspects of the school. This change has allowed the Board to spend less time on reporting and more time on topics of a strategic and financial nature.

In-person attendance at Executive Committee meetings continues to be a challenge. Many of our Executive Committee members work in Baltimore or live out of town making meetings on campus difficult or impossible. That said, for those who have flexibility in their schedules, the Board strongly encourages in-person attendance of the meeting. There is no question getting people around a table is superior to a group on the phone.

As it relates to the third bullet above, the Board will continue to be thoughtful about outside guest speakers joining Board meetings. The two guest speakers at meetings during 2015-16 were unfortunately ill-timed or not particularly additive to Board conversations. While not directly a response to this feedback, the Board chose to add another meeting to the Board meeting schedule for 2017-18, bringing the number of board meetings to five to allow the Board to dedicate more time to a number of areas including speakers.

8. Based upon information and data gathered in Phase I, please identify any areas in which the Board needs to improve.

The Board reviewed all nine documents gathered and was impressed by how “alive” many of these documents are. The content of the Head of School and Board Evaluation processes are reviewed every year to make sure the content is appropriate and relevant. The most recent change was in 2016 with the addition of the question about the Board President’s performance. Similarly, the By-Laws were updated in 2015 to more clearly lay out the process around the selection of the school’s Board President and the term of the President.

GarrisonGarrison ForestForest SchoolSchool 207 AIMSAIMS EvaluationEvaluation 20172017

The only improvement currently envisioned as it relates to the documents is the Head of School’s evaluation process. While the survey of the Head of School by the Board is very helpful and insightful, the Board is aware that it falls short of what has become a best practice in the corporate world: a 360-degree review of the Head of School by her team. A Board goal for 2017-18 is to develop a 360-degree review process that will provide the Board and the Head of School with important feedback on her performance. The Trusteeship Committee is tasked to work with next year’s Interim Head of School to develop a 360-degree review process that will serve not only as an evaluation tool for the Board but also as an important source of feedback for the Head of School.

C. Trustees stay informed about relevant strategic issues and developments. The Board as a whole spends an adequate amount of time thinking and planning strategically.

9. How do trustees stay informed about the strategic environment and emerging trends that could affect the school?

A true strength of our Board is the depth and breadth of its members. The Board’s alumnae, current and past parents along with key community individuals that have deep ties to the community as well as national educational trends. During the 2016-17 school year, four members of the Board came with relevant educational knowledge and experience:

• Board Member 1: Served as Head of School for an all-girls’ school in the Baltimore market, Head of School of a coed, independent school in New Jersey and interim Head of School at a number of schools around the country, most recently in California;

• Board Member 2: Serves as Head of School for a coed lower school in the Washington, D.C. market;

• Board Member 3: Serves as President of an online university.

• Board Member 4: Serves as a faculty member at K-8 private school in Baltimore, which serves as feeder school for GFS’s 9th grade class.

Two of these four board members come from outside the community: they are neither an alumna, parent, or current or past faculty member of the school.

The topic of strategic environment and emerging trends is discussed during every Board meeting. The committee structure aides in this process. Each committee discusses the GFS environment and trends in relationship to the committee’s directive. During Board meetings, committee chairs

GarrisonGarrison ForestForest SchoolSchool 218 AIMSAIMS EvaluationEvaluation 20172017 report to the entire Board on topics of strategic or financial nature so that the larger Board can discuss.

Along with the strengths of the Board members, is the strength of the Head of School and Leadership Team. The Head of School is transparent in Board discussions on any topic that would affect the school. Regularly discussed at each Board meeting are trends in admissions and trends that can be identified through the budget process. In addition, Friday night Board dinners often include members of the Leadership Team to offer opportunities to discuss educational trends with the Board. November and May Board meetings have sometimes included presentations by faculty on new strategic projects.

10. What outside sources does the Board routinely use to stay informed about strategically important developments and trends, including financial, educational, and cultural?

Because of the deep history of Garrison Forest, the Board has been able to build wonderful relationships in the local and national school communities to call on outside resources to aid the Board in ensuring it is well versed in school trends. On example was in 2014, when the Board engaged with Heads Up Consulting to guide the school through its strategic planning process. Pat Bassett, founder of Heads Up, was part of the Strategic Planning process and helped to educate Board members on important developments and trends at a national level and how the Board could apply those trends to our school community.

The Board actively recruits outside educators to sit on the Board because of their educational and institutional expertise and knowledge. Those Board members bring a wealth of understanding and help inform discussions and decision making.

Garrison Forest also has a commitment to participating in conferences, which enable us to stay abreast on national trends. The Head of School attends local and national conferences and reports on them to the Board.

Finally, the Board has made good use of the contacts and connections of Board members and Head of School. We have created many opportunities for Board members to travel as a group to meet with the Heads of School and boards of schools outside the Baltimore market, including, Cleveland, Boston, Philadelphia, Nashville and New York. Currently, the Board is planning a visit to an independent day and boarding school in Minnesota for the fall of 2017 to review their nationally recognized centers of excellence.

11. As a whole Board, please identify those strategic issues that it considers most important to the school’s future sustainability, both educational and financial? What are those issues?

GarrisonGarrison ForestForest SchoolSchool 229 AIMSAIMS EvaluationEvaluation 20172017 (Examples might include demographic changes, generational differences, or competitive risks posed by innovative educational models.)

As a key driver of the operating budget, enrollment is the strategic issue the Board considers most important to the school’s future sustainability. A demographic downturn in the number of younger school-aged children, and girls in particular, has impacted numbers in the Lower School (K-5) over the last several years. Garrison Forest also faces fierce competition in a saturated local market. Several schools have opened preschools in recent years further diluting GFS’s pool of younger students. Additionally, the economic downturn has put a financial strain on prospective parents, and they are deferring applying to independent schools until middle or upper school. They are also choosing less expensive options such as Catholic schools or public education in the form of magnet or charter schools.

Given the tight admission market, the Board has begun creating a possible financial model for a smaller school. An ad-hoc Board of Trustees Financial Sustainability Committee was formed in January 2017 to begin this work. The Head of School, Assistant Head of School for Finance and Operations, the Finance Committee Chair and a past Board President and current Trustee with a strong financial background have begun meeting and will report on their progress and findings at each Board meeting.

12. From among the strategic issues identified in question 11 above, which one or two are the most challenging for the school? Please use those issues to help us gain insight into how the Board thinks about the most complex issues facing the school – for which there may not be immediate or obvious answers. Please tell us:

Has the Board formally discussed these issues? When? How often? Are they addressed in the school’s strategic plan? If not already in the strategic plan, is there a plan to revisit the issues on a periodic basis? By what means will the Board continue to reassess the importance of these issues to the school’s sustainability?

As stated above, enrollment is the key strategic issue facing the school. The Board dedicates a portion of each meeting to the discussion of enrollment. In recognition of the focus necessary to tackle this issue, the Board established the Enrollment and Marketing Committee in 2008 to help drive the discussion of increasing enrollment and managing attrition. This committee meets four times per year and comprises Board members, admission staff and key parent leaders from the school community. Several of the ideas generated from this group have helped stem the rate of attrition from 5th to 6th grade and 8th to 9th grade. Each Board meeting includes a report on admission stats and current trends.

GarrisonGarrison ForestForest SchoolSchool 2310 AIMSAIMS EvaluationEvaluation 20172017 The Strategic Plan is driven by the Board’s desire to ensure the financial sustainability of the school. One specific imperative of the plan, “Our Financial Future,” addresses the imperatives aimed at making GFS stronger and, therefore, more attractive to potential students. For example, in an effort to attract families with two working parents, the Preschool has expanded its hours and improved the quality of aftercare. As a result, enrollment in the Preschool has increased for the 2017-18 year.

13. Relying on Board minutes from meetings during the past twelve months, please evaluate the Board’s use of time spent on 1) routine Board business, 2) issues related to oversight responsibilities, and 3) strategic challenges and opportunities. Did the Board spend an adequate amount of time discussing strategic issues?

Board meetings are structured to allow adequate time for routine business while reserving significant time for strategic discussion. Each meeting begins with the Head of School’s report followed by Committee Chair reports. Reports from each committee are sent in advance of the full Board meeting so most reporting involves updates from committee meetings. As stated in #7, following the annual Board survey, committee reporting at the Board meeting was intentionally truncated to allow for more generative and strategic discussions.

A portion of the October meeting is dedicated to discussion of the Board/Head of School evaluation. The January meeting is almost entirely dedicated to discussion of the budget and approval of key drivers such as salary and tuition increases. The budget is formally approved in May. Examples of strategic discussion topics in the last 12 months include: understanding gender diversity; building a cohesive Garrison Forest program and experience; and creating a vision for how to differentiate ourselves in the competitive admission market.

14. What steps might the Board take to ensure that more time is reserved for thinking and planning strategically?

As mentioned earlier, the Board has focused its attention on this exact issue and implemented two changes. The concerted effort to reduce the time spent on committee reports during Board meetings has increased the amount of time to think and plan strategically. In addition, the Board has added an additional board meeting to the 2017-18 Board schedule, recognizing that an additional fall board meeting will keep the work of the Board moving forward and make for a more productive January Board meeting.

It has also been helpful that the Head of School has implemented a monthly conference call with Board members, to keep them abreast of issues throughout the school year, so that less time is spent on non-strategic issues at Board meetings.

GarrisonGarrison ForestForest SchoolSchool 2411 AIMSAIMS EvaluationEvaluation 20172017 D. The Board’s deliberative process is analytical and well informed.

15. Choose a past decision by the Board – one that was consequential and complex – and analyze the process by which the Board reached a decision. In your analysis, please include the following elements: a) clarity about institutional values and goals, b) the gathering of relevant data and information, c) the exploration of differing views, d) a logical and rational decision, e) effective implementation, and f) an assessment of outcomes over time.

Garrison Forest’s 110-acre campus is one of its most valuable and important assets. In addition to providing an attractive, bucolic setting for its students, faculty and staff, the campus grounds are used for a variety of curricular and extracurricular activities. For example, in 2016 GFS completed work on a state-of-the-art outdoor classroom located near the Lower School and Preschool. One of the Board’s important responsibilities is to ensure the safety, security and environmental quality of the campus, and the new outdoor space dramatically enhances the environmental quality and the GFS community’s use of the school’s natural resource.

Every four years Baltimore County, in which the school is located, conducts a review of the zoning classifications of property located within the county. Several years ago, a real estate developer acquired an assemblage of property along the northern border of the GFS campus. In the 2012 zoning review the developer requested that the Baltimore County Council change the zoning for the assemblage to a commercial zoning classification. Thanks in large part to input from the GFS community, but also with input from a local land preservation group and a nearby neighborhood association, both the County Planning Board and the Council rejected that request.

Recognizing that the developer would undoubtedly make a similar request during the 2016 zoning cycle, the GFS Board’s Buildings and Grounds Committee recommended that GFS approach the developer to determine if the latter would agree to restrictions on the development of the assemblage in return for a commitment from the school that its community would not oppose a related zoning change. The decision of whether to do so was complicated by a) the fact that GFS had steadfastly opposed prior rezoning efforts and a significant portion of the GFS community was adamantly opposed brokering any deal that would include a change; b) the risk of alienating and damaging GFS’s strong relationship with the land preservation group and neighborhood association; and(c) the risk that the developer and/or the County Council would interpret such an overture as a lack of resolve on the school’s part that would undermine GFS’s opposition to a change in the event efforts to negotiate an agreement failed.

The Board was and is very clear that the health and safety of Garrison Forest’s students, faculty and staff and entire school community is a core value of the school. Thus, it wanted to choose an engagement strategy that, as much as possible, increased the chances of a favorable outcome regarding the eventual development of the assemblage. The co-chairs of the Buildings and

GarrisonGarrison ForestForest SchoolSchool 2512 AIMSAIMS EvaluationEvaluation 20172017 Grounds Committee, who are both attorneys with extensive experience in real estate matters, utilized their contacts in the local real estate industry to gather available information regarding the developer and the views of the County Councilwoman who would be the primary decision maker about future rezoning requests. The Councilwoman made it clear to them that she would be in favor of some zoning change and urged GFS to try to work something out with the developer to avoid a confrontation.

This information was reported to the Board at its January 23, 2015 meeting with a recommendation that GFS attempt to engage the developer as an opportunity for the Board to offer differing views. After discussion, a motion was passed authorizing the Buildings and Grounds Committee to reach out to the developer. During a meeting between representatives of the Buildings and Grounds Committee and the developer, the developer revealed plans to develop the assemblage with a 24-hour gas station and convenience store, along with a small strip retail shopping center.

The plan for a 24-hour gas station raised immediate environmental and security concerns. The developer downplayed those concerns by explaining that retaining walls, fencing and landscaping would prevent people from entering the GFS campus from the developed area, and differences in grading would make the station less visible from the campus. When this information was shared with the land preservation group and neighborhood association they were adamant in their opposition to proposed development. In their view, it was neither necessary nor appropriate for them or GFS to attempt to negotiate with the developer. The fact that the school would even consider such negotiations strained the school’s relationships with those groups.

Because a united opposition was critical, the Buildings and Grounds Committee recommended to the Board that the school take the position that, while the school would consider accepting (or not opposing) other possible development plans, the school’s opposition to a 24-hour gas station and convenience store would not be negotiable. The developer refused to consider any plan that did not include the gas station and store. When the rezoning process got underway the school, land preservation group and neighborhood association mounted a strong public opposition, including having the Head of School, a co-chair of the Buildings and Grounds Committee and students speak at public input meetings. Unfortunately, the County Councilwoman, who had begun to seek support of real estate developers for her upcoming candidacy for Baltimore County Executive, granted the developer’s rezoning request (as well as nearly all requests made by developers in her council district). The Councilwoman did obtain the developer’s agreement to exclude certain uses (tattoo parlor, vaping parlor) from the strip center portion of the development, but did not involve the school in that process. GFS will have an opportunity to oppose the development when the developer seeks approval for its final development plan, or to attempt to negotiate an agreement with the developer for further restrictions in return for not

GarrisonGarrison ForestForest SchoolSchool 2613 AIMSAIMS EvaluationEvaluation 20172017 opposing the plan. Given its strong and unsuccessful opposition to the rezoning request, the school’s relationship with the developer makes such an agreement less likely.

16. What lessons can be drawn from the analysis in question 15 above?

The Board made a very logical and rational decision, given the available information, to engage with the developer. However, the Board did not effectively implement its decision, because it allowed the influence of the land preservation group and the neighborhood association, neither of which will be as directly impacted by the development as the school, to restrict the school’s ability to negotiate with the developer. Given the political realities, it was clear that some zoning change was going to be approved. Taking a hard position with respect to the proposed development made productive negotiations impossible. Now the zoning change has been approved and GFS’s relationship and ability to negotiate with the developer is worse than it was in the beginning. In retrospect, the Board and the Buildings and Grounds Committee should have gained a clearer sense of the likely positions of the land preservation group and the neighborhood association. Had the Board known that those groups would have been so strident in their opposition to the development, the Board could have considered whether the school’s relationships with those groups was more important to the school’s interests than its relationship with a neighboring land owner. In the future, the Board needs to be more ready to execute decisions in a manner that is consistent with the school’s best interests.

STRENGTHS:

• The Board is deeply committed to the school’s Mission, Statement of Respect, Core Values, strategic direction and, most importantly, its community. • The Board’s professional expertise represents a diversity vital to reaching the stated goals of the 2015 Strategic Plan, specifically enrollment and financial sustainability objectives. The Board’s composition of educators, business leaders and legal and financial experts are very knowledgeable about the school, its strengths and challenges. Several members are long-serving members with deep history with the school and the Board. • Board composition is balanced among alumnae, parents of day and boarding (domestic and international) students, outside educators and a faculty-elected faculty representative to provide various perspectives and represent all the school’s constituencies. • The Board has a structure in place to provide annual evaluations on its performance and on the Head of School and reviews feedback on an ongoing basis. • The Board enjoys a strong sense of camaraderie and respect among its members, which allows for generative discussions, collaboration and a shared understanding and vision of the school’s needs and goals. • The Board led, facilitated and unanimously approved the Garrison Forest Strategic Plan, which was created in collaboration with faculty and staff, parents and alumnae. • The Board is deeply committed to creating a diverse board and has been actively engaged in increasing the number of people of color on the board.

GarrisonGarrison ForestForest SchoolSchool 2714 AIMSAIMS EvaluationEvaluation 20172017 • Both the Board and Head of School deeply value the partnership between the two and have each created innovations to enhance communication and deepen the effectiveness of the partnership. • The Board has created a strong committee and meeting structure, adding/amending ad- hoc committees and meetings as needed in response to the needs of the school and the Board. • The Board has in place a strong leadership development system with committee chair positions for Board members and several officer positions. During Board recruitment, orientation, the Board handbook and meetings discussions, Board members are given clear expectations of their responsibilities.

WEAKNESSES:

• Even with a more efficient reporting system at Board meetings, there is not enough time devoted to strategic thinking and generative, collaborative Board discussions around issues affecting the school. • The racial diversity of the Board has improved with concerted effort by the Board but needs to be more diverse to truly reflect the diverse and inclusive school community. • Given the day and regional, national and international boarding communities represented by the Board and the national reach of alumnae, not all Board members are local, and therefore, unable to attend all or most Board meetings. Though teleconference is offered, it lessens the effectiveness of communication.

RECOMMENDATIONS:

• Continue to review and amend the reporting system at Board meetings by committee chairs and the Head of School to ensure that time is allotted for strategic discussions. • In addition to increasing the number of African Americans on the Board, the Board should work to identify potential Asian American and Latino board members. • Examine ways to maximize in-person attendance at Board committee and Board meetings to increase the effectiveness and collaboration of the Board.

GarrisonGarrison ForestForest SchoolSchool 2815 AIMSAIMS EvaluationEvaluation 20172017 ______

IV. TEACHING AND LEARNING PROGRAM ______

PREPARED BY: Jenny Rao, Director of Academic Affairs, Chair Zibby Andrews, Head of Preschool Renee Hawkins, Director of Technology Gail Hutton, Head of Lower School Catherine Lapp, World Languages Chair, Upper School French Hannah LeVasseur, Visual Arts Chair, Middle School, Upper School Art Jessy Molina, Director of Diversity and Inclusion Tung Trinh, Head of Middle School Felicia Wilks, Head of Upper School

HOW PREPARED (PROCESS):

The committee met to review and assign the questions in August 2016. After researching answers, the committee reconvened in November 2016 to review and revise the draft and write the list of strengths, weaknesses and recommendations. NOTE: This is the same process for every report within the Teaching and Learning Program section. Please refer to this Process for the sub-reports.

A. Students

1. As a whole faculty, please develop a list of those skills, habits of mind, and key content areas deemed essential for all students. Please be sure to consider critical thinking, problem-solving, and non-cognitive skills such as curiosity, creativity, and perseverance. This list of essential content and skills should be informed by current outside research and developed by consensus of the faculty and administration. (In answering this question, please enumerate the outside research used.)

Please refer to the All School Curriculum Guide.

2. How do the school’s Core Values (Be Authentic, Be Brave, Be Compassionate, Be Curious, Be Spirited) guide teaching and learning?

Garrison Forest’s Core Values were established in 2015-16 as an important outgrowth of the school’s mission and philosophy. Because of the clear articulation of these values, a cross-

GarrisonGarrison ForestForest SchoolSchool 291 AIMSAIMS EvaluationEvaluation 20172017 divisional team of teachers and administrators was charged with building the school’s Core Values into every aspect of school life as detailed below:

BE AUTHENTIC: Take pride in your unique personality, spirit and character. Take responsibility for your words and actions. Be honest and fair with yourself and others.

Garrison Forest encourages students to find their voices resulting in students who are guided by their own moral compass and are comfortable speaking honestly. Examples: ➔ Creating opportunities for open and honest debate ➔ Providing spaces for identity development conversations ➔ Practicing expression in multiple modes

The school models and practices an authentic learning process resulting in students who are comfortable with and learning from mistakes. Examples: ➔ Modeling being honest, admitting mistakes and learning from them ➔ Making opportunities to practice and strengthen the creative process

Garrison Forest fosters authenticity in students that results in students who can be their true selves in relationships. Examples: ➔ Fostering relationships within advisories ➔ Providing intentional bonding experiences ➔ Supporting students in analyzing and building awareness of relationship dynamics

BE BRAVE: Show courage and take risks. Take initiative and persevere when facing challenges. Advocate for yourself and others.

Garrison Forest builds an environment that builds and encourages risk-taking that results in students who can face fear and failure to push beyond their limits. Examples: ➔ Developing exploratory curriculum and co-curriculum that provides ample opportunity to try something new ➔ Ensuring that growth mindset guides policies and culture

The school builds and practices advocacy which results in students who stand-up and speak-up courageously. Examples: ➔ Supporting students’ practice of self-awareness and articulation through reflections in ePortfolios ➔ Teaching and evaluating self-advocacy regularly

Garrison Forest builds an environment that fosters more flexibility and resilience in the face of change. Examples:

GarrisonGarrison ForestForest SchoolSchool 302 AIMSAIMS EvaluationEvaluation 20172017 ➔ Developing a rigorous curriculum ➔ Building intentional unfamiliar experiences into our program

BE COMPASSIONATE: Have empathy for others. Accept others’ differences and create a safe community for all. Support and help others by being mindful of feelings and showing forgiveness.

The school expects students to embrace different points of view resulting in students who are inclusive and understanding of others. Examples: ➔ Providing opportunities to gain exposure to different points of view ➔ Building a capacity to consider and understand people and their effects on each other and the world through curriculum design ➔ Embedding multicultural competency in the curriculum

Garrison Forest instills awareness and the desire to take action resulting in students who give their time and energy to make a difference in their local and global communities. Examples: ➔ Providing abundant community service opportunities ➔ Embedding service learning into the curriculum

BE CURIOUS: Ask questions and get excited about new ideas, places and people. Create and innovate. Participate fully in your education.

The school engages students in conversations about relevant problems and opportunities resulting in students who search for information and answers. ➔ Practicing and modeling good listening skills ➔ Rewarding good questions with enthusiasm and information

Garrison Forest has an adaptive curriculum that can help encourage and empower students to pursue their own path based on individual interests. ➔ Allowing students to have voice and choice in shaping their program based on their personal interests ➔ Encouraging students to go deeper in areas of interest through signature programs

BE SPIRITED: Show passion and joy in school, play and all endeavors. Connect and collaborate. Congratulate and celebrate others’ successes.

Regular community building experiences result in students who raise the spirit of others. Examples: ➔ Running multiple cross-divisional experiences to weave our community together

GarrisonGarrison ForestForest SchoolSchool 313 AIMSAIMS EvaluationEvaluation 20172017 ➔ Encouraging the entire community to enthusiastically attend and support athletic and artistic events ➔ Hosting regular alumnae events to sustain a connection to our school and to each other

F. Academic Administration

19. By what means do administrators stay abreast of research and development in their fields?

The school values the professional development of all faculty and staff and allocates funds and time to the regular growth of its professionals. Administrators use the school’s professional development funds to attend conferences and workshops that are relevant to their work. All Garrison Forest academic administrators are encouraged to belong to the appropriate professional organizations.

In 2011, the Shafer Innovation Grants were established with the purpose of developing innovative programming across campus that extends the mission of the school. Shafer Innovation Grants have been an invaluable way to regularly conduct research on campus and move the school’s program forward. These grants pay faculty at a professional rate for summertime collaborative work. The school’s Leadership Team receives a full written report and presentation from every Shafer Team after their work concludes, allowing the school’s administrators to stay abreast of and be partners in the research and development conducted on campus.

The GFS Academic Council is charged with executing the strategic academic priorities across all divisions. The all-school academic conversation created through the Council allows for a cross- collaboration of disciplines and divisions and an embedded ongoing dialogue of best practices. The Council designs the focus for professional development and Shafer Innovation grants. The Academic Council is led by the Director of Academic Affairs and consists of Department Chairs, Division Heads, Deans and Directors. The Council meets five times a year: two full-day retreats and three one-hour meetings.

20. Are teachers regularly evaluated? Is the evaluation system well understood by the faculty? Is the system systematically and regularly implemented? Is it effective?

Garrison Forest faculty value the practice of feedback to help further develop their craft. There are several different systems in place for faculty at all levels and divisions. Each year, faculty complete an annual review with their Division Head. The annual review offers a chance for faculty to reflect on their goals from the year including commitment to teaching and learning, content mastery, managing/monitoring student learning, professional development and school leadership. Division Heads also get a chance to offer their reflections as both faculty and their

GarrisonGarrison ForestForest SchoolSchool 324 AIMSAIMS EvaluationEvaluation 20172017 Division Head meet to review the year. Additionally, each faculty member undergoes a process of observational review depending on the number of years they have been at Garrison Forest. The observation schedule is as follows:

● Year 1 and 2: Division Head and Department Chair conduct formal observation(s) of teachers with meetings and write-ups. ● Year 3: Mentors of new teachers make peer observations of their mentee/teachers and share their findings. ● Year 4: Department Chairs make formal observations of teachers with meetings and write-ups. ● Year 5: Division Head makes formal observations of teachers with meetings and write- ups. ● Year 6: Peers, elected by faculty, make peer observations and share their findings.

To increase the effectiveness of the school’s evaluation, a Growth and Evaluation Task Force was assembled in the spring of 2016 made up of faculty representatives (across divisions and disciplines) as well as members of the academic leadership team. Based on faculty feedback, the Task Force helped create a new system for both teacher growth and teacher evaluation. The new system for teacher growth is centered around self-identified areas of growth with the help of colleagues. The Task Force is piloting and refining its design with feedback from the entire faculty and plans to have a new system implemented in 2019-20. The primary objective for a new system is to improve teaching and learning, while also bolstering the strength and regularity of feedback and addressing the lack of clarity with the observation schedule.

21. Have teachers been provided with diversity training?

Garrison Forest is strongly committed to diversity training for both faculty and staff. Building the cultural competency of GFS faculty is critically important to providing the students with a rich, dynamic and relevant curriculum. For the past two years, the school’s Director of Diversity and Inclusion has led both all-school and divisional faculty meetings focused on cultural competency, with a focus on dialogue and communication across difference. The school also has hired guest speakers who are experts in gender diversity, race and equity, sexuality and more. The Director of Diversity and Inclusion also works with teachers on individual course planning and addressing issues related to cultural competency as they come up with students, colleagues or families. Currently the school is using the Windows and Mirrors framework to support teachers in ensuring that the curriculum both reflects its students and provides windows for them to the broader world.

GarrisonGarrison ForestForest SchoolSchool 335 AIMSAIMS EvaluationEvaluation 20172017 Additionally, faculty use professional development funds to attend diversity-themed conferences, including the People of Color Conference, to which GFS allocates additional funds beyond professional development to send more faculty and staff of color.

22. Is diversity a goal in recruiting new teachers? If so, what strategies are used to increase or maintain diversity on the faculty?

One of the key strategic goals of the school and its Strategic Plan, approved in 2015, is recruiting and retaining diverse faculty. To support this vital effort, in February 2016 the school invited a consultant from Nemnet, a national diversity recruitment agency, to speak to all Department Chairs, Divisional Leaders and Administrative Assistants who are involved in hiring. After this training, Division Heads worked with the Director of Diversity and Inclusion to develop an articulated hiring process that attempts to increase the number of candidates of color in the hiring pool for every GFS opening, faculty or staff. Having more people cull resumes, forming a search committee for each search, posting openings with recruitment firms focused on diversity, attending various hiring fairs focused on diversity and visiting Historically Black Colleges and Universities to recruit candidates for openings when time allows are all strategies currently employed by the school.

23. Please analyze ongoing efforts by the administration, including the Head of School, to accomplish the school’s diversity goals.

The administration and Head of School are personally and professionally committed to achieving the school’s diversity goals as outlined in the 2015 Strategic Plan. GFS is working to increase the numbers of faculty, staff and families of color and increase multicultural viewpoints and perspectives in the K-12 curriculum.

The Board of Trustees is working to develop the school’s policies on supporting transgender and gender diverse students. The administration invited a speaker to train faculty and the Board in supporting gender diverse students. There is a commitment to continuing to hold all-faculty diversity training sessions five to six times per year.

The school sends faculty and students to the NAIS People of Color Conference and to the White Privilege Conference. There are on-going student and faculty affinity groups for faculty of color and white allies. The school also hosts a Schools Seeking Educational Equity and Diversity (SEED) group that facilitates important conversations on race, gender, class and equity with faculty and staff.

GarrisonGarrison ForestForest SchoolSchool 346 AIMSAIMS EvaluationEvaluation 20172017 24. Describe the contents of a student’s cumulative educational record file. Where are these files located? Who has access to them? What guidelines for access are provided? Who is responsible for maintenance of these records?

A student’s cumulative educational record consists of both a paper file and a digital record maintained in the school’s student information system.

Paper files: Initially, student records are created when a student inquires and applies to the school. Paper copies of the original application stay in a student’s file until the student moves to the next division. Additional admissions material is kept by the Admission Office. During the student’s time in a division, formal educational testing is added to the file when appropriate. Files are checked for any extraneous material when the student moves from one division to the next so only the original application and educational testing remain.

The paper files are located in each division in fireproof, locked file cabinets, in a room with a door that locks.

Division Heads, Administrative Assistants, teachers, Academic Resource Coordinators (ARC), Counselors and College Counselors have access to the paper files. Files may not be removed from the room in which they are stored. Parents and/or legal guardians and eligible students may have access to a student’s paper records after 24 hours of receipt of a written request to the Head of School and the Division Head.

Division Heads ultimately are responsible for the files in their division, with the assistance of Admission personnel, ARC, teachers and divisional Administrative Assistants.

Electronic files and digital records are maintained in the school’s student information system (SIS) and kept behind individual, secure log-ins available through the school website’s Parent Portal and Teacher Portal. Teachers have access to the system to post grades and comments for current students. Upon graduation, report cards, progress reports and transcripts are archived in the SIS. Parents and/or legal guardians and eligible students may have access to a student’s records after 24 hours of receipt of a written request to the Head of School and the Division Head.

25. How is confidential material handled?

All information in a student’s file is considered confidential data to be used only by school personnel in planning and developing an educational program for the student. Parents and/or legal guardians and eligible students may have access to a student’s record after 24 hours of receipt of a written request to the Head of School and the Division Head. Records will be

GarrisonGarrison ForestForest SchoolSchool 357 AIMSAIMS EvaluationEvaluation 20172017 reviewed in the presence of one of the aforementioned school officials, and, if appropriate, the School Counselor.

Information contained in a student’s cumulative school record will not be released to another school or individual without the written permission of the student’s parent or guardian, except as required by law. No information pertaining to alumnae records may be released without the consent of the individual, except as required by law. The school maintains the right to withhold all records when fees are owed to the school.

Employees, particularly faculty members, may receive a request from legal counsel or a government agency to provide information regarding Garrison Forest students or parents. No employee should provide such information without first consulting with the Head of School.

26. What materials remain in the file after the student leaves the school?

After graduation, the original paper application stays in the file and all other materials are purged and shredded. The file is then moved to the Development Office. When a student leaves the school before graduation, the file stays in the division the student is leaving. After three years, the file is then purged and sent to the Development Office.

27. How are the files physically secured against fire, misplacement, loss, or unauthorized access?

The paper files are located in each division in fireproof, locked file cabinets, in a room that locks. Only authorized personnel are permitted to access the files and they may not be removed from the room in which they are stored.

28. For trips overseas, what procedures are in place to assure that parents and students are fully advised about travel-related risks?

The school’s faculty, in organizing a trip abroad, work with companies that manage the itinerary and details. The travel companies organize parent authorization forms, liability release forms, assumption of risk, etc. In anticipation of a trip, parents of students travelling meet for an information session to cover: forms that need to be completed; the itinerary; the dates for payment; flight arrangements; potential risks; emergency contacts; etc. The school avoids taking its students to places that have received a travel warning from the U.S. Department of State. All proposals need to be approved by the Assistant Head of School for Finance and Operations.

GarrisonGarrison ForestForest SchoolSchool 368 AIMSAIMS EvaluationEvaluation 20172017 STRENGTHS:

● The school has clearly articulated Core Values that are intentionally interwoven into all aspects of the Garrison Forest experience. ● Shafer Innovation Grants allow for transformative curricular work. ● Garrison Forest faculty and administration are open and willing to explore and build new programs and pedagogical initiatives. ● Professional development opportunities both on and off campus are substantial and allow faculty and administration to personalize their professional growth. ● Diversity efforts are prioritized in the school’s Strategic Plan and by administration and the Board.

WEAKNESSES:

● There are no formalized ways to cultivate faculty leadership. ● The K-12 Department Chair role lacks clarity. It is a challenge for Chairs with large departments to effectively oversee their department. ● There is no clear process or strategy to plan trips abroad. Most trips are only a possibility for students with financial means. ● The faculty growth and evaluation process is inconsistent across divisions and lacks clarity. ● The school is struggling to attract and retain faculty and staff of color. ● The school often pursues several all-school initiatives at once which can overtax and overwhelm faculty and hinder the success of the initiatives.

RECOMMENDATIONS:

● Explore ways to create formal pathways for teacher leadership opportunities. ● Evaluate and clearly define the K-12 Department Chair role and explore ways to give Chairs more time to oversee and lead their departments. ● Define the school’s process and strategy for planning trips abroad. Work towards making these opportunities available to all students, regardless of financial means. ● As part of the Growth and Evaluation Task Force, define and clearly communicate GFS standards of professional excellence. ● Continue to explore ways to attract and retain faculty of color. ● When pursuing a new initiative (sunrise), consider what might be able to conclude (sunset) so not overextend resources.

GarrisonGarrison ForestForest SchoolSchool 379 AIMSAIMS EvaluationEvaluation 20172017 IV. TEACHING AND LEARNING Special Reporting Notes

➢ The Teaching & Learning Chapter was answered in the following way:

A. Students → Program Committee B. Curriculum → Departments C. Teaching → Departments D. Assessment → Departments E. Student Learning → Departments F. Academic Administration → Departments G. Co-curriculum → Co-curriculum Committee H. Congruence with Mission → Divisional Committees

➢ Divisional Committees in the Lower, Middle and Upper School answered questions we created based on our mission

▪ How does the Division challenge students to strive for academic excellence? ▪ How does the Division cultivate creativity and curiosity? ▪ How does the Division cultivate authenticity, perseverance, and respect? ▪ How does the Division create a diverse and inclusive community? ▪ How does the Division cultivate leadership?

➢ Department Reports were written for grades K-12 because that is the scope of our Department Chairs’ roles. In turn, the Preschool Divisional report responded to all questions in sections C→H

➢ Appendix J, which collates all of the diversity questions and answers in the report, is included in the School Climate section.

➢ The presentation of our school’s curriculum can be found in the Teaching and Learning folder in both the Required Document Box and the usb under the GFS Curriculum Folder as follows:

▪ Department Skills K-12 Spreadsheets: details skills taught in every discipline in every grade → usb > Teaching & Learning >GFS Curriculum Folder ▪ All School Curriculum Guide: a one page snapshot of the philosophy, essential questions and skills for each discipline. → usb > Teaching & Learning >GFS Curriculum Folder → Document Box>Teaching & Learning>GFS Curriculum Folder ▪ Co-curriculum Inventory: a spreadsheet detailing our co-curriculum by Division and co- curricular area → usb > Teaching & Learning >GFS Curriculum Folder → Document Box>Teaching & Learning>GFS Curriculum Folder ▪ Divisional Curriculum Guides: booklets that give a short narrative to the curriculum in each Division. → Required Document Box>Teaching & Learning>GFS Curriculum Folder Garrison Forest School 38 AIMS Evaluation 2017 IV. TEACHING AND LEARNING Table of Contents

➢ Program ➢ Preschool ➢ Lower School ➢ Middle School ➢ Upper School ➢ Co-curriculum ➢ Education Technology and Libraries ➢ Engineering ➢ English ➢ History ➢ Math ➢ Physical Education ➢ Performing Arts ➢ Science ➢ Visual Arts ➢ World Languages

Garrison Forest School 39 AIMS Evaluation 2017 IV. TEACHING AND LEARNING Committee Rosters

PROGRAM CO-CURRICULUM PRE-SCHOOL LOWER SCHOOL

Rao, Jenny Perry, Andrea Andrews, Zibby Hutton, Gail Andrews, Zibby Ackerman, Barbara Baldwin, Sarah Brown, Stephanie Hawkins, Renee Davis, Traci Fulford, Marion Jenkins, Lisa Hutton, Gail Harris, Rick Goldstein, Leslie Kessler, Kellie Lapp, Catherine Havlik, Jan Holford, Sara Livne, Dana Levasseur, Hannah Misera, Lauren Marsh, Valerie Lynn, Deb Molina, Jessy Straus, Ann Marie Peichert, Joyce Moran, Louise Trinh, Tung Waller, Rachel Stoute, Bryna Theoni, Ashby Wilks, Felicia Welling, Amy

MIDDLE SCHOOL UPPER SCHOOL ENGLISH HISTORY

Trinh, Tung Wilks, Felicia Maranto, Johanna Ruekberg, Beth Beretta, Dante Beam, Jim Ackerman, Barb Baughman, Katie Blatchley, Janet Blair, Brian Backford, Randy Burns, Nick Fleck, Lisa Burns, Nick Behrens, Ashley Chhibber, Alpana Kelland, Lindsay Castro, Claudia Eisler, Rachel Corbin, Catie Meyers, Science Havlik, Jan Froman, Natalie Elzinga, Sarah Misera, Lauren Maranto, Johanna Imani, Anisah Lynn, Deb Smith, Maria Riesenfeld, Karen Kessler, Kellie Misera, Lauren Ruekberg, Beth Klein, Meredith Oppenheimer, Doug Sachs, Sarah Leary, Stephanie Snyder, Scott Miller, Kristin Stapleton, Jenn

Garrison Forest School 40 AIMS Evaluation 2017 MATH P.E. PERFORMING ARTS VISUAL ARTS

Whitman, Nate Marlor, Kim Waller, Rachel Levasseur, Hannah Beam, Jim Cline, Laura Alexander, Liz Ko, Lily Blatchley, Janet Hall, Leigh Cicconi, Ashleigh McElderry, BJ Browne, Rachel Friedrich, Suzanne Flynn, Ginny Sachs, Sarah

Kenyon, Carla Malone-Wolf, Heather Yu, Diane Livne, Dana Scott, Dana O'Gorman, Katie Riesenfeld, Karin Welling, Amy Yvette Wolfe

SCIENCE Ed TECH & LIBRARIES ENGINEERING WORLD LANGUAGES

Khanchandani, Reema Kelland, Lindsay Audette, Jim Lapp, Catherine Audette, Jim Hawkins, Renee Beam, Jim Beretta, Dante Brian Blair O'Boyle, Siobhan Mendenhall, Dan Castro, Claudia Brocato, Tracey Scanlan, Dorothy Sachs, Sarah Lin, Eileen McQuiston, Sue Shriver, Chris Shriver, Chris Rios, Yoani Mendenhall, Dan Rodriguez, Alma Meyers, Science Smith, LouAnne Oleisky, Debbie Smith, Maria Segelken, Betsy Sund, Carmen Spiegel, Sam Tung, Crystal Vespoint, Andrea

Garrison Forest School 41 AIMS Evaluation 2017 ______

IV. TEACHING AND LEARNING PRESCHOOL ______

PREPARED BY: Zibby Andrews, Head of Preschool, Chair Sarah Baldwin, Preschool Teacher Leslie Goldstein, Preschool Associate Teacher Marion Fulford, Preschool Teacher Sara Holford, Preschool Associate Teacher Valerie Marsh, Preschool Teacher Joyce Peichert, Preschool Associate Teacher Bryna Stoute, Preschool Teacher

HOW PREPARED (PROCESS):

Please refer to the Process section under Teaching and Learning: Program.

B. Curriculum

3. Is the curriculum sequentially coherent and developmentally appropriate? Please support your answer with examples from each division.

The Preschool curriculum is sequentially coherent and developmentally appropriate. The scope and sequence builds upon skills taught from the Twos through Pre-Kindergarten (Pre-K). Pre-K teachers periodically meet with the Kindergarten teachers to ensure cohesion between the Preschool and Lower School.

The developmentally appropriate nature of the curriculum is seen in the pace of the day, the amount of free play, the emphasis on social skills and the flexibility of the way the teachers respond to the children. The program is adjusted as needed to ensure each child’s success. Specials classes in Music, Art (Pre-K), STEM, Physical Education, Library (Threes and Pre-K), and Spanish (Pre-K) enhance the program and provide age appropriate support and enrichment to the classroom curriculum and goals.

GarrisonGarrison ForestForest SchoolSchool 421 AIMSAIMS EvaluationEvaluation 20172017 4. Describe experiential learning and the process through which experiences result in enduring knowledge, skills and understanding.

Experiential learning takes place in the homeroom classrooms and in the Specials classes within each theme and on every school day. For example, the introduction of fall may include tasting different apples or nature walks to gather signs of the season that are brought back to the classroom and discussed. Children are provided with concrete materials in a multisensory approach to learning. Each teacher designs experiences that are hands-on in nature and, as appropriate, connected to the classroom themes. This helps children solidify concepts and vocabulary about specific topics (i.e. spiders, penguins, transportation, the seasons) and learn additional concepts, vocabulary and skills based on their interests. Children search the campus, for example, for spider webs, using scientific observation skills to identify the spiders and the purpose of the web. In Music, instruments and songs are connected to classroom units and a “musical” showcases the learning for parents. In P.E. Gerstung gym equipment and other materials are used when the children play games that are connected to classroom themes (walking like a penguin) and practice skills that can be replicated on the playground. In Specials classes and in the homeroom classes, concepts, vocabulary and skills are reviewed throughout the year to ensure enduring knowledge, mastery of skills and a deeper understanding of concepts.

5. Does the curriculum include opportunities for students to learn the essential skills and content enumerated in 1 above? In answering this question, please use any data described in 19 below as one indicator of the effectiveness of the curriculum.

Essential skills are included in the curricular goals for each age group. They are taught, reinforced and practiced in large and small groups and one-on-one. The student is assessed at the beginning of the year and at the end of each trimester to track the mastery of skills. During the school year if a student has not mastered a skill at the expected time, additional individual support is given to that student. This is facilitated by the fact that the ratios are kept low and the classrooms have two teachers. One teacher reinforces skills in small groups or one-on-one while the other teacher interacts with the children on the playground or in the free play areas of the classroom.

6. Are curriculum planning and development ongoing? Do they take into account (a) the current needs of students, (b) research about subject matter, pedagogy, and the learning process, and (c) the world in which students will live? Please support your answer with examples.

Curriculum planning and development happen primarily over the summer and in weekly faculty professional development on Thursday morning. Two summers ago, for example, the teachers researched different aspects of Mindfulness and decided how it could be best incorporated into the classrooms. Last summer the Pre-K teachers researched phonics programs and redesigned the

GarrisonGarrison ForestForest SchoolSchool 432 AIMSAIMS EvaluationEvaluation 20172017 sequence and materials. Opportunities for outside workshops and conferences address current pedagogy and lead to changes in the curriculum and enhancements to the learning process. Most years, two teachers attend NAEYC, the largest national conference for early childhood education. The faculty meets weekly as a division and Preschool teachers are required by the State of Maryland to have a minimum of 12 professional development hours per year. These are awarded from online courses, invited presenters and local workshops.

Responsiveness to the needs of the students is most clearly seen in small group time and is also evident in the afternoon program. This allows teachers to work with 1 to 4 children, enriching and/or supporting them as needed in any area - from small motor skills to math and language arts. If some students need additional practice counting, teachers group them based on their abilities. A student who can read, for example, will spend one-on-one time with a teacher to work on more advanced literacy skills. Teachers assess students, informally and formally. The Briggance screening tool, anecdotal records, adjustments to classroom plans and plans for individual students are all used to assess students. Often the needs of individual students are in social and emotional development. In addition to having classroom expectations, teachers directly support students, teaching problem solving, conflict resolution and peer relationships skills.

7. Are different cultures and perspectives represented across the curriculum? Please give us examples.

Multicultural materials and books are purposefully included in each classroom. Holidays from different traditions are celebrated, particularly those that are represented by our families. Teachers seek parent involvement to enrich these experiences. A Chinese Upper School boarder came to a Threes classroom, for example, to help celebrate the Lunar New Year, reading a story and providing information, an activity and a snack.

8. Can students see themselves in the curriculum? Again, share examples.

The Preschool purposefully includes books and materials reflecting the races, cultures and traditions of the families of our students. Specific multicultural books are displayed and available in each classroom and rotated throughout the building. Dolls and “block people” for imaginative play represent a multitude of cultures and races. In addition, at this level, it is equally important to discuss ways to respect each child’s preferences, even as simple as favorite colors or foods. This is accomplished with graphs, classroom activities and discussions.

9. Is diversity an organic and intentional part of curriculum planning and development?

Diversity within the curriculum begins as an organic process and is based on the students who make up the class. Teachers intentionally plan their lessons to expose children to the cultures of

GarrisonGarrison ForestForest SchoolSchool 443 AIMSAIMS EvaluationEvaluation 20172017 others, (i.e. how they live, what they eat, languages spoken, holidays and traditions). The curriculum includes themes that explore student individuality and utilize materials and experiences to support them. The “all about me” theme, parent/family involvement, and a wide selection of books give our students a glimpse into other cultures across the world.

10. In what ways is technology used in the classroom? How does the faculty evaluate the impact of technology on student learning?

Technology can be a hindrance to the hands-on learning that is best for young children. Therefore, computers and iPads are not used in the classroom. A higher priority is placed on the children interacting with each other and with the teachers as they learn. The exception to this is the Smartboards that are used in the Pre-K classrooms. Smartboards are interactive and allow the children to manipulate items, using large motor movements, sorting specific items into the correct group or practicing the formation of a letter with the large arm movement that helps implant that letter in muscle memory. Pre-K teachers evaluate the value of Smartboards anecdotally as it is never the sole method of teaching a skill or concept.

The school provides the teachers and associate teachers with individual laptops. They are used to communicate with parents and other people on campus, to access professional articles and materials and ideas and to complete online workshops and courses. Teachers use technology primarily outside of the classroom to access information or ideas that they then use to design more direct, hands-on lessons for the children.

11. How are students taught about Internet safety and digital citizenship?

This question does not apply to the Preschool students, but parents are encouraged not to use technology when their children could otherwise be interacting with people. Psychologist Catherine Steiner Adair, author of The Big Disconnect, made a presentation to Preschool parents in October 2016, emphasizing limiting children’s use of technology as well as their own, in order to have more meaningful time together.

C. Teaching

12. How do instructional styles and strategies reflect the variety of student learning styles within each class? In answering this question, please take into account any data described in 19 below.

Small group and one-on-one instruction are provided, allowing for more individualized attention. These groupings provide either enrichment or reinforcement, depending on the needs of the students in different areas. Accommodations are made, for example, for fine motor development

GarrisonGarrison ForestForest SchoolSchool 454 AIMSAIMS EvaluationEvaluation 20172017 by providing different kinds of scissors or changing the directions for a task from pencil and paper to manipulatives. In addition, students who have difficulty working for a longer period of time are accommodated with a break or a stretch, students are seated next to peers who will allow them to better attend to learning, and particular attention is paid to providing enough play time and outside time for active Preschoolers.

13. How effective is the school’s program at fostering a growth mindset in students? What opportunities do students have to struggle, take safe risks, fail and build resilience?

The efforts of Preschool teachers to foster a growth mindset in children are highly effective. Children are always encouraged to achieve their personal best. Their activities and work are not compared and teachers accept a wide range of responses and end results. This applies to classroom instruction as well as to play and social interactions. Children are encouraged to try new activities, such as riding a tricycle or climbing on playground equipment to develop resilience and perseverance.

Specifically planned small group and one-on-one instruction allows children to explore and take risks within comfortable surroundings. Children are celebrated for attempting a task or sharing in a group, no matter the result. Teachers model resilience in the classroom by addressing their own mistakes and using day-to-day examples and literature as teaching tools. Children are also taught specific techniques to deal with frustration and to develop the confidence to problem-solve social and emotional conflicts and issues. They are encouraged to use these specific techniques to be comfortable, confident and more independent.

14. Is Faculty professional development ongoing and intentionally designed to help teachers stay informed about (a) latest developments in their fields, (b) outside research and perspectives concerning curriculum design and pedagogy, and (c) the skills, habits of mind, and content students in 1 above?

Professional development for Preschool teachers is on-going and particularly strong. The Office of Childcare requires all teachers to participate in a minimum of 12 hours (six hours for associate teachers) of professional development each year. This includes participation in online courses, attendance at workshops and conferences and visits to other schools. Workshops and conferences are attended both locally and out of state. Teachers also come together on a regular basis for divisional professional development and are included in school-wide professional development on topics like diversity, progress reports, assessment and differentiation. One area of concern is that some of the additional all-school professional development required of teachers does not address the interests and needs of Preschool teachers.

GarrisonGarrison ForestForest SchoolSchool 465 AIMSAIMS EvaluationEvaluation 20172017 D. Assessment

15. How is individual student academic progress measured? What types of formative and summative assessments are used?

Running records and observations are used daily to assess student development. Teachers also administer teacher-made summative assessments at least three times a year in preparation for conferences with parents.

16. Are standardized tests administered? If so, how are the results used?

In the fall, the Brigance is individually administered to Threes and Pre-K students and Ages and Stages is administered to the Twos. These instruments assess each student in gross and fine motor skills as well as language and cognitive development. They allow teachers to identify students that may be at risk of learning difficulties and/or those who might benefit from intervention. Retesting is done within 60 days if there is a concern. Results are reported to parents at the first conference in November. If there is an area of need, teachers and parents come up with a plan for the child that will set him or her up for success. If outside intervention services are needed, a list of resources is provided to the parents at the time of the meeting. Follow up meetings are scheduled throughout the year to ensure success for the child. Teachers also consult with the counselor and Division Head throughout this process.

E. Student Learning

17. In what ways do teachers provide support to students who need extra help and/or have learning challenges, whether or not formally diagnosed?

Teachers get to know their students both individually and how they fit within the classroom dynamic. The needs of each child and their different learning styles are met through modified instruction and small groups. Students are given individual support during our rolling arrival time, during split groups and in the afternoon (for those who stay). In addition, during play time teachers call individual students to the table for specific tasks. Different materials are readily available and teachers modify activities to ensure each child’s success. For children who need assistance with fine motor skills, for example, spring-action scissors and a supply of utensils of varying sizes and thicknesses are available. Or children who are having difficulty tracing the letters in their name may manipulate letter tiles instead to help reinforce identifying those letters without the added burden of tracing. In addition, the classroom environment is organized in a way to support both active and quiet children.

GarrisonGarrison ForestForest SchoolSchool 476 AIMSAIMS EvaluationEvaluation 20172017 18. What steps do teachers take to respond to students who have social/emotional issues?

Specific instruction in appropriate classroom behavior and interactions is a critical part of the curriculum in the beginning of the school year. Mindfulness, the Responsive Classroom and Conscious Discipline are at the root of these lessons. When children have specific social or emotional difficulties, strategies are implemented to change the environment to make the child more comfortable and successful at school. The needs of specific children are addressed with the counselor who can observe the child and assist in the development of a plan to address the child’s needs and strategies for improvement. The counselor and the teachers attempt to determine when issues occur, looking for patterns, trigger points and changes in daily routine. When parents and teachers see the same behavior, they discuss strategies that can be used in the classroom and at home. Meetings between the parents and the teachers continue to take place so progress can be monitored.

19. Do teachers use aggregated longitudinal classroom data to gauge the effectiveness of their teaching effectiveness over time? If so, please provide examples. If not, please explain.

Formally, the Briggance is used to assess all students at the beginning of the year and follow ups include additional testing sessions in areas of weakness. Informally, grade-level designed assessments are used with all students at the beginning of the year and at least two additional times throughout the year. The results of the fall assessment are compared to those of the mid- year and final assessments. Teachers look at the progress of individual students and assess the class against the goals of the curriculum. If the majority of the children, for example, cannot recognize their colors by mid-year, additional small and whole-group time is spent on this skill, providing more opportunities for learning. Additional support comes from the Specials teachers (more songs about colors in Music, for example) and activities are adjusted so they are more hands-on. If all students have mastered a skill, teachers move on to another, regardless of the time of year. Using formal and informal assessments and observational notes, teachers adjust the curriculum to address the specific needs of their current students.

20. How is critical thinking cultivated? What specific assignments and activities foster critical thinking?

Children are provided with open-ended activities and materials to encourage exploration. They are also challenged with open-ended questions that allow them to problem-solve. In STEAM (science, technology, engineering, art/design and math) class, they often have to come up with a plan before they attempt a task. When listening to a story, they are challenged with why and how questions that have no predetermined, right or wrong answer. Open-ended activities like this and others, allow children to think for themselves, express their own opinions and try and fail and try

GarrisonGarrison ForestForest SchoolSchool 487 AIMSAIMS EvaluationEvaluation 20172017 again. Nurturing critical thinking and helping children embrace risk and overcome a fear of failure are some of the most important foundations of the program.

H. Congruence with Mission

30. Please assess the congruence of teaching and learning with the school’s mission by division and all school.

30A. How does the Division challenge students to strive for academic excellence?

The Preschool sets the foundation for nurturing a love of learning and the desire to strive for more knowledge and understanding. To do this, students are encouraged to take risks and each student’s effort is celebrated. By understanding each student’s learning style and current level of achievement, teachers attend to the “next steps” of that child’s education. They are purposeful in providing challenges that are aspirational, but within the child’s reach and celebrating the achievement of those challenges. Academic excellence stems from explicit attention to what the children know and what is the next skill or concept in that academic continuum.

30B. How does the Division cultivate creativity and curiosity?

Imaginative and self-directed play with peers is the best avenue for the development of curiosity and creativity. Students are allowed plenty of time for free play, both inside and outside the classroom. In STEAM class and in the classrooms, students explore the outdoors, go on nature walks and scavenger hunts and explore new and open-ended materials. During teacher-directed lessons, open-ended questions are emphasized. Student enthusiasm for learning new things is nurtured through themes that interest them and activities that excite them.

30C. How does the Division cultivate authenticity, perseverance, and respect?

Preschool teachers delight in each student’s uniqueness. They model kindness and motivation towards each other, celebrating student accomplishments and work. All children are encouraged and supported, whether they are taking care of their personal belongings, walking up the stairway by themselves, or completing an activity. Students are encouraged to persevere during challenging tasks, as long as they are sufficiently comfortable to do so.

30D. How does the Division create a diverse and inclusive community?

In the Preschool, parent involvement supports the development of an inclusive community. At the beginning of the school year, particular attention is paid to ensuring that the parents feel welcome in the classroom and comfortable asking any questions or having any concerns addressed. The

GarrisonGarrison ForestForest SchoolSchool 498 AIMSAIMS EvaluationEvaluation 20172017 Preschool hosts a Family Night and an Art Night that include all Preschool families. Preschool families also participate in all-school events, like the multicultural potluck dinner and the Dr. Martin Luther King, Jr. dinner. Within the Preschool, an inclusive community is nurtured when students across age levels share playground space and attend assemblies and celebrations together. Diversity and inclusivity are also generated at the Admissions level where we seek to accept students of diverse backgrounds and create specific classes with that in mind. In addition, the major holidays of all current students are celebrated with classroom activities that celebrate inclusivity.

30E. How does the Division cultivate leadership?

Classroom jobs give Preschool students leadership opportunities. The jobs rotate weekly so the students have opportunities to experience leadership in different areas. Show and Tell allows each student to speak to a group, developing speaking skills and the ability to address a group comfortably.

STRENGTHS:

● Teachers collaborate with colleagues to meet the social, emotional and developmental needs of the children successfully. ● The curriculum is strong and developmentally appropriate, both supporting and enriching the students. ● The purposeful teaching of social skills ensures the success of each student and the creation of a community of learners.

WEAKNESSES:

● The scope and sequence of the curriculum should be reviewed more regularly. ● Additional multicultural materials should be added, including puzzles, posters, dress-ups, books (particularly for Indian and Asian children), play food and dolls. ● Additional assemblies should be planned and utilized to meet curriculum goals.

RECOMMENDATIONS:

● The Preschool should review the scope and sequence of the curriculum, from Twos through the transition to Kindergarten, on a yearly basis. ● Consider expanding multicultural classroom resources, including puzzles, posters, dress- ups, books (particularly for Indian and Asian children), play food and dolls. ● Develop a process to plan assemblies that will ensure alignment with curricular goals and increase opportunities to celebrate the diversity of the community.

GarrisonGarrison ForestForest SchoolSchool 509 AIMSAIMS EvaluationEvaluation 20172017 ______

IV. TEACHING AND LEARNING LOWER SCHOOL ______

PREPARED BY: Gail Hutton, Head of Lower School, Chair Stephanie Brown, Fifth Grade Lisa Jenkins, First Grade Kellie Kesler, Second Grade Dana Livne, Fourth Grade Teacher Deb Fusting Lynn ’75, Third Grade Louise Moran, Kindergarten Ashby Litz Thoeni ’02, Lower School Curriculum Specialist

HOW PREPARED (PROCESS):

Please refer to the Process section under Teaching and Learning: Program.

H. Congruence with Mission

30. Please assess the congruence of teaching and learning with the school’s mission by division and all school.

How does the Division challenge students to strive for academic excellence?

Lower School challenges students to strive for academic excellence in three ways: creating a safe environment, effectively assessing students and using the best instructional practices. Lower School values a safe and nurturing learning environment where students feel comfortable embracing a challenge and challenging themselves. With a growth mindset, students feel empowered to stretch their thinking, take risks, ask questions and make mistakes. These requisite learning capacities and habits of mind cultivates academic excellence by inciting higher order thinking, deep, reflective thinking and intellectual curiosity.

Lower School teachers challenge students daily by encouraging students to stretch themselves beyond what is expected. Teachers differentiate curriculum to meet the needs of all students. Teachers frequently meet with the Academic Resource Coordinator (ARC) to analyze student learning profiles and to determine appropriate instructional practices. Teachers understand each student’s needs by assessing them regularly with formal and informal assessments, allowing teachers to fully understand the learning styles and interests of their students. The Northwest

GarrisonGarrison ForestForest SchoolSchool 511 AIMSAIMS EvaluationEvaluation 20172017 Evaluation Association’s Measure of Academic Progress Test (MAP) provides teachers with explicit knowledge of students’ strengths and weaknesses. This information is used to set skill- specific learning goals for each student.

Students are assessed frequently in Language Arts. The Fountas and Pinnell reading assessment determines students’ reading abilities; the teachers use the levels to appropriately challenge students. In Writer’s Workshop, teachers regularly confer with students and record progress. The records are used to create individualized learning opportunities. Students consistently assess themselves and each other; this promotes metacognition and ownership of their writing.

In math, flexible groupings are created based on informal and formal assessments. Teachers use the new math program, Investigations, to promote flexible learning and to assist in deeper understanding of mathematical concepts and number sense. Teachers also use other informal assessments like exit tickets, partner work, group work and student portfolios to identify specific skills that each student needs to continue to grow as a learner.

Informal and formal assessments are used to drive instruction. Teachers differentiate curriculum based on interest, learning profiles and readiness. Flexible groupings and guided reading groups are also determined by interest, learning profiles and readiness. ARC plans lessons with teachers to differentiate instruction and meets with small groups of students to challenge and deepen their understanding. Students are given multiple opportunities to choose differentiated topics, which allows students to challenge themselves. By differentiating instruction, teachers challenge each student accordingly.

Professional development is offered during Lower School faculty meetings on differentiation, growth mindset, MAP, Responsive Classroom and enrichment strategies.

How does the Division cultivate creativity and curiosity?

The teachers engage students in conversations that encourage them to ask questions and get excited about learning new information and ideas. The curriculum and instruction foster and encourage creativity and curiosity by providing student choice and ownership. One way teachers incite curiosity is through the implementation of a Wonder Wall where a student can pose questions. These questions are researched to find answers and then shared with the other students. The writing program, Writer’s Workshop, allows students to write about their lives or topics of their choice. Writer’s Workshop also encourages students to see themselves as writers, which gives them confidence to learn about and practice many different writing topics. By 5th grade, students select a research topic for their Capstone Project. Socratic seminars also allow the students in 5th grade to lead and participate in discussions, which gives students opportunities to create strong arguments. The Lower School Investigations math program is a hands-on program

GarrisonGarrison ForestForest SchoolSchool 522 AIMSAIMS EvaluationEvaluation 20172017 that allows students to be curious and creative in exploring and investigating a variety of learning experiences, which enhances deeper understanding of mathematical concepts. The Language Arts program fosters imagination and curiosity through a wide book selection. Students explore new worlds as they read and discuss various books. During the 4th and 5th grade STEAM (science, technology, engineering, art/design and math) Week in February, each class works on a project that gives students the experience of planning, designing and creating independently. The new Outdoor Learning Classroom, inaugurated in the fall of 2016, increases the opportunities for students to inquire, explore, create and investigate.

All students in the Lower School engage in different projects and presentations to enhance their creativity and public speaking skills. In grades 1-3 students conduct a research project where they research a topic online and in books and then present their newly learned knowledge to a group of students. 4th grade runs a banking program for the whole division to educate students on financial literacy. 5th graders write a research paper and present a five-minute speech on their topic to a group of Garrison Forest parents, faculty and students.

The specials classes cultivate creativity and curiosity by providing opportunities for the students to explore passions, interests, take risks and make important connections as they take a more cross curricular approach to learning. Through the science, Imagineering and art classes the students investigate through experimentation, building, designing, creating and reflecting. Collaborative problem solving and critical thinking are at the heart of these investigations. The music, Physical Education and Spanish classes provide exposure to new experiences such as dance, riding, musical performance and Spanish dialogues and culture. These experiences engender curiosity and develop hidden passions that further encourage a lifelong love for learning.

How does the Division cultivate authenticity, perseverance and respect?

Authenticity, one of the GFS Core Values (Be Authentic) is promoted every day in the classrooms and regularly discussed in the classrooms through read-alouds and social skills lessons. During the Responsive Classroom morning meetings and closing circles, every classroom teacher emphasizes the importance of being yourself. Students feel comfortable sharing and expressing their uniqueness. Students celebrate who they are through various activities such as Star of the Week. A culture of respect and care for each other is cultivated every day.

Perseverance is a mindset that is reinforced in all grades. Lower School incorporates perseverance through growth mindset discussions and strategies in the classroom. Students are encouraged to question and push through their struggles. Mistakes are a means for growth.

GarrisonGarrison ForestForest SchoolSchool 533 AIMSAIMS EvaluationEvaluation 20172017 Respect is cultivated especially through the Responsive Classroom approach. Students are expected to use kind words, greet each other with eye contact and practice respectful behavior. The Lower School Counselor also teaches about respect during her social skills lessons with each class. The students are praised or complimented for showing respectful behavior through verbal comments and written “Shout Outs.”

How does the Division create a diverse and inclusive community?

Lower School is guided by these words in the school’s Statement of Respect: The Garrison Forest School community is deeply committed to equity, honesty, kindness and respect as part of the educational experience. The division shares a vision for a positive, inclusive, respectful and nurturing environment that supports student learning. To this end, Lower School celebrates diversity in daily classroom routines and in the curriculum. Garrison Forest’s Core Values (Be Authentic, Be Brave, Be Compassionate, Be Curious and Be Spirited) are posted in each classroom and teachers connect their curriculum to fostering the Core Values. Divisional Morning Meetings with K-5 combined are often used to discuss a variety of topics that celebrate the diversity in the community such as Rosh Hashanah, Día de Muertos, Christmas, Hannukah and Kwanza.

There are many opportunities for students to discuss differences in race, class, gender, religion and others. Students mainly discuss these issues in homeroom time, Language Arts and Social Studies through reading purposefully selected mentor texts with diverse main characters, which show different cultures and communities. Some specific examples include 1st grade’s exploration of Cinderella stories from around the world, 2nd grade’s Native American unit and 3rd grade’s study of colonization and its impact on the world. In 4th grade, students study Syria and learn about refugees with support from guest speakers from the Refugee Youth Project and the International Rescue Committee. In 5th grade, students read novels that touch on a variety of important issues such as income inequality, racism, mental illness and disabilities. These texts provide the starting point for discussions about differences, diversity and inclusion in the past, present and future.

Students also have a variety of opportunities to explore differences in race, gender and religion in specials classes. In Spanish class, students observe different cultures, customs, lifestyles and discuss diverse families, socioeconomic realities and cross cultural communication styles. Students are guided to make comparisons by expressing themselves by using “Windows and Mirrors” teaching guide, which allows them to see new perspectives while acknowledging common ones. In Music class, classes in grades K-5 listen to and perform a variety of cultural folk songs. Students make comparisons about differences in musical styles across cultures and time periods. Monthly social skills lessons are facilitated by the School Counselor.

GarrisonGarrison ForestForest SchoolSchool 544 AIMSAIMS EvaluationEvaluation 20172017 Lower School faculty members participate in optional lunch conversations, such as the White Anti-Bias Group conversations, Faculty and Staff of Color affinity group or the “Sharing our Stories” conversations. The School Counselor is available to meet individually with faculty to provide guidance, support and resources to teachers.

How does the Division cultivate leadership?

Promoting leadership is integral to the work of the Lower School. Garrison Forest’s branding statement is “You Can, You Will,” a phrase celebrating empowerment and resilience embraced by the GFS community, especially Lower School students. The Responsive Classroom approach fosters good citizenship and the qualities of a good leader. Public speaking is taught in grades 3- 5. Students are given opportunities to take on leadership roles and take on are given additional responsibilities. Older students are expected to serve as role models for younger students. Grades have buddy classes where the older children can demonstrate leadership for the younger children. During Morning Meetings student work is highlighted by the students themselves. Throughout the curriculum and across grade levels, there are unique experiences which promote leadership, such as the 1st grade animal safety and shelter outreach project and the 2nd grade Our Daily Bread outreach to a Baltimore soup kitchen. The 5th grade takes on leadership roles such as greeting families at morning carpool, being responsible for the U.S. flag which hangs in front of the Lower School building and entering into elections to be a spirit captain for either Light Blue or Dark Blue teams. Building leadership in our student body is integral in all that we do.

STRENGTHS:

● Lower School uses assessment data to meet students’ learning needs. ● Lower School differentiates in reading, writing and math to meet the needs of individual students. ● Lower School actively and regularly assesses curriculum to ensure best practices and curricula are in place. ● Lower School creates a community of joy and love for learning. The whole child is nurtured and supported academically, socially and emotionally. ● Lower School celebrates diversity both within our community and our curriculum. ● Lower School is committed to helping students to develop a growth mindset by encouraging students to experiment, be comfortable with their mistakes and think creatively and critically.

WEAKNESSES:

● Lower School’s Guided Reading program could be enhanced through a greater variety of genres: including historical fiction, folktales, fairy tales, biographies and texts that reflect the global community.

GarrisonGarrison ForestForest SchoolSchool 555 AIMSAIMS EvaluationEvaluation 20172017 ● Communication between department chairs and K-5 faculty and staff is inconsistent and insufficient. ● The struggling and high-achieving students in the Lower School are not receiving the appropriate support they need in reading and math to reach their full potential. ● MAP scores specifically demonstrate the need to challenge high-achieving students.

RECOMMENDATIONS:

● Explore opportunities to build the Guided Reading book collection to fill the need for genre variety and global reach. ● Establish pathways for department chairs to collaborate with and support the Lower School faculty more regularly. ● Explore additional ways to support high-achieving and struggling students in reading and math. ● Create a program that enriches high-achieving students in reading and math.

GarrisonGarrison ForestForest SchoolSchool 566 AIMSAIMS EvaluationEvaluation 20172017 ______

IV. TEACHING AND LEARNING MIDDLE SCHOOL ______

PREPARED BY: Tung Trinh, Head of Middle School, Chair Dante Beretta, Middle School and Upper School Latin Janet Blatchley, Middle School Mathematics Lisa Fleck, Chair, Counseling, Middle School Counselor Lindsay Kelland, Chair, Educational Technology, Middle School Digital Learning Specialist Karen Meyers, Middle School Science Lauren Misera ’02, Middle School Dean of Students, Geography Maria Smith, Middle School and Upper School French

HOW PREPARED (PROCESS):

Please refer to the Process section under “Teaching and Learning: Program.

H. Congruence with Mission

30. Please assess the congruence of teaching and learning with the school’s mission by division and all school.

How does the Division challenge students to strive for academic excellence?

Middle School believes in creating a learning environment where all students will find success. Through a wide range of course offerings, students take classes in Mathematics, English, Science, History, World and Classical Languages, Visual Arts, Performing Arts, Digital Thinking, Decision Making and Physical Education. Students’ growth is tracked through feedback and opportunities for reflection. They play an important role in the school’s philosophy of teaching and learning; the process of learning itself matters far more than the product.

The Middle School emphasizes three major practices to help ensure that all students are challenged and may strive for academic excellence:

1. The Middle School has support structures in place for all students and learners. Teachers work diligently to get to know their students first as individuals to understand better how they learn. Teachers work closely together as department colleagues, grade level teams and with the support

GarrisonGarrison ForestForest SchoolSchool 571 AIMSAIMS EvaluationEvaluation 20172017 staff (Academic Resource Coordinator, Counselor, Dean of Students and Digital Learning Specialist) to ensure that there is a full 360-degree approach to teaching. Grade-level teams meet each cycle to discuss students of concern and those who are doing well. Teachers email Academic Notes to the student to communicate concerns or recognize accomplishments. Weekly Help Sessions allow students to meet with teachers individually. The support staff meets each cycle to devise learning/action plans to ensure proper follow-through with students, parents and advisors.

2. The Middle School works diligently to individualize learning for all students. In classes, teachers practice differentiation with regard to instruction, content and resources. Teachers work in departments and with the Academic Resource Coordinator (ARC) to ensure best practice is met. Math classes are the only classes that have different levels: regular and enriched. Placement into enriched is fluid and based on both previous achievement, work habits, Measures of Academic Progress (MAP) scores and teacher recommendations. Report cards offer teachers a chance to provide additional feedback other than the letter grade that is made up of a culmination of that term’s summative assessments. Report cards also include learning work habits, academic skills, as well as a student narrative comment. Working to support report cards, students take the Northwest Evaluation Association’s Measure of Academic Progress Test (MAP) as a formative assessment. The MAP is taken by all students in math, reading comprehension and language use in the fall and spring.

3. The Middle School offers opportunities for self-reflection that can lead to intrinsic growth. Before conferences with parents, students undergo exercises of self-reflection and goal-setting. In the spring, students lead a conference with their parents using their ePortfolios as exemplars of the main learning habits that are stressed throughout the year (creativity, collaboration, curiosity and critical thinking). The ePortfolios, curated by students from their work in any and all of their classes, help students to reflect upon their work and practice their meta-cognitive skills.

How does the Division cultivate creativity and curiosity?

The Middle School program is intentionally designed to offer a breadth of curricular choices both inside and outside of the classroom. There is a strong belief in the principle that students learn just as much from their curricular pursuits as their co-curricular pursuits. Students are encouraged to find a balance between their curricular obligations and co-curricular groups and activities that will ultimately enhance their creativity and curiosity. There is not a single student each year who does not participate in at least one or more co-curricular activities. This speaks volumes about the commitment from the students to pursue their interests outside of their daily academic schedule.

Learning is anchored by a focus on skills and making learning stick. This philosophy complements how creativity and curiosity are modeled by teachers and embraced by students. Creating in depth interdisciplinary projects in every grade works to foster both curiosity and creativity. In each of

GarrisonGarrison ForestForest SchoolSchool 582 AIMSAIMS EvaluationEvaluation 20172017 the signature projects, students are always given both voice within their choice and the freedom to design their final product (for instance, the 6th grade House Project, 7th grade Project Innovate!, and the 8th grade Midsummer Night’s Dream Shakespeare Study). There are equally as many co-curricular opportunities for students to discover topics and passions beyond the classroom. Traditions such as Minimester, service-related events, afterschool clubs (debate, art, Robotics, Future City), field trips, Creative Co-Op “maker space” activities, and 8th grade electives are often popular with students. Students with similar interests can connect across all grades, which can also help create an informal system of mentorship. Many students take particular advantage of the school’s arts and athletic offerings, such as the winter Musical, Chorus, select ensembles for music and dance, and the three seasons worth of sports.

All Middle Schools students are also exposed to different opportunities during common times together. With special programming that are both student and faculty-led in Morning Meetings, Community Time, special assemblies/presentations, Mystery Activities and advisory activities, students are consistently learning more about the world around them and foster their interests.

How does the Division cultivate authenticity, perseverance, and respect?

Middle School sees the cultivation and development of its students as good, responsible, contributing members to the school and the greater community at large as one of its most important tasks. It is important to note that programmatically, Middle School creates two different kinds of systems for this development.

First, there is intentional, meaningful, well-thought out programming to help be proactive in ensuring all its constituents practice being authentic, respectful and unique. The Advisory program, planned by the Dean and Counselor, work to create strong communities within communities (advisory group, grade-level, Middle School-wide, school-wide, etc.) while also focusing on personal growth and understanding. The Advisory Program runs on the principled Mission Statement, Core Values and Statement of Respect. The Advisory Program looks to show how the philosophy of the school’s mission can actually be lived through practice and purpose. Additionally, programming in Morning Meetings, Community Time, Forum and athletics give ample time for students to reflect upon their own values in conjunction with the community’s. Teachers offer feedback with these characteristics when writing student narratives in Report cards.

Second, there are supports put into place when a student’s words and actions do not meet expectations. Meetings with students and families with the ARC Coordinator, Dean and Counselor help to rectify a situation and ensure that the same mistakes are not met and these instances are truly seen as learning moments. Whether they be conversations, meetings or even Honor Boards, it is important to have a process in place where students and families understand consequences should expected behavior not be met.

GarrisonGarrison ForestForest SchoolSchool 593 AIMSAIMS EvaluationEvaluation 20172017

How does the Division create a diverse and inclusive community?

At its core, the Middle School strives to create a diverse and inclusive community that encourages true individuality from both its students and faculty. The very nature of early adolescence creates a longing for students to find their identities, passions and purpose. With different structures, programming and expectations, Middle School helps to create the environment to help in this process.

The student body greatly benefits from having boarding students in the 8th grade. In addition to having a diverse student body in terms of race, ethnicity and religion and socio-economic status, the Middle School draws students from all over the county, state, region, country and world. Being able to share a meal or have a class with a student from a different country is an incredibly enriching experience.

In the classroom, faculty adhere to the expectations set forth in Garrison Forest’s Mission Statement, Statement of Respect and Core Values. This practice establishes a learning environment that allows students to develop different perspectives, thoughts and ideas. More specifically, at each grade level courses are taught by counselors with targeted curricula. These courses allow students to discover their own value systems and to foster relationships that will create a diverse, equitable and inclusive community. Other classes, such as English, History, Electives (Current Events, 21st Century Girl, Mural Making), and even Minimester classes intentionally include stories and units of study to develop an understanding of social justice and empathy.

Outside of the classroom, students are exposed to several different student-driven cultural presentations. These include traditions and holidays that different members of the community celebrate as well as shared personal experiences and expressions of identity that are valuable for the student body to hear. Students critically view films that connect with social justice work and participate in related grade level and advisory activities. In addition, students take part in collaborations with organizations such as Middle Grades Partnership (MGP), service work with The Gateway School and hosting a fair for children from The Ark Preschool serving Baltimore’s homeless population to see how their own community connects with the community at large.

How does the Division cultivate leadership?

An important component to the curricular and co-curricular program is to provide leadership opportunities at every level for the students. In the classroom, students share leadership roles in class activities and projects. Learning how one collaborates with others to strengthen a team is one of the most critical pieces of leadership training the faculty can impart on students. In more formal

GarrisonGarrison ForestForest SchoolSchool 604 AIMSAIMS EvaluationEvaluation 20172017 situations, there are a number of positions which require a recommendation from a teacher and some for which a student applies.

Forum, the student government, is perhaps the most visible branch of leadership in the Middle School. Forum has numerous positions specifically designed for each grade where the majority of the positions are held by students that are elected by their peers and have various amounts of responsibilities. Positions range from President of the Middle School to Big/Little Sister Coordinators, but groups of students often share the responsibilities and tasks with their peers. There are a few positions, however, where students are appointed by the faculty based on the strength of their applications and ideas. Athletic teams also elect student leaders as captains for each season. Students-athletes are nominated first and then voted on by their team and coaches. The winter Musical is a large production that often draws on about 50-65% of the Middle School between the on-stage and behind-the-scene roles. There are numerous leadership positions within the Musical such as crew heads and stage managers. The Admission Office also calls upon students for their strong leadership skills to serve as tour guides and hosts for prospective students and families. This is an important role that is shared among many of the students in each grade.

Special events present more informal leadership opportunities. For example, the 8th grade members of Blue Belles, the select choral ensemble, often serve as the leaders of the group to help schedule and run rehearsals. Students who participate in MGP help plan activities when the two schools meet. A “Day of Dialogue” which helped foster more listening and sharing among the 7th grade, students were trained as facilitators to lead discussions. The faculty work hard to disseminate as many leadership opportunities as possible for all students and to ensure that every girl can practice leadership in some capacity during Middle School.

STRENGTHS:

● Middle School faculty know their students very well and are thus able to individualize instruction and students’ overall academic experience. ● Strong and comprehensive support systems are in place for students for academic and social/emotional needs. ● Students have access to a breadth and depth of curricular and co-curricular offerings.

WEAKNESSES:

● The Middle School schedule is often compromised to meet the needs of other divisions (crossover teachers, special events/activities, admissions/retention related events). ● Limited time for faculty collaboration to keep developing better teaching and learning practices (the program is driven by schedule as opposed to the program driving the schedule).

GarrisonGarrison ForestForest SchoolSchool 615 AIMSAIMS EvaluationEvaluation 20172017 ● There is an ongoing challenge to diversify and increase student participation in leadership opportunities (including service learning, student government, co-curricular activities).

RECOMMENDATIONS:

● Explore alternative schedules to align with all divisional programs and to allow for more targeted faculty collaboration. ● Investigate additional programming and training that can lead to increased student participation in leadership opportunities (including service learning, student government, co-curricular activities).

GarrisonGarrison ForestForest SchoolSchool 626 AIMSAIMS EvaluationEvaluation 20172017 ______

IV. TEACHING AND LEARNING UPPER SCHOOL ______

PREPARED BY: Felicia Wilks, Head of Upper School, Chair Jim Beam, Upper School Mathematics Brian Blair, Upper School Science Nick Burns, Upper School History Claudia Castro, Upper School Spanish Jan Havlik, Upper School Dean of Students. Upper School Latin Johanna Maranto, Chair, English, Upper School English Language Learning Karin Riesenfeld, Upper School Mathematics Beth Ruekberg, Upper School History Sarah Sachs, Upper School Art

HOW PREPARED (PROCESS):

Please refer to the Process section under Teaching and Learning: Program.

H. Congruence with Mission

30. Please assess the congruence of teaching and learning with the school’s mission by division and all school.

How does the Division challenge students to strive for academic excellence? Upper School strives for academic excellence by engaging the students in a variety of curricular and co-curricular activities that push them beyond the bounds of the core curriculum. Students are recognized for their academic achievement through the Cum Laude Society, departmental awards and Honor Roll recognition. The school engages students by inviting speakers and guests to campus as part of events like the Alumnae Career Day Panel, Young Alumnae Tea, Cum Laude Speaker, POW (Power of Women) Speakers, as well as alumnae returning to speak to specific classes or clubs on relevant and current topics. Students are encouraged to participate in coursework that is rigorous and in some cases beyond the classrooms. Students demonstrate their readiness for success in collegiate work through AP Courses as well as coursework through the Online School for Girls. Students in the Women in Science and Engineering (WISE) program also work in research facilities with graduate researchers at Johns Hopkins University. The WISE program has grown to include research fields that include the JHU School of Public

GarrisonGarrison ForestForest SchoolSchool 631 AIMSAIMS EvaluationEvaluation 20172017 Health and the JHU Archeological Museum. It should be noted that students who choose to participate in WISE represent a diversity of academic ability. Students have participated and succeeded in subject-based competitions and exams such as National Latin Exam, Medusa Mythology Exam, National Classical Etymological Exam, North American Computational Linguistics Olympiad, Chemathon and American Mathematics Competition. The students show off their artistic accomplishments through annual art shows at school, statewide and national art competitions and juried shows. Success in competitions, exams and shows are announced regularly as part of the Upper School’s afternoon meetings. The students also engage in enrichment activities such as Latin Day and Northrop Grumman’s Young Engineers and Scientist Seminars. Finally, the faculty recognizes outstanding students through a set of Faculty Awards that are given at Commencement.

How does the Division cultivate creativity and curiosity?

The Upper School program cultivates creativity and curiosity by offering a breadth of curricular choices both inside and outside of the classroom. The hope is to deepen the knowledge students acquire in the classroom by having them apply that knowledge in a variety of co-curricular settings. The school designed the Upper School program to grant students more choice as they move through the program. Students are encouraged to identify and pursue their passions, both through the courses they take and in the co-curricular activities in which they choose to participate. With so many offerings both inside and outside the classroom, students also develop the ability to make choices about what and how much they can reasonably commit to at any given time.

Upper School faculty work to activate student engagement, curiosity and creativity by designing lessons and assessments that ask students to work individually and collaboratively to find creative solutions to problems across disciplines. One example is the Design class, which is a foundational course required of all 9th grade students. Subsequent art electives advance the skills established in Design, while others offer new opportunities for in-depth investigations of art media, techniques, styles, self-expression and explorations of personal and cultural identities. The Upper School offers students the unique opportunity to enroll in WISE, which places interested Upper School students in Johns Hopkins University labs that match student interest for a semester to participate fully in the research focus of a Hopkins lab.

There are equally as many co-curricular opportunities for students to discover topics and passions that otherwise may have gone undiscovered. Service-related events, afterschool clubs (Model UN, art, Robotics, photography), field trips, and Creative Co-Op “maker space” activities are often students’ favorites. Students with similar interests can connect across activities, which can also help create an informal system of mentorship. Many students take particular advantage of the arts and athletic offerings such as the fall play, spring musical,

GarrisonGarrison ForestForest SchoolSchool 642 AIMSAIMS EvaluationEvaluation 20172017 chamber choir, Ragged Robins (a student-led a capella singing group), dance and three seasons of sports. Student art is displayed in public spaces throughout campus, both indoors and outdoors, thanks to the Public Art Task Force and semi-annual student art shows. Annual faculty art shows strengthen a sense of community between student, faculty and staff artists. Students contribute written works as well as visual works of art to the two student publications, Paw Print and Callisto. All Upper School students are also exposed to several different opportunities during common times together. With special programming that are both student and faculty-led in Afternoon Meetings, Community Time, special assemblies/presentations and Advisory activities, students consistently are learning more about the world around them and how to pursue a variety of activities to develop their interests.

How does the Division cultivate authenticity, perseverance and respect?

The Upper School seeks to cultivate and develop students who exhibit authenticity, perseverance and respect in both their academic and non-academic lives. The school promotes these qualities in both its Mission Statement and as part of the Core Values. These exemplify the qualities the school wishes the students to possess at school and beyond. Authenticity, perseverance and respect are key elements of the Upper School community and curriculum.

Authenticity, perseverance and respect are cultivated in the Upper school community in many ways. The Upper School Advisory Program teaches how the philosophy of the school’s mission can be lived through practice and purpose. Teachers offer feedback with these characteristics in mind when writing student narratives in report cards. Additionally, programming in Morning Meetings, Class Meetings, Community Time, Forum and Athletics give ample time for students to reflect upon their own values in conjunction with the community’s values. Students promote authenticity and respect during group gatherings through the practice of “community shout outs.” Additionally, grade-wide community development is promoted during overnight class QUEST retreats, with the main goal of broadening respect, community spirit and authenticity. The Upper School actively reminds students of these priorities of communal values through the publishing, posting and enforcing of the school’s official Statement of Respect.

Perseverance is encouraged as a part of growth mindset, which is supported by various grading policies. Revision and re-take policies encourage students to persist when they are struggling and to master material and skills by taking advantage of re-teaching, additional study and practice. Students develop and maintain ePortfolios in which they reflect on their learning process upon posting assignments and tests. The ePortfolios include a specific category for reflecting on perseverance. There are many subject-based opportunities to choose or create a project and to explore a topic such as the Passion Project (English), Innovation Project (AP U.S. History), Design a Study and Design an Assessment (AP Psychology), Create a Cleaner (Chemistry), Solving a storage need for faculty (Engineering Design), Critter Project and Women of Science

GarrisonGarrison ForestForest SchoolSchool 653 AIMSAIMS EvaluationEvaluation 20172017 (Biology). The opportunity to dig into an independent project both fosters perseverance and creates an environment in which individual interests and accomplishments are showcased. This promotes authenticity and respect amongst peers. The required 9th grade Decision-Making course directly instructs students on interpersonal relationship strategies and focuses on the value of respect.

How does the Division create a diverse and inclusive community?

Upper School creates a diverse and inclusive community by offering opportunities for a number of groups whose mission is to provide support through discussion, dialogue and action. Among these are affinity groups, Student Diversity Leadership Council and Service League. In addition to discussions during their meetings, these groups also make presentations during Afternoon Meeting. The day and boarding students have opportunities to explore a variety of diverse events and to be involved in cultural exchanges on campus. Funding is set aside to enable faculty to attend the National Association of Independent Schools (NAIS) People of Color Conference, the Association of Independent Maryland and D.C. Schools Diversity Conference and for students to attend the NAIS Student Diversity Leadership Conference and the Baltimore Area Student Diversity Leadership Conference. In terms of curriculum, faculty are encouraged to examine the curriculum to be sure that curricular materials reflect a diverse world, offering opportunities to see one’s own identity as well as to explore the identities of others. A new 9th grade course, Debate and Dialogue, has been developed to teach students skills which will allow them to approach challenging conversations with an open mind. Financial aid dollars have been leveraged to intentionally create a diverse community. In anticipation of current and future hiring opportunities, the Upper School, with the assistance of the Director of Diversity and Inclusion, actively work to recruit and retain faculty from diverse backgrounds so that all students learn from adults like themselves as well as those different from them. Affinity meetings are held for Faculty of Color to help support them and, of course, to retain them. A new faculty Seeking Educational Equity and Diversity (SEED) Group has begun which allows for cross-curricular, cross-divisional and interpersonal exchanges.

How does the Division cultivate leadership?

Learning to communicate across difference, learning to listen deeply to others, learning to be self-reflective and learning to work with a team are all leadership skills the Upper School academic and co-curricular program are designed to cultivate in students both in and outside the classroom. While these leadership skills appear in lessons and assessments across disciplines and grade levels in the Upper School, one example of this is that all 9th grade students take a Dialogue and Debate course designed to teach them the differences between dialogue and debate and gives each student practice with the skills of both dialogue, debate and collaboration.

GarrisonGarrison ForestForest SchoolSchool 664 AIMSAIMS EvaluationEvaluation 20172017 There are many opportunities for leadership outside the classroom. Forum, the student government, is led by the School President. Forum includes the Vice-President of the School, a Day and Boarding President from each grade 9-12; a Light Blue and Dark Blue Spirit Captain and a Secretary, all of whom are elected by their peers with the exception of the secretary, who is selected by the School President and the Dean of Students, who advises Forum. Forum plans student events and dances and advocates for student initiatives with Upper School faculty and administration. An important function of Forum members is to serve on student Honor Boards. This disciplinary process is led by the Dean of Students and the Head of Upper School. The School President and Vice-President as well as the class presidents of the student for whom the Honor Board is being held help to discern what happened as well as an appropriate response/consequence.

There are several leadership opportunities that allow students to directly mentor other students. The Upper School aim is to create Upper School advisories which consist of students from grades 9-12. This allows an opportunity for older students to take an informal leadership role within the group. Each senior is paired with a 9th grader or a new 10th or 11th grader for the Big Sister/Little Sister Program. The purpose of this partnership is to help students new to the Upper School feel welcomed and to allow seniors to share what they have learned during their time in the Upper School with the newest members of the community. Any student in grades 9-12 can volunteer to be an academic mentor. These mentors work weekly with Lower School through Upper School students who would like additional academic support in any discipline. The Peer Educators group is led by the Upper School Counselor and students in grades 10-12, who go through an application process, to plan lessons around sexuality, drugs, alcohol and other teenage concerns which they teach to 8th graders.

Upper School students have several opportunities to collaborate with students from area schools to develop leadership skills. The Baltimore Girls Schools Leadership Coalition is a partnership of six area girls’ schools. Ten students from grades 10-12 apply from each school to participate in leadership training and to develop a network of girls and women who have attended local girls’ schools. The AIMS Baltimore Student Diversity Leadership Conference provides an opportunity for students in grades 9-12 to collaborate with students from area schools to design and lead a student diversity conference. Garrison Forest is proud to have had many student leaders plan this conference in recent years.

All Upper School clubs are student-initiated and student-led with the support of a faculty advisor. Clubs meet every other week and students set the club’s goals and agendas for each meeting. The clubs program has allowed even new 9th grade students to propose and lead clubs that align with their interests.

GarrisonGarrison ForestForest SchoolSchool 675 AIMSAIMS EvaluationEvaluation 20172017 The Elsie Foster Jenkins ’53 Community Service Fellowship program provides an opportunity for students to investigate and propose service learning endeavors locally or worldwide and have them funded through the program. Each year, GFS awards four to six fellowship grants through a competitive application process. As a part of the grant, students agree to share their experience and what they have learned in an Upper School assembly and to lead the effort to support service learning in the Upper School.

STRENGTHS:

● The Upper School values ensuring that each student has a place within its activities, opportunities and leadership regardless of academic, athletic or artistic ability. ● Every student has at least one adult mentor in the community. ● Students are encouraged to express their passions and show their commitment to a diverse and socially responsible world. ● Instruction and support are individualized.

WEAKNESSES:

● Curriculum needs to be better aligned across divisions and departments. ● There is a wide-range of student need in Upper School, which often exceeds the resources that can be provided. ● Despite having many leadership opportunities available to students, there is not a distinct leadership development program. ● The Upper School schedule does not allow time to make better use of the local and regional resources available.

RECOMMENDATIONS:

● Establish a process to regularly identify and address issues of curricular alignment. ● Continue to monitor the Upper School’s ability to provide individualized support to a wide range of learners given the current Upper School staffing model. ● Create a more cohesive and scaffolded cross-divisional leadership program for all students. ● Explore scheduling alternatives that allow for more experiential learning and collaboration opportunities for Upper School students and more time for teachers to collaborate both within and across departments and divisions.

GarrisonGarrison ForestForest SchoolSchool 686 AIMSAIMS EvaluationEvaluation 20172017 ______

IV. TEACHING AND LEARNING CO-CURRICULUM ______

PREPARED BY: Andrea Perry, Director, James Center/Dean of Special Programs, Chair Barbara Ackerman, Service League Coordinator, Upper School English Traci Davis, Athletic Director Rick Harris, Director of Riding Jan Havlik, Upper School Dean of Student, Upper School Latin Lauren Misera ’00, Middle School Dean of Students, Geography Ann Marie Strauss, Director of College Counseling Rachel Ayers Waller, Chair, Performing Arts, Theater Teacher Amy Welling, Second Grade

HOW PREPARED (PROCESS):

Please refer to the Process section under “Teaching and Learning: Program.

G. Co-Curriculum

29. Please evaluate the effectiveness of the co-curriculum in light of the school’s mission. What evidence was considered in reaching its conclusions.

The Garrison Forest Mission Statement:

At Garrison Forest, we prepare our students in and out of the classroom to thrive in a complex, changing world by:

● challenging them to strive for academic excellence and to grow into informed, independent and creative thinkers ● cultivating an authentic and resilient sense of self, grounded in respect and integrity ● creating a diverse and inclusive community built on a spirit of caring ● inspiring young women to lead and to serve with passion, purpose and joy

Lower, Middle and Upper School students at Garrison Forest are offered a robust co-curriculum. It provides diverse opportunities to participate in programs and activities that mesh with and complement academics, enrich learning, nurture talents and passions, foster non-cognitive skill

GarrisonGarrison ForestForest SchoolSchool 691 AIMSAIMS EvaluationEvaluation 20172017 development, cultivate the habits of mind promoted throughout the formal curriculum and offer pathways to crafting strong friendships and connections with peers and faculty.

The co-curriculum is a highly effective and essential component of the school’s educational endeavor. It strongly supports the school’s Core Values that encourage students to Be Authentic, Be Brave, Be Compassionate, Be Curious and Be Spirited, as well as the School’s mission.

Supporting evidence is found from an array of sources. In some instances, outcome measures demonstrate program success. In others, participation rates, institutional embedment and/or historic long-term program retention, formal and informal feedback, mirroring of best practices and alignment with the school’s vision of what a Garrison Forest student should be are indicators of success. In addition, the school seeks to innovate within the co-curriculum, adding, modifying or discontinuing programs and activities in response to emerging needs, new goals and changes in resources. The co-curriculum is dynamic and is implemented by faculty excited by and committed to its potential to complement curricular learning.

Athletics are a vital part of the curriculum at Garrison Forest. In keeping with the school’s motto: Esse Quam Videri: “To be Rather Than to Seem,” GFS seeks to develop within each student a strong sense of identity, integrity and self-esteem. These ideals are learned through athletic participation while often mirroring the challenges faced in our students’ daily lives. We strive to foster an environment where each girl can reach her fullest potential.

The Equestrian program touches all aspects of a GFS student's day. Families enter the campus driving past our pastures and see the horses first thing in the morning. Lower School students, starting in Kindergarten, may try out horseback riding as a P.E. option once a week and can take one or two additional after school riding lessons as well. The 4th and 5th grade students have a Polo and Riding rotation where each student in 4th and 5th grade gets three riding lessons and three polo lessons in the fall. Although some Lower School students join the competitive Equestrian program, Middle School is where the students really begin to take off into the world of horse showing. GFS Equestrian students travel to local schooling shows in Baltimore County and “A” rated shows along the East Coast. Upper School students may take three riding lessons per week to fulfill their P.E. requirement. Many students, especially international boarders, choose to try out riding at some point during their GFS career.

A comprehensive inventory of co-curricular programs is provided in spreadsheet form as a part of this report.

GarrisonGarrison ForestForest SchoolSchool 702 AIMSAIMS EvaluationEvaluation 20172017 How does the co-curriculum challenge students to strive for excellence?

The co-curriculum at Garrison Forest challenges students to view excellence in diverse ways. Excellence is not a grade. Excellence is living up to a commitment to a team, to a cast, to an activity that demands students give their best as part of a broader effort. Excellence is about striving for skill and clarity as an artist, about practicing leadership more effectively, about finding joy, connection and a deeper sense of self in new friendships built around a shared experience. Excellence is about meeting ambitious yet attainable goals, set by oneself, by a coach or an advisor and about learning from falling short. Excellence is about independent problem solving or about harnessing the power of a group. The experiential nature of the co-curriculum creates a learning lab for students in exploring the forms and dimensions of excellence and spurs internal motivation for achieving it.

The Athletic Program attempts to provide students with many opportunities to compete in a sport at a level appropriate to the student’s skill and experience. Through participation on a team, the student is encouraged to develop favorable attitudes of cooperation, sportsmanship, responsibility, loyalty and a sense of contribution to a group effort. Further athletic participation teaches young athletes to deal with both success and failure. Every effort will be made to provide multiple levels of team opportunities.

How does the co-curriculum cultivate creativity and curiosity?

The co-curricular program purposefully cultivates creativity and curiosity by providing our students with opportunities for experiential learning across a wide field of choices.

Exploration, questioning, invention and creative problem-solving are fostered through clubs in the Lower School such as Art Club, Chess Club, Global Inventors and Girl Scouts and in Middle School through similarly diverse options and in the Upper School, where many clubs are initiated by student interest and are run by the students themselves.

Artistic creativity can be explored through performing and visual arts opportunities led by outstanding faculty aided by student helpers who take on important leadership roles.

STEM-focused activities spur curiosity and provide h ands-on practice on how to engineer a specific outcome. For example, in all divisions the girls can participate in Robotics Club. After designing their own robots, the girls are presented with open-ended challenges which require them to think creatively.

Student leaders of Service League projects strive to come up with creative ways to educate the community about their causes and to promote their projects, Forum leaders learn to be curious

GarrisonGarrison ForestForest SchoolSchool 713 AIMSAIMS EvaluationEvaluation 20172017 about the needs and opinions of the students they represent and student leaders in diversity groups deepen their own understanding through group activities and craft education and outreach activities for the School community.

How does the co-curriculum cultivate authenticity, perseverance and respect?

Within the co-curricular sphere of student groups, clubs in the Upper School are student initiated and student led. There is a faculty advisor to each, whose job it is to encourage but not manage. Without continued student involvement, the club folds, so leaders and members alike must find authentic reasons for participation and must persevere in the face of scheduling and other obstacles to maintain the group’s viability. Respect is fostered both within and among clubs as students work to achieve group goals and to collaborate and problem-solve as a slate of organizations vying for student participation.

Other aspects of the co-curriculum such as Baltimore Girls’ Schools Leadership Coalition (BGSLC), The Student Diversity Leadership Council (SDLC) and Service League Board (SLB) are run with more involvement from faculty and cultivate authenticity, perseverance and respect by virtue of their missions. BGSLC is a joint venture among six independent girls’ schools in Baltimore to foster leadership and networking skills. The group of 10 students from each school is led by the GSF Deans of Students, and each school invites two-to-three alumnae to serve as mentors. The students are involved in many mentor-led discussions and student to student discussions in which they learn respect for many different leadership styles and hurdles. During SDLC students often are confronted with differing perspectives and work hard to discuss and problem solve in respectful ways, often requiring both perseverance and authenticity. SLB leaders are confronted with people who are facing adversities; they are asked to go outside of their comfort zones and reap the rewards of learning about and giving back to others.

Community service and service learning opportunities call upon students to open themselves to the experiences of others. They must be authentically themselves as they serve and as they appreciate the reciprocal value of the experience, to approach service with respect – for others, for their own limits, for the challenges inherent in the human condition – and to persevere in the face of unknowns, discomfort and obstacles.

As representatives of Garrison Forest, student-athletes, parents and fans are expected, always, to display good sportsmanship. GFS places high value on positive behavior as it is reflective of the school’s athletic program on and off the field, including online.

Similar examples are numerous within the Lower School and Middle School co-curriculums, as the experiential-learning focus provides students with immersive opportunities to better

GarrisonGarrison ForestForest SchoolSchool 724 AIMSAIMS EvaluationEvaluation 20172017 understand themselves, their interests and their strengths and to explore how to cooperate and collaborate effectively with others.

How does the co-curriculum create a diverse and inclusive community?

The co-curriculum at GFS includes student-run clubs which vary year to year based on student interest. Examples of Upper School clubs this year are: Student Diversity Leadership Council (SDLC), Black Student Association, SADD, Spanish/French/Latin Club, Asian Student Association, Fellowship of Christian Athletes, Jewish Student Association, Spectrum (LGBTQ+), Model UN, Green Club, Debate, First Aid, Yearbook, Paw Print (student newspaper) and Callisto (student literary magazine).

GFS offers 17 interscholastic sports for Middle School and Upper School, including Riding, Polo and Dance and numerous offerings in the visual and performing arts. Visual art classes begin in Kindergarten and include art clubs and numerous mediums and exhibition opportunities. In Middle School, students may take visual art electives in addition to core art classes. In Upper School, visual arts courses range from drawing and painting to jewelry making, sculpture and photography (as well as laser-cutting, 3-D printing and other creative workshops offered in the Creative Co-op “maker space”). Performing arts training starts with music as a foundation in the Lower School; in Middle School students begin experimenting with specific musical training in guitar, drumming, singing and chimes. Upper School musicians refine their training with electives in Chamber Choir, Modern Band and Music Theory. Co-curricular opportunities in music include Middle School Chorus and select audition-only a cappella ensembles in both Middle School and Upper School. GFS also has an exceptional applied music program in voice, violin, cello, guitar, piano afterschool taught by conservatory-trained musicians. Dance begins in 4th and 5th grade with a short unit in dance foundations; in Middle School dance is required in 6th, 7th and 8th grade. Upper School dancers take afterschool classes for P.E. and sports credit in beginner, intermediate and advanced level classes. Both Middle School and Upper School dancers may audition for co-curricular dance ensembles, which perform at numerous GFS events. The Theatre program begins in Lower School with class plays, typically original productions, and continues with theatre courses in Middle School. Upper School electives include Acting and Directing, Playwriting and Musical Theatre. Co-curricular involvement in the Middle School Musical and the three full-length Upper School productions (two plays, one musical) is a highlight for many students. Students can also support all performances through the tech elements of lighting, sound, set/costume design and stage management.

Community service and service learning opportunities in all divisions are similarly various. Addressing a spectrum of causes, issues and needs and providing options for everything from one- time involvement to long-term immersion, these co-curricular elements are especially important

GarrisonGarrison ForestForest SchoolSchool 735 AIMSAIMS EvaluationEvaluation 20172017 in connecting students to the world beyond Garrison Forest, enriching their understanding of the local and global world.

Whether an organization is overtly addressing an area of diversity, such as the affinity groups or providing a gathering space for students with similar interests, the breadth and depth of the co- curriculum helps to assure that all students will find some landing places for expressing themselves, addressing causes near to their hearts and sharing interests and passions with others in the community.

How does the Co-curriculum cultivate leadership?

The co-curricular program is designed around getting to know students and recognizing the needs and wants of each unique class. There is a set program each year that includes, but is not limited to, student government, athletics, performing arts and clubs; formal and informal leadership opportunities are present within these areas.

By design, our student clubs are student-led with minimal adult interaction and direction. Students in both the Middle School and Upper School are responsible for planning and executing community service, class projects or other activities that the class/student body would like to foster. Students learn from mistakes by continually improving plans for service projects or generating new ideas that would make the overall project more of a success.

Students can exercise leadership and ask to supplement the current offerings by proposing their interests to their Dean of Students or appropriate faculty member. Their idea may or may not come to fruition depending on whether it aligns with the school's mission and available resources.

Opportunities require students to manage their own time, commit to a group of people, follow through with their duties and obligations and set and accomplish goals. Leadership is cultivated through these steps as the student continues to learn and define what leads to success and fulfillment.

Formal leadership development programs complement these experiential opportunities. In addition, some formal offerings around financial literacy, career exploration, psycho-social development and college preparation encompass leadership development benefits, preparing students with life skills and tools of relevance at GFS and beyond.

After each varsity season, the entire team will vote for one captain for the following year at the final team dinner or meeting. Voting should be done preferentially if there are more than three nominees. Any additional captain(s) will be voted upon when the team is selected the following season. Middle Schools teams will elect captains for the season once the team is selected. An explanation of captain's responsibilities is communicated by each coach prior to the nomination

GarrisonGarrison ForestForest SchoolSchool 746 AIMSAIMS EvaluationEvaluation 20172017 process. Student-athletes may self-nominate or be nominated by a teammate. The Athletic Director is working on a "Captain's Council" for all varsity captains to begin to teach them how to be successful leaders of their team. The hope is for this program to expand and include all captains for every team level.

Whether on the field, in a musical, during debate club or during an affinity group session, students are given the platform and space to mold their own vision of success and develop a path in order to gain a sense of accomplishment. The co-curricular program at Garrison Forest exists in many shapes and forms, but what is universal is that students have a choice in how they decide to supplement their curricular program. Finding what works for them, setting goals and implementing a plan is exactly what cultivates leadership in GFS students.

STRENGTHS:

● GFS offers a wide variety of athletic, artistic, academic and service-related options. ● Each year, activities and clubs come and go based on student participation. Traditions are maintained, new programs are encouraged. ● Students have many student leadership opportunities in diverse settings and roles. ● Students enthusiastically support one another’s endeavors. ● Co-curricular activities allow for students from different grade levels to get to know one another. ● Co-curricular activities provide valuable mentoring opportunities. Students get to know coaches and advisors in their fields of interest quite well. ● The athletic coaching staff is knowledgeable and competent. Coaches are supportive of one another and celebrate other teams’ successes and empathize with their defeats. ● The school is well placed in the IAAM conference for all sports. ● Coaches are encouraged to be independent and creative in their planning for their team. ● GFS athletic teams strike a good balance between being competitive and having fun. ● Instructors of the Equestrian program offer depth of knowledge teaching at every level, from the first-time rider to riders who compete at the national hunter/jumper and equitation circuit.

WEAKNESSES:

● Over-extended students do not always have strong follow-through. Academic pressures and obligations can prevent students and student-leaders from fulfilling their co-curricular commitments. ● The GFS daily and weekly schedule does not allow sufficient time for clubs or assemblies.

GarrisonGarrison ForestForest SchoolSchool 757 AIMSAIMS EvaluationEvaluation 20172017 ● Finding sufficient time for faculty-designed- and-delivered co-curricular components for college counseling, for financial literacy and for formal leadership development programs remains a challenge. ● The school needs more GFS teacher-coaches. ● Coaches could be better compensated. ● There is insufficient riding time in the Lower School school-day schedule.

RECOMMENDATIONS:

● Exercise more discipline in “retiring” clubs and activities in which interest has waned. ● Create a schedule which more easily accommodates co-curricular activities. ● Develop a comprehensive cross-divisional leadership development curriculum which defines “leadership” and teaches students how to make intentional and selective choices about their co-curricular activities. ● Extend efforts to grow beyond community service options to increase genuine service learning opportunities, especially ones connected to formal classroom instruction. ● Explore different strategies to increase the number of teacher-coaches. ● Review compensation for coaches. ● Ensure that the objectives of the Lower School Riding program are supported by the schedule.

GarrisonGarrison ForestForest SchoolSchool 768 AIMSAIMS EvaluationEvaluation 20172017

______

IV. TEACHING AND LEARNING EDUCATIONAL TECHNOLOGY AND LIBRARIES ______

PREPARED BY: Lindsay Kelland, Chair, Ed-Tech, Middle School Digital Learning Specialist, Chair Renee Hawkins, Director of Technology Siobhan O’Boyle, Middle School/Upper School Librarian Dorothy Scanlan, Preschool/Lower School Librarian Chris Shriver, Preschool and Lower School Digital Learning Specialist

HOW PREPARED (PROCESS):

Please refer to the Process section under Teaching and Learning: Program.

B. Curriculum

3. Is the curriculum sequentially coherent and developmentally appropriate? Please support your answer with examples from each division.

The Educational Technology curriculum is a thoughtfully sequenced K-9 program that teaches specific skills and concepts while providing plenty of opportunity for guided practice. Students work toward mastery by using their newly acquired skills to complete a specific class project either in their Digital Thinking classes or in other classes. Teachers from other disciplines work with the Digital Learning Specialist to design lessons which integrate specific technology skills. Technology skills and concepts are taught, based on the needs of specific departments.

Although the librarians interact regularly with students in all the grades, there is no formal curriculum that builds on skills taught in previous grades. The librarians’ teaching is connected to the specific projects integrated into each grade with a focus on finding and utilizing resources. Updating the search techniques needed and the resources available each year, the librarians continue to look for opportunities to encourage reading, critical thinking and evaluation of sources, and for opportunities to collaborate with the teachers on curriculum development. For example, 2nd grade students use laptops to access the school’s reference databases while researching information for their African animal reports. They then use the laptops to write and revise their papers. Students in the 5th grade use NoodleTools to organize information and cite sources for their capstone project. They work within Google Docs to compose and edit the written

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portion of their project and Google Slides to prepare the visual portion. This allows them to receive feedback and editing suggestions from their teacher and their capstone advisor.

Digital Thinking classes in the Middle School include video making and editing units. In 6th grade, students begin by using iMovie to create a “Digital Story,” which uses pictures, text and other editing features to create a short video. Next, the students learn how to use a green screen and incorporate that into a short video clip, eventually adding that into a trailer they have created in iMovie. In 7th grade, with their background knowledge, students work with a group to create their own short video in Final Cut Pro which is a more professional video editing software. Additionally, in the Middle School, enrichment reading collections expand students’ understanding of topics studied in each of the Middle School grades. Students in the 6th grade read Esperanza Rising, by Pam Műnoz Ryan, in order to delve into topics such as migrant workers and immigration; 7th grade reads The Diary of Anne Frank and finds books about issues related to World War II, including the American home front, Japanese internment camps and Holocaust rescuers.

In the 9th grade class, Digital Thinking: Apps to Ethics, students read and comment on the school’s Responsible Use Policy, review mobile and laptop applications that claim to improve focus, productivity and time management and share the results with the Upper School community. Students learn and practice advanced internet searches and evaluation strategies and explore the possibilities and limitations of technology. The 9th Grade “Women in Science” project is supported by a strong print collection, as well as a biography database and several sources for online articles. Students use their research to create a narrative using iMovie.

4. Describe experiential learning and the process through which experiences result in enduring knowledge, skills and understanding.

Educational technology and library research are, by nature, hands-on and experiential. Library instruction gives students resources and tools to help locate the information they need and guide them as they continue to work and explore. Even the act of searching for a book in the online catalog and then going to look for it on shelf is an experience that starts the youngest students on the path to finding information for themselves. The librarians’ goal is to empower students to become independent and effective users of information.

Students learn to use digital tools and applications in their Digital Thinking classes in preparation for the assignment and course in which they will be used. Students are taught a specific skill or workflow and then use the new skill or skills to complete a project. Teachers in other disciplines, aware of the digital skills students learn in technology classes, ask students to apply those same skills in the context of different disciplines, where applicable. As the skills are taught and practiced more frequently and at a more complex level, students move towards mastery and greater independence.

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5. Does the curriculum include opportunities for students to learn the essential skills and content enumerated in 1 above? In answering this question, please use any data described in 19 below as one indicator of the effectiveness of the curriculum.

Opportunities are given to practice the learning habits of perseverance, curiosity, collaboration, critical thinking and creativity in the Educational Technology and Library department. One platform where these learning habits are evident together is student ePortfolios. Student ePortfolios are developed in their 6th grade Digital Thinking classes and are continually curated and updated through the Upper School at varying levels of consistency. Student ePortfolios have a page for each of the learning habits. Each page contains subpages with assignments and written reflections that students have placed on the page based on which learning habit they feel they most demonstrated or practiced. Reflections vary in content and are an opportunity for students to think about their thinking and process of learning.

In addition to the ePortfolios, the value of perseverance is taught when showing students how to troubleshoot on their own before asking the teacher for help whether it be for basic computer issues or specific to content being learned. Additionally, students are taught to refine their work by using editing applications and all other available resources. Pushing through the frustration when something is not working is a skill that can be rewarded in report card comments or praise in front of the class to reinforce the skill of perseverance. Students work collaboratively on many projects and discuss their own group process.

6. Are curriculum planning and development ongoing? Do they take into account (a) the current needs of students, (b) research about subject matter, pedagogy, and the learning process, and (c) the world in which students will live? Please support your answer with examples.

The Educational Technology department is constantly revising the curriculum with an eye on adapting to student and faculty needs and evaluating and recommending new digital resources. The changing nature of technology requires the department to be constantly engaged in discussions about the relevance of learning and instruction via digital tools and resources.

The librarians seize every opportunity to be involved with the curriculum, both in planning and teaching lessons. Library skills and instruction are readily included in the courses that feature regular reading and research projects. The ultimate goal is to have media and information literacy and research skills embedded in each grade – skills that can be updated as technology and needs change and that can be built upon as students move to the next level. The Upper School Librarian and the Middle School Digital Learning Specialist and Director of Technology serve on the Curriculum Committee and Academic Council; this allows them to stay aware of changes and offerings in school curriculum.

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The Lower School and Middle Schools recently moved from laptops to Chromebooks to provide students with a more user-friendly device thus reducing the amount of class time spent running updates and troubleshooting. Additionally, the school has adopted G Suite as its productivity tool, allowing for smoother integration of technology into the classroom as well as increased collaboration among students and faculty.

Students new to Garrison Forest participate in an initial technology orientation designed to introduce them to the school network, support services and school policies. Students in the Middle School and Upper School also set up their electronic portfolios under the guidance of the Digital Learning Specialist. This work supports the needs of classroom teachers who make use of the skills and electronic portfolios with their students.

The curriculum is constantly being updated in the Middle School based on trends and student interest. At the beginning and end of the year, students are surveyed to see what topics they found most interesting and useful to help plan for future years. For example, there was an increased need to add more digital citizenship content into the curriculum so, in partnership with the Counseling department, Digital Thinking classes added “Digital Kindness Week” to the school program. In addition, 6th grade transitioned from Excel to G Suite to enhance collaboration between and among teachers and students. A final example is the addition of a green screen unit to the video editing/iMovie unit to enhance the process of learning movie-making.

7. Are different cultures and perspectives represented across the curriculum? Please give us examples.

GFS works to develop cultural competency its community. The Educational Technology curriculum supports this initiative through the Digital Citizenship curriculum, teaching and practicing responsible and ethical use of technology for community members to engage appropriately with people from other cultures and perspectives. Students in the Lower School engage with students from other countries in regular Mystery Skypes, where two classrooms skype and try to guess what country each other are located in. Middle School students participate in a Digital Kindness Week, which promotes respect for different opinions and healthy dialogue.

The library collections are updated constantly to represent new perspectives and cultures. Through teacher suggestions and professional reading and sharing, the librarians work to build digital and print collections that reflect a global society and its many facets. Recently, the Middle School/Upper School librarian’s added mysteries with protagonists of color to the school collection for 8th grade students and added books on more diverse female scientists for the 9th grade Women in Science project.

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8. Can students see themselves in the curriculum? Again, share examples.

The Educational Technology and Library department seeks out examples of women and underrepresented groups to add as resources. When using a research or author example, the librarians look for examples that include a balance of representation of women, men and underrepresented groups. The department uses posters and other signage that show women and underrepresented groups using technology in sophisticated ways. It is the goal of the Garrison Forest libraries to provide students with reading materials and project examples in which they can see themselves. The book and database collections are updated constantly and research examples and sources are reevaluated with the arrival of each assignment. The librarians are also open to suggestions from teachers and students regarding additions to the collections.

9. Is diversity an organic and intentional part of curriculum planning and development?

The Educational Technology and Library Department is committed to supporting important and necessary diversity work. The department constantly reviews library resources, including articles used for discussions, videos and images, to determine if they are representative of the school community and the wider world. Diversity is a deliberate part of curriculum planning and collection development in the libraries. The librarians also serve as consultants for teachers interested in adding diverse reading selections into their courses.

Educational Technology takes advantage of resources that show women and underrepresented groups using technology. For example, the department looks for video tutorials delivered by women programmers and seeks resources that show the contribution to technology from underrepresented groups.

10. In what ways is technology used in the classroom? How does the faculty evaluate the impact of technology on student learning?

Digital Learning Specialists encourage the use of technology where it can be helpful and provide further understanding for students. As much as possible, Digital Learning Specialists work with teachers in and out of the classrooms and find digital tools to supplement ongoing projects. Digital Thinking also is taught as a separate class that teaches students tools applicable to other disciplines. In both formats, the technology should aid students in practicing skills, demonstrating knowledge, creating content and connecting to the world outside the class.

It is the job of the librarians to teach students how use databases, search engines and citation tools efficiently and effectively to find the information most valid and valuable for their needs. The library catalog is online, the databases are available on and off campus and, during library instruction, recommendations for the most useful web sites are included. With the present schedule

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in the Lower School library, the Lower School librarian does not have opportunities to teach technology practices relating to research and searching techniques. Because the librarians are part of the research process and not involved in evaluating final projects, they do not have an official way to track the impact of technology; evaluation of use is usually anecdotal.

Examples of the ways in which faculty leverage technology to enhance their instruction include the use of interactive whiteboards in Lower School, which allow teachers to assess a student’s ability to demonstrate learning. In addition, students in 1st and 2nd grade use iPads and apps like DreamBox to strengthen number sense and math fluency, and in 4th grade, students use Chromebooks to research stock prices for the Stock Market Game or participate in a Mystery Skype with students in England.

Digital Thinking classes use technology for every class in the form of Mac computers and iPads. The students use the technology for movie-making, animation, coding, photo editing and website building. In addition to having the year-long Digital Thinking classes, the Digital Learning Specialist works with teachers to incorporate technology into their classes. For example, in Music, students use Garageband to create original song compositions to help their understanding of rhythm, timbre and meter. In 8th grade math, students use the Geoboard app on the iPads to work with geometry concepts.

The integration of technology into the specific disciplines rests in the hands of individual teachers. The Director of Technology responds to requests from teachers for access to subscriptions and applications, sets up and manages all- school accounts and, when requested in the Upper School, helps teachers develop and deliver curriculum enhanced by technology. In addition, Garrison Forest provides teachers and students with access to Atomic Learning and other video tutorials, as well as other curated print and digital learning resources.

11. How are students taught about Internet safety and digital citizenship? Internet safety and digital citizenship concepts are taught and practiced in grades K-9 in Digital Thinking classes. Concepts are taught using age-appropriate resources, ranging from BrainPop videos, curriculum resources from Common Sense Media, and discussion groups. Lower School, Middle School and Upper School use community meeting time to share digital citizenship presentations presented by the Digital Learning Specialists, School Counselors or guest speakers. Finally, GFS organizes division-specific event to highlight digital citizenship. In the Lower School and Middle School, students and teachers explore these concepts in depth during Digital Kindness Week. Students are surveyed about their social media use, engage in extensive discussions in Digital Thinking classes, participate in advisory activities such as a scavenger hunt, debate scenarios related to digital citizenship and learn how to control privacy settings to keep their applications and passwords secure. The school also invites outside speakers to participate in the program.

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Through the combined efforts of the Digital Thinking classes and the Upper School Decision- Making classes, Upper School students address issues related to finding digital balance in their lives. Students discuss individual responsibilities in the context of the school’s Responsible Use Policy and Privacy and Terms of Service statements. The librarian co-teaches the 9th grade Digital Thinking: Apps to Ethics classes to teach online searching strategies and greater awareness of bias and filters in online sources.

In 2016-17, the GFS community and Parent Association adopted the theme of digital wellness for its yearlong, in-depth education focus. Events includes national guest speakers, the screening and director talk of CODE: Debugging the Gender Gap, all-school assemblies on Mindfulness and student panels discussing social media use for parents.

C. Teaching

12. How do instructional styles and strategies reflect the variety of student learning styles within each class?

In answering this question, please consider any data described in 18 below. Digital Learning Specialists in each division use a variety of instructional styles to accommodate the variety of student learning styles within each class. These instructional styles include auditory and written instructions, checklists, templates, demonstrations, video tutorials, hands-on experimentation and group discussions. New concepts often are introduced through small activities providing opportunities for repetition and leading to the skills necessary to complete larger, more complex projects. Furthermore, depending on the tool or concept, instruction can vary from formal step-by-step instructions to more open-ended, student-driven exploration. Students are also encouraged to teach one another toward the goals of building community and confidence. This diverse approach to instruction helps make content accessible to all students in the classroom.

13. How effective is the school’s program at fostering a growth mindset in students? What opportunities do students have to struggle, take safe risks, fail and build resilience?

While committed to developing a growth mindset in students, the school does not, at present, have a consistent means to measure the effectiveness of the Educational Technology program. Students in grades 6-9 maintain an ePortfolio, which provides them with a platform for reflection guided by growth mindset categories: perseverance, curiosity, collaboration, critical thinking, creativity. Teachers and advisors use the ePortfolios to think about, discuss and write about ways students grow academically and developmentally over time.

Encouraging a growth mindset through risk-taking and failing is important when using technology. The department believes that it fosters creativity and gives students confidence to attempt new

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ways of solving problems. Modeling struggle and perseverance helps students to find ways to build resilience on their own. Technology makes “failures” easier to fix and therefore, can make the fear of failing less stressful to students. They are encouraged to be bold and transparent in their learning process.

Students in the Lower School are encouraged to try new things and make mistakes. To nurture and support each student’s sense of curiosity, there are opportunities for learning through trial and error. The use of technology in the classroom enhances these efforts to promote a growth mindset among students because of the multitude of ways in which it can be used. For example, Smart Boards in the Kindergarten classrooms encourage even the most hesitant students to demonstrate their ability to sequence a story by rearranging scenes from a storyboard. Moreover, students across all divisions learn to become more careful and accurate readers of nonfiction as they interact with the text through websites like Newsela.

Digital Thinking classes in the Middle School are pass/fail to create more opportunities to try new things and take risks since students are not worried about a letter grade. While assignments receive feedback, most are rubrics that provide students with information about how to improve their projects without a letter grade being assigned. In the 6th grade Spreadsheets unit, student workbooks receive feedback about how well they applied formulas, created charts and organized information without receiving a percentage grade. Perseverance is highly encouraged in Digital Thinking classes through the inevitable troubleshooting that occurs with basic computer functions and programs used in class. Students are taught to try to fix their own problems first by talking to classmates, then looking up the answer online or trying some solutions on their own instead of immediately asking the teacher.

14. To what extent is faculty PD ongoing and intentionally designed to help teachers stay informed about (a) latest developments in their fields, (b) outside research and perspectives concerning curriculum design and pedagogy, and (c) the skills, habits of mind, and content students in 1 above.

Teachers are encouraged to attend a variety of professional development activities. Because technology is always changing, Digital Learning Specialists make every effort to stay on top of the most current trends in educational technology. There are frequent opportunities to attend conferences, both local and national, as well as to participate in professional learning networks to further discussion and learning from colleagues. The Lower School and Middle School Digital Learning Specialists and Director of Technology have attended multiple conferences, including the Association of Independent Maryland and D.C. Schools (AIMS) Technology Retreat, the National Association of Independent Schools annual conference, the International Society for Technology in Education, the National Association for the Education of Young Children, EduCon,

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Building Learning Communities, Picademy, Family Online Safety Institute, STEM Think Tank, Children’s Engineering Convention, Powerful Learning Practice Cohorts and EdCamps.

In the last year, GFS librarians have participated in the Bureau of Education and Research workshop for young adult literature, an AP Coordinator workshop, Computers in Libraries, AIMS Technology Retreat and local AIMS “Lunch and Learn.” In addition to the conferences, teachers and librarians have made visits to other schools to see their practices and gain knowledge from colleagues. Garrison Forest provides opportunities through summer grants for teachers to be involved in researching, planning and innovating outside of the school year. The Lower School Digital Learning Specialist, Middle School Digital Learning Specialist, Director of Technology and Middle School/Upper School Librarian have been involved in various GFS-funded grants over the past five years that have furthered understanding in topics such as research, grading policies and STEAM (science, technology, engineering, art and math) integration. Collaborating with colleagues in school as well as working together as a faculty on professional development topics such as diversity or scheduling have enhanced the roles of the Educational Technology Department in the broader context of the institution.

D. Assessment

15. How is individual student academic progress measured? What types of formative and summative assessments are used? Educational Technology classes lend themselves to project-based assessments. Small practice activities lead to building the skills for larger projects. Teachers use formative assessments to measure student understanding and progress and then decide when summative assessments can be given. Letter grades are not given in technology classes; however, teachers provide specific feedback for summative assessments. Librarians are not involved in grading; instead they participate in curriculum development and delivery. In the Lower School, technology is not taught as a stand-alone class; therefore, a student’s ability to successfully use technology is included in the overall assessment of the project of which it is a part.

16. Are standardized tests administered? If so, how are the results used? Standardized tests are not given in Technology or Library classes.

E. Student Learning

17. In what ways do teachers provide support to students who need extra help and/or have learning challenges, whether or not formally diagnosed? Digital Learning Specialists meet regularly with teachers and Division Head to discuss any students needing additional help in the classroom. Each student’s needs are identified as are strategies and tools for support. Typical accommodations include: preferential seating; modifying

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instructions into more manageable segments; allowing extra time to practice/master a technique; or providing additional instruction outside of class. Although the librarians instruct students in a traditional group setting, most interactions occur on a one-to-one basis. Students receive personal attention that is tailored to specific questions or needs.

18. What steps do teachers take to respond to students who have social/emotional issues?

The needs of students with social or emotional issues are handled in much the same way as students with special learning needs. Strategies for the classroom are identified in collaboration with the School Counselor to meet the needs of these students. Every attempt is made to handle situations arising in class in a manner supportive to the student and least disruptive to the class. At times this may mean adjusting to defuse a situation, asking a student to stay after class to discuss strategies to use in class or even calling for assistance if necessary. New or escalating behaviors are addressed with the student’s homeroom teacher or advisor and/or the Counselor. At all times, the goal is to assist the student while providing a conducive learning environment for the entire class. Additionally, the librarians strive to keep appropriate books in the library collections to help students and counselors. The Lower School library, for example, has cultivated a collection of books that address timely/sensitive topics that students or teachers find helpful when dealing with social/emotional issues.

19. Do teachers use aggregated longitudinal classroom data to gauge the effectiveness of their teaching effectiveness over time? If so, please provide examples. If not, please explain. Educational Technology classes do not use aggregated longitudinal data in evaluating student progress.

20. How is critical thinking cultivated? What specific assignments and activities foster critical thinking? Critical thinking is encouraged and demonstrated in both Educational Technology and Library courses through the evaluation of information. Students are encouraged to consider the validity and quality of their resources when doing research or finding information for a project. Across all divisions, instructors emphasize the importance of analyzing where information is coming from, what potential bias may be present and the copyright or citing of sources.

Technology provides Lower School students with numerous platforms to strengthen and demonstrate their ability to think critically. For example, through Google Docs, not only can students respond to feedback from the teacher, but they can also learn and practice the skills necessary to give constructive feedback to others. In the 4th Grade, students use Google Docs to collaborate and share character sketches with students at another school after reading the same book.

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Beginning In the 6th Grade, students add assignments throughout the year to their ePortfolios with reflections about what they have learned, how they can improve and what they would like to know more about. Deciding into which of the learning habits each assignment fits best requires students to develop their metacognitive skills

The Upper School students have many opportunities to explore topics of their choice and the skill of making informed choices is fostered in the classroom, in the library and in the Digital Thinking classes. Having students become savvy searchers and critical evaluators of sources is the lasting result of time spent digging for relevant information for assignments in all subject areas. One particular assignment that uses the library print and digital resources is the Constitutional Law paper, which challenges 11th graders to delve into a Supreme Court case and evaluate the justices, the time period and the political climate that affected the decision. The library provides a strong print collection and several relevant and current databases to support students in their work on this project.

STRENGTHS:

● The Educational Technology and Library Department adapts to changes in technology and keeps content current, engaging and relevant. ● The Department collaborates well with other teachers to integrate technology and library skills into classes. ● The Educational Technology instructors use a variety of teaching styles and assessments to meet the needs of students.

WEAKNESSES:

● It is a challenge within our current schedule framework to find time to engage faculty and staff in technology training and to introduce them to new and innovative technologies. ● There is limited time in the Lower School due to the schedule and no class time in the Upper School to teach students essential technology and library skills. ● It is difficult to make diversity an intrinsic part of the curriculum due to the limited time and nature of our classes which are frequently integrated with others. ● There is a lack of community-approved technology and library proficiency benchmarks for teachers and students.

RECOMMENDATIONS:

● Explore alternative scheduling options to create time and space for technology training. ● Explore options for providing more teaching support for the Upper School Digital Thinking classes.

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● Explore options for providing more Educational Technology and Library leadership and support in the Lower School to work with students and faculty. ● Add more dedicated department meeting time devoted to research and practice with new and innovative technologies, creating and curating resources and video tutorials for members of the community to access when they need help, and identifying resources that add diversity and culture to our curriculum. ● Collaborate with Division Heads to discuss including a technology component in faculty evaluations to reinforce proficiency benchmarks.

GarrisonGarrison ForestForest SchoolSchool 1288 AIMSAIMS EvaluationEvaluation 20172017 ______

IV. TEACHING AND LEARNING ENGINEERING ______

PREPARED BY: Jim Audette, Science Chair/Robotics Coordinator, Chair Jim Beam, Upper School Mathematics Dan Mendenhall, Middle School Science Sarah Sachs, Upper School Art Chris Shriver, Preschool and Lower School Digital Learning Specialist

HOW PREPARED (PROCESS):

Please refer to the Process section under Teaching and Learning: Program.

B. Curriculum

3. Is the curriculum sequentially coherent and developmentally appropriate? Please support your answer with examples from each division. The Engineering curriculum is sequentially coherent and developmentally appropriate in the Preschool and Lower School. The Middle School Engineering curriculum is integrated within other disciplines excluding the 8th grade Paper Engineering elective. Due to the large influx of students in 6th grade and 9th grade, the Engineering curriculum cannot assume that all students have had the exposure to the Lower School or Middle School curricula. In the Upper School, the Engineering Design elective is designed to be adaptable to students of all experiences and abilities.

The Preschool has STEM (science, technology, engineering and math) class once per week for the whole year, and grades K-5 have Imagineering class one trimester/year. Examples of assignments in the Preschool include: building with unit blocks to explore symmetry, balance and spatial awareness; cause and effect; problem solving; and designing a trap for the Gingerbread Man using an assortment of recyclables. In grades K-2, examples include experimenting with more complex engineering concepts such as structural integrity by learning to overlap Legos while building and an introduction to simple machines through the building of a Rube Goldberg contraption. In grades 3-5, students learn to combine elements and shapes to create original designs through an introduction to TinkerCad and 3D design. The 4th and 5th grades participate in STEAM (science, technology, engineering, art/design and math) Week in which regular classes are suspended and students work on a multi-faceted, hands-on building challenge using Arduino technology. Students in grades K-5 learn programming; in grades K-2,

GarrisonGarrison ForestForest SchoolSchool 891 AIMSAIMS EvaluationEvaluation 20172017 they use iPad apps such as Scratch Jr.; and in grades 3-5, students move to websites like Scratch and Code.org. The 6th grade culminates with an interdisciplinary project focusing on the design process. Students design a building that suits the needs of a specific client in a location, integrating their yearlong studies in Geography, Earth Science and Art. The 8th grade Paper Engineering elective teaches materials engineering and structural engineering concepts. For a final project, the Upper School Engineering Design class identifies a problem within the community and follows the engineering design process to create and build a solution. Juniors and seniors of strong ability and interest may participate in Garrison Forest’s Women in Science and Engineering (WISE) program, a 12-year partnership with Johns Hopkins University offering hands-on research experience in a JHU engineering or science lab. WISE students end their research semester with a 20-minute presentation to their JHU mentors and WISE classmates describing their research and its relevance.

4. Describe experiential learning and the process through which experiences result in enduring knowledge, skills and understanding.

Experiential learning occurs when students are placed at the center of the learning process through investigations and hands-on exploration. Experiential learning is individualized and thus highly engaging, resulting in outcomes unique to each student. This type of learning demands application, documentation and reflection. This process leads to enduring knowledge, skills and understanding. Young children are naturally curious, joyful learners; therefore, almost all learning in the Preschool is experiential learning. Children are encouraged to touch, disassemble, reassemble, predict, observe, experiment, problem-solve and create. In Kindergarten, students tend plants in and design the layout of the Outdoor Classroom garden. In 2nd grade, students organize the workflow to make lunches for a local soup kitchen on Halloween, and 3rd graders design and 3D-print symbolic representations for a physical representation of a Digital Citizenship toolbox. Every year, 5th grade students research, create and market an original invention for the annual GFS Invention Convention. STEAM Week in the 4th and 5th grades gives students the opportunity to design solutions in response to open-ended prompts. In 8th grade, students build electric speakers and motors, applying their knowledge of electricity and magnetism to explain how these technologies work and using engineering to improve aesthetics or performance. In the Upper School Engineering elective, final projects are student-driven solutions to problems that affect the school community. Last year, teams of students designed and built STEAM toys for the Preschool STEAM room. In 2016-17, the class designed a chicken coop for the campus. WISE students spend approximately 90 hours in an immersive research experience in a Johns Hopkins University lab, learning by doing as they master equipment, procedures and gain lab skills.

GarrisonGarrison ForestForest SchoolSchool 902 AIMSAIMS EvaluationEvaluation 20172017 5. Does the curriculum include opportunities for students to learn the essential skills and content enumerated in 1 above? In answering this question, please use any data described in 19 below as one indicator of the effectiveness of the curriculum.

The Engineering curriculum revolves around experiential learning opportunities that are open- ended and often group-based. They require students to collaborate in small groups and to communicate their ideas with a larger community. There is an emphasis upon the lessons learned from failure and learning to see failure as part of the learning process rather than the end of the process. Throughout the Engineering curriculum, students are encouraged to use the engineering design process to find multiple creative solutions to real-world problems. The 6th grade “Engineering Challenge” with a neighboring all-boys independent school, Boys’ Latin School of Maryland, requires students to develop at least three iterations of their design, while collecting data and reflecting on strengths and weakness of their designs. This promotes perseverance and critical thinking. In Honors Chemistry, students use the scientific method and engineering prototyping process to develop natural cleaning products using household chemicals. During the 5th grade Invention Convention, students research, create and market an original invention. This requires creativity and critical thinking throughout the process. Through drafting, model-making, trial-and-error, Upper School Sculpture students design and create a collaborative public art piece for the school.

6. Are curriculum planning and development ongoing? Do they take into account (a) the current needs of students, (b) research about subject matter, pedagogy, and the learning process, and (c) the world in which students will live? Please support your answer with examples.

GFS is one of six secondary school members that, along with a dozen universities, agencies and industry representatives, comprise the advisory consortium to the Center for STEM Education for Girls housed at Harpeth Hall School. GFS meets annually to discuss best practices at both the secondary and university levels. The Engineering curriculum has developed organically in response to the need for increased exposure of girls to STEM disciplines; in designing the Engineering curriculum, teachers reference many educational standards including the Next Generation Science Standards, the National Academy of Engineering and the Virginia Children’s Engineering Council. The Engineering curriculum is a living curriculum continuously evolving based upon the needs of classroom teachers and the growing understanding of students’ needs. The Lower School has restructured the schedule of science and Engineering classes to allow students to become more involved in long-term design projects. This format also allows for a more inquiry-based approach and gives time for authentic problem solving.

GarrisonGarrison ForestForest SchoolSchool 913 AIMSAIMS EvaluationEvaluation 20172017 7. Are different cultures and perspectives represented across the curriculum? Please give us examples?

Engineering design projects organically give rise to cultural and personal perspectives through students’ ability to make choices based upon their own views. Many projects require students to view situations through the perspectives of others. In the Preschool, students take inspiration for their projects from a book of photographs of buildings from around the world. The 6th grade Building Design project emphasizes an understanding of the region that their building is to be located. Students must consider the geography of the region as well as cultural norms. The textbook for the Upper School Engineering elective was chosen because it deliberately incorporates articles written about and by engineers with diverse cultural and gender backgrounds. Many of the design challenges are open to encourage projects which reflect the beliefs and values of the individual student. WISE students benefit from working in an extraordinarily diverse research university and building cross-cultural competency through crafting connections with Johns Hopkins University mentors from around the world and learning about educational paths, views on STEM and career and research goals, that are, in part, framed by country of origin and other cultural perspectives.

8. Can students see themselves in the curriculum? Again, share examples.

Students frequently receive opportunities for self-expression within the context of engineering and design projects. For example, Middle School students engage in a project in which they produce a primitive electronic speaker and design the housing for that speaker. Some have turned the speaker into headphones, built cases to house the speaker or attempted to build cone-shaped housing to amplify the speakers. The multiplicity of problem-solving approaches reflects the diversity of thinking in the students. The 3rd grade students design and 3D-print gifts for Mother's Day. Many students create jewelry, and each design represents their interpretation of their mother’s tastes and preferences. This was a culminating free-style project at the end of the 3D-design unit in which the students learned several basics of TinkerCad and completed three to four other designs. The 4th and 5th Grade students designed and built a full-size model of a plant (real or imaginary) programmed to respond to some form of external stimulus in the February 2016 STEAM Week. Some of the parameters of the project were predetermined (it had to be a plant programmed with at least one input and one output); however, the students were given a wide variety of building materials, switches and actuators, with very few limits on the look or complexity of the final design. Using felt, LEDs, conductive thread, embroidery thread and batteries, 5th grade students design a light-up badge which symbolizes their personality. Upper School Engineering students design laser-cut-boxes which reflect their personalities.

GarrisonGarrison ForestForest SchoolSchool 924 AIMSAIMS EvaluationEvaluation 20172017 9. Is diversity is an organic and intentional part of curriculum planning and development?

Diversity is a consideration when designing the Engineering curriculum, but is not a major focus of the curriculum. See #7 for a detailed description of how other cultures and perspectives are included in the curriculum.

10. In what ways is technology used in the classroom? How does the faculty evaluate the impact of technology on student learning?

Engineering use a wide range of technological tools. Decisions about appropriate technology are made based upon qualitative classroom observations. Some of the ways in which technology is utilized in the classroom, include: to assist and enhance a student’s learning; to allow for differentiation of instruction; to provide platforms through which students can demonstrate their knowledge; to connect students to the world outside the classroom; and to provide platforms for creation. In 1st grade, students demonstrate their understanding of basic programming by successfully navigating a robot through a series of obstacles. In 3rd grade, students sharpen their spatial reasoning skills by creating maps of the Lower School interior using Google Drawings. Students in 4th and 5th grades develop problem-solving strategies while debugging the code for an Arduino program. Middle School students use the laser cutter and 3D printing technologies to recreate historical artifacts in their Ancient Civilizations course. Students in the Engineering Design course use software to design objects to be cut with the laser cutter or printed out on the 3D printers. They use software to design and stress-test trusses for bridges. Students use collaborative tools to communicate their designs.

11. How are students taught about Internet safety and digital citizenship?

In Lower School, students are taught about Internet safety through the school’s five Core Values: Be Authentic, Be Brave, Be Compassionate, Be Curious and Be Spirited. Students learn to: create strong passwords; keep personal information private; and respect the feelings and opinions of others both in person and online. Digital citizenship and responsible online behavior is taught using the Children’s Online Privacy Protection Act (COPPA) and topics such as awareness of Terms of Service on websites and applications; the importance a strong, positive digital presence; the use of technology for connecting and collaboration; and the use of technology to create solutions for current and future problems. These topics appear in the general curriculum in grades K-5 and in the Digital Thinking I, II and III courses in 6th, 7th and 9th grade.

C. Teaching

GarrisonGarrison ForestForest SchoolSchool 935 AIMSAIMS EvaluationEvaluation 20172017 12. How do instructional styles and strategies reflect the variety of student learning styles within each class? In answering this question, please take into account any data described in 18 below.

Engineering principles are introduced throughout a variety of classes in the Middle School and Upper School, including Digital Thinking, Physical Science and Paper Engineering. These courses employ a variety of instructional styles and strategies including hands-on experimentation, the use of visual models and videos, the application of digital tools and more traditional mini-lessons. This diverse approach to instruction helps make content accessible to all students in the classroom. The Engineering curriculum includes group-based projects that allow for many modalities and learning styles. There is a lot of flexibility built into the assignments, allowing students to use their individual strengths.

13. How effective is the school’s program at fostering a growth mindset in students? What opportunities do students have to struggle, take safe risks, fail and build resilience?

Recent revision of the school’s grading policies reflects the importance of revision and retakes based on feedback and coaching from the instructor. Formative assessment is built into all courses through the design process, which requires the student to present an initial prototype which is revised and refined through a series of steps. This process promotes and celebrates risk- taking, perseverance and intellectual growth. There are many opportunities throughout the Engineering curriculum for students to learn that failure is a part of the design and learning processes. With each failure comes opportunities to grow and refine ideas. Through the WISE program, students develop a stronger self-concept after being challenged and required to continually revise their work to reach a goal. These students leave the program with deep satisfaction in their perseverance, learning, and contributions. More than 30% of each graduating class now participates in WISE and benefits from this singular “growth mindset” opportunity.

14. Faculty professional development is ongoing and intentionally designed to help teachers stay informed about (a) latest developments in their fields, (b) outside research and perspectives concerning curriculum design and pedagogy, and (c) the skills, habits of mind, and content students in 1 above.

Teachers are engaged in ongoing and meaningful professional development. Notable examples of this include a teacher who recently engaged in the Virginia Children’s Engineering Convention and a second teacher who attended the National Science Teachers Association STEM Conference and Expo. The school also hosted a multi-day, on-campus conference providing spatial reasoning instruction. GFS is a member of the consortium advisory board of the Center for STEM Education for Girls and participates in an annual consortium meeting about best practices and in the Center's annual STEM conference for educators.

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D. Assessment

15. How is individual student academic progress measured? What types of formative and summative assessments are used?

Engineering teachers make use of many modes of assessment to measure and report student progress. Formative assessments include quick check-ins, quizzes, group discussions and multi- step projects. Summative assessments may take many forms and often include individual contributions to group projects and student assessments of the collaborative process.

16. Are standardized tests administered? If so, how are the results used?

Currently, standardized tests are not administered in the Engineering program.

E. Student Learning

17. In what ways do teachers provide support to students who need extra help and/or have learning challenges, whether or not formally diagnosed?

Every division provides support to students who need extra help and/or who have learning challenges. Teachers work with the Academic Resource Coordinators to discuss and implement student supports both in and out of the classroom. In Lower School, accommodations include preferential seating, one-on-one guidance and differentiated teaching methods. Outside of class, students can seek extra help before or after school or during recess. In Middle School, teachers are available for extra help during help sessions and study halls and before or after school. In the Upper School, all teachers have their teaching schedules posted so that students can drop by more easily to get extra help. Common academic accommodations in the Upper School include extended time on tests, small-group testing environment and computer use for tests. Other accommodations include providing a student with a “note-buddy,” allowing students to preview material and providing additional resources such as reading guides. All teachers post assignment sheets, and students are asked to plan ahead using a work-tracker, a planner or another organizational strategy. The Upper School Engineering Design course is designed to facilitate hands-on multimodal learning. The emphasis is on problem-solving, creativity and collaboration and the assessments are all project-based. For students with various language-based learning differences, for whom extensive reading or writing or word recall are problematic, this course provides opportunities for nonverbal, visual-spatial or fluid reasoning. At the same time, written reflections and collaboration build verbal skills and metacognitive growth. Toward the goal of cultivating academic independence, teachers work with students to advocate for themselves around their own learning processes. Teachers in all divisions model the design process and use various instructional techniques to make learning visible and reinforce content.

GarrisonGarrison ForestForest SchoolSchool 957 AIMSAIMS EvaluationEvaluation 20172017 18. What steps do teachers take to respond to students who have social/emotional issues?

The needs of students with social/emotional issues are handled in much the same way as students with special learning needs. Strategies are identified by the School Counselor to support the students and provide them with an environment that promotes learning.

19. Do teachers use aggregated longitudinal classroom data to gauge the effectiveness of their teaching effectiveness over time? If so, please provide examples. If not, please explain.

The Engineering program does not make use aggregated longitudinal classroom data to gauge effectiveness of teaching over time.

20. How is critical thinking cultivated? What specific assignments and activities foster critical thinking.

Critical thinking is cultivated through the design thinking process. Students are asked open- ended questions to encourage independent thinking, and asked to both self-assess and assess the work of their classmates. Carefully constructed assignments include intentional challenges, which allow students to utilize and grow their problem-solving skills and their resilience when faced with failure. Most assignments are student-centered, providing choice, encouraging autonomy and emphasizing the importance of both process and product.

STRENGTHS:

● The Engineering teachers are creative and talented. ● There are strong Engineering course offerings in the Upper School. ● The school is committed to the development of a Pre-K-12 STEAM program. ● The Women in Science and Engineering (WISE) program has attracted an increasingly large number of students to the STEM fields.

WEAKNESSES:

● There is a lack of cohesion and continuity in the K-12 Engineering program.

RECOMMENDATIONS:

● Increase collaborative work by faculty who teach Engineering across divisions and disciplines. ● Develop a school-wide plan for incorporating Engineering content into the curriculum in both stand-alone courses, integrated into the curriculum in a cohesive, scaffolded manner.

GarrisonGarrison ForestForest SchoolSchool 968 AIMSAIMS EvaluationEvaluation 20172017 ______

IV. TEACHING AND LEARNING ENGLISH ______

PREPARED BY: Johanna Maranto, English Chair, Upper School ELL, Chair Barbara Ackerman, Upper School English, Service League Coordinator Randy Beckford, Upper School English Ashley Behrens, First Grade Natalie Froman, Upper School Academic Dean, Upper School English Anisah Imani ‘09, Upper School English Kellie Kesler, Second Grade Meredith Klein, Middle School English, Middle School ELL Stephanie Leary, Middle School English Kristen Miller, Upper School English Jenn Stapleton, Fifth Grade Rachel Eisler, Upper School English

HOW PREPARED (PROCESS):

Please refer to the Process section under Teaching and Learning: Program.

B. Curriculum

3. Is the curriculum sequentially coherent and developmentally appropriate? Please support your answer with examples from each division

Yes, the curriculum is sequentially coherent and developmentally appropriate. Skills are taught and measured quarterly and build toward mastery in reading comprehension at increasingly advanced levels and writing facility in a range of increasingly complex modalities (i.e. descriptive, persuasive, analytical, etc.)

In Lower School, guided reading moves from alphabet in Pre-Kindergarten to phonemic awareness and sight words in 1st-3rd grades to full comprehension of different types of texts (i.e., literature, informational) and vocabulary-based exercises in usage and meaning, including root work, in grades 3-5. Writer’s Workshop begins in Kindergarten with forming sentences, moves to forming paragraphs, then to writing essays in the upper Lower School grades.

GarrisonGarrison ForestForest SchoolSchool 971 AIMSAIMS EvaluationEvaluation 20172017 In Middle School, students read literature for teens that is relevant, diverse and coordinates and overlaps with other subjects. For example, 7th grade studies The American Revolution in Social Studies. Therefore, in English class students read Chains, a novel about slavery during this time period. Writer’s Workshop continues with individualized mini-lessons and daily conferencing with teacher.

In the Upper School, the 9th grade writing-intensive curriculum uses varied reading models on a wide range of topics by many diverse authors (i.e., Amy Tan on traditional Chinese meals and Brent Staples on being a black male in America); the 10th grade focus is British literature from Beowulf to Dickens and essay and critical writing; the 11th grade focus is American literature from Scarlet Letter to Fences and critical writing continues to develop along with more personal/reflective writing; 12th grade students read a range of diverse but thematically integrated texts from Sophocles to Achebe to contemporary journalism and focus on advancing critical writing skills and developing journalistic writing skills.

4. Describe experiential learning and the process through which experiences result in enduring knowledge, skills and understanding.

Students engage in a variety of experiential learning programs in all divisions. In Lower School, 2nd grade does an extensive project on the Iditarod, reading books on the topic, hosting a visit from a dog sled team, organizing a fundraiser for a musher and even tracking a musher online during the race. After reading Harriet the Spy, 5th graders study food deserts and go to Real Food Farm, an urban farm in Baltimore City. During the 5th grade capstone project, students thoroughly research a topic of their choice, construct a research paper, and with the coaching of a mentor, often from another division of the school, plan and deliver a speech to educate Lower School students and other guests.

In the Middle School, 6th grade students read texts set in the countries that they are studying in geography and make frequent comparisons between the main characters’ experiences and their own. When 7th grade reads The Diary of Anne Frank, students meet a Holocaust survivor and can connect that individual’s personal story to the text. During the 8th grade’s interdisciplinary unit, they perform improvisational scenes based on A Midsummer Night’s Dream to gain a strong sense of the characters’ personalities and voices.

In the Upper School, English I is a writing-intensive course, so the students write for a variety of audiences and purposes. They also are involved in a service learning project during which they serve as reading buddies for younger students at the nearby, public Woodholme Elementary School. The enduring value of this work is evident when Upper School students continue to serve as Academic Mentors for Middle School students from both Garrison Forest and outside partner organizations. The freshmen conclude the year by working with teaching artists from the

GarrisonGarrison ForestForest SchoolSchool 982 AIMSAIMS EvaluationEvaluation 20172017 Chesapeake Shakespeare Company to perform scenes from Romeo and Juliet. Upper School students also attend plays at local theaters and refine their public speaking through class presentations and debates. In the junior year, the students complete a Passion Project that involves conducting research, educating others and implementing an action plan. Significant experiential assignments in the senior year include conducting an in-depth interview with an adult in the community to compose a detailed profile article about that individual and presenting it as a culminating senior paper.

5. Does the curriculum include opportunities for students to learn the essential skills and content enumerated in 1 above? In answering this question, please use any data described in 19 below as one indicator of the effectiveness of the curriculum.

Yes, the curriculum includes opportunities for students to learn the essential skills and content delineated in the English department philosophy and roster of essential questions and skills. At every grade level, students are given daily opportunities to advance as readers and writers by expanding their vocabulary, reading closely, analyzing text, making connections and finding their own voices, both in collaborative work and discussion and in their own writing. The Writer’s Workshop program begins in Kindergarten and runs through 8th grade. The 9th grade curriculum is focused on writing, while the grade 10-12 curricula target increasingly advanced verbal and written analysis and provide opportunities for personal, reflective and creative writing.

Measures of Academic Progress (MAP) for K-9 and Fountas & Pinnell Reading Benchmark (K- 5) data described in the answer to Question 19 shows strength in comprehension of literature. The data show weaknesses in some aspects of writing, hence the implementation of Writer’s Workshop. Weakness also was shown in the comprehension of informational texts and in grammar, which led to adjustments in the curriculum such as increasing opportunities to read informational texts, study grammar and write in class. These curricular adjustments are too recent for effectiveness to yet be measured.

6. Are curriculum planning and development ongoing? Do they take into account (a) the current needs of students, (b) research about subject matter, pedagogy, and the learning process, and (c) the world in which students will live? Please support your answer with examples.

Curriculum planning and development are ongoing. Faculty attends to the academic and social/emotional needs of students by engaging in ongoing professional development around differentiation and multicultural competency. Faculty work closely with Academic Resource Coordinators (ARC) and School Counselors to individualize instruction and assessment based on acute or chronic emotional/physical conditions. Over time, English faculty has modified our

GarrisonGarrison ForestForest SchoolSchool 993 AIMSAIMS EvaluationEvaluation 20172017 curriculum and instruction based on the overall shifting needs of the school population, including the wide expanse of student ability and complexities of students’ learning profiles.

Both in department meetings and informally, English department members consult with each other about their teaching practices, including specific lesson planning and execution. The department collaborates in building and aligning curriculum and both invites and provides feedback through observation and evaluation. Garrison Forest encourages faculty to collaborate and participate in research and innovation around skill development (i.e. Learning Habits, Sticky Knowledge) through different GFS-funded grant programs such as the Talcott Gran and Shafer Innovation Grants. Faculty summer reading is suggested and assigned based on current educational research and adolescent development, and attendance at local and national conferences is encouraged at all divisional levels. GFS invites expert speakers such as Catherine Steiner Adair to present on topics related to current research in education and adolescent development.

The English Department has collaborated and consulted with the Director of Diversity and Inclusion around curriculum planning and instruction to attend to the academic and personal needs of students of color, to deliver content related to race, racism and racial identity, and to cultivate an inclusive classroom environment. Curriculum and instruction are built around the current technology and make use of multiple electronic platforms such as Google and Moodle. The department works with College Counseling to support juniors and seniors in the college application process (i.e., essay-writing and revision).

7. Are different cultures and perspectives represented across the curriculum? Please give us examples?

Yes, different cultures and perspectives are represented across the curriculum. Representation continues to evolve and improve in each division regarding racial, ethnic, religious, gender and linguistic diversity. In Lower School, students are exposed to diverse perspectives and voices through the thematic units of study. In 1st grade, students read several versions of Cinderella that represent different countries and perspectives and have an opportunity to see thematic similarities and differences. Students in 2nd grade enjoy a Native American unit that introduces many tribes and allows students the chance to learn about the diversity and significance of indigenous cultures. The 5th grade Capstone Project is completely student choice and requires students to conduct extensive research in order to give a speech on a chosen topic. By its nature, this project allows students to learn about multiple perspectives on a range of topics.

In the Middle School, 6th grade English is a global literature course, meaning all texts take place in different countries. The setting of each novel relates to a unit of study in geography, creating deeper cultural connection and understanding. English in 7th grade focuses on different female

GarrisonGarrison ForestForest SchoolSchool 1004 AIMSAIMS EvaluationEvaluation 20172017 voices related to identity and coming-of-age. Student reading includes Chains and The House on Mango Street to find both windows and mirrors into individual student experiences. In all grades, students have the option each semester to read a novel of choice and the options represent a wide range of cultural, ethnic, racial, linguistic and personal voices.

Representation of different cultures and perspectives in the Upper School varies depending on grade, but each has made strides to increase focus on more authors of color and more women. Students are encouraged to analyze each text from multiple perspectives to avoid the concept of one “right” way to read and interpret literature. Both 9th grade and 11th grade courses have made several changes to offer more diverse texts. English I in 9th grade is a writing-based course focused on identity through personal writing and exploring diverse perspectives. Using The Bedford Reader, an anthology of diverse voices and topics, students read and discuss a wide range of narrative voices and experiences. Students taking 11th grade English III study American literature and expand their understanding of the American canon through poetry of The Harlem Renaissance, The Bluest Eye and different literary interpretations of The Great Gatsby.

8. Can students see themselves in the curriculum? Again, share examples.

All divisions have been working purposefully to broaden and vary curriculum so that students can see themselves represented. To this end, all GFS teachers have been participating in diversity and inclusion professional development, led by the GFS Director of Diversity and Inclusion, around the theme of “Windows and Mirrors.” Through intensive focus on writing in all grades, students also reflect a sense of self as an individual voice in the class.

Students in Kindergarten through 2nd grade enjoy a variety of read alouds strategically chosen to reflect student population regarding race, religion and ethnicity in order for students to make text-to-self connections. Students in 5th grade read Harriet The Spy as a way to incorporate socio-economic diversity and stereotypes related to class.

All Middle School summer reading lists and semester extension novel lists include examples of works written by authors who mirror most, if not all, of the diverse identities of students. A student completing all middle school grades at GFS will have read a main class novel with a protagonist that reflects her identity in some way, be that racial, ethnic, religious or socio- economic. More could be done with gender diversity of the protagonist. Examples of texts read include Homeless Bird, Esperanza Rising, The Breadwinner, Chains, Anne Frank: A Play, The House on Mango Street and To Kill a Mockingbird.

In the Upper School, there has been noticeable and significant inclusion of more texts with a protagonist of color, though more could be done for the Asian student population. 9th grade students read I Know Why the Caged Bird Sings and Rickshaw Boy. Gender identity discussions

GarrisonGarrison ForestForest SchoolSchool 1015 AIMSAIMS EvaluationEvaluation 20172017 related to text interpretations, such as those about The Great Gatsby in 11th grade, allow students who identify as gender non-conforming to interpret and connect with the narrator.

9. Is diversity an organic and intentional part of curriculum planning and development?

Diversity has become more and more of a deliberate focus in all divisions and it is part of the school’s current Strategic Plan to focus on the link between curriculum and diversity in all disciplines. The English department participated in a workshop in January 2017 that focused on examining the variety of texts in terms of all main terms of identity. This will have a direct impact on curriculum planning in all grades for the following academic school year. English is an academic subject in which content can naturally broaden to include more diverse voices.

Lower School teachers select read alouds and class texts purposefully to represent a variety of voices and experiences. Titles include Meet Addy and Those Shoes for students in early grades to connect and study historical fiction. 5th grade students study Roll of Thunder, Hear My Cry and Out of the Dust as main units to develop stronger appreciation for human experience.

Middle School texts are specifically chosen for their diverse authors, setting and voice. In addition to the texts mentioned above, students in each grade have the opportunity each semester to select a novel of choice from a diverse list of options. Once a semester, students also participate in a Book Club unit that focuses on a few selected novels; in 6th grade, the texts from this unit all take place in Asian countries and titles include Listen, Slowly and The Stone Goddess. In 7th grade, the Book Club unit relates to the civil rights movement and titles include The Lions of Little Rock and The Rock and the River. During this unit, 8th grade students select a memoir from a wide range of titles such as Boy on the Wooden Box and My Thirteenth Winter.

The entire Upper School participates in the All School Read, which in the past has included A Raisin in the Sun and I am Malala. The intent is for all grades to discuss important effects of race, gender, and class. 11th grade focuses on American literature, but what is associated with that category does not have to be exclusively canonical. 10th grade students study British literature, but that category includes a broad range of colonial and cultural texts, and teachers are currently working on revamping the curriculum to be less traditionally canonical. Teachers do make strong thematic connections between traditional texts and current events. For example, students are asked to examine the different voices in The Canterbury Tales and then re-envision the text in contemporary terms to identify what voices might be in that text today.

10. In what ways is technology used in the classroom? How does the faculty evaluate the impact of technology on student learning?

GarrisonGarrison ForestForest SchoolSchool 1026 AIMSAIMS EvaluationEvaluation 20172017 Technology is used in many ways to aid in teaching English. Much of the technology utilized is used to reinforce skills that have already been taught. IXL is a web-based program where teachers can assign grammatical or writing mechanics exercises for reinforcement. Typing.com is used to help students become proficient typists. NewsELA is a program that allows students to read informational texts at their specific lexile level. Similarly to NewsELA, Kindergarten through 2nd grade uses a guided reading comprehension website called Raz-kids, which is differentiated based on each student’s reading level. NoRedInk.com is used in 8th grade and 9th grade, which presents grammar exercises that are leveled to the individual student. These websites allow teachers to monitor individual student progress as well as tailor to student’s specific academic needs.

Aside from using technology to reinforce skills taught in class, it is used to aid in the reading and writing process. Students use iPads, Chromebooks and laptops to complete research assignments, in addition to drafting and publishing stories and essays. Divisions use Mimios, SMARTboards and document cameras to model appropriate reading and writing skills.

11. How are students taught about Internet safety and digital citizenship?

Students are taught about Internet safety and digital citizenship through explicit lessons as well as organic discussions as situations arise. Students are explicitly taught how to appropriately communicate on the Internet, how to correctly cite sources and understand the importance of plagiarism. Organic discussions often occur when completing research assignments. Teachers and students discuss the validity of websites/sources that are available to them on the Internet.

C. Teaching

12. How do instructional styles and strategies reflect the variety of student learning styles within each class? In answering this question, please take into account any data described in 18 below.

Teachers instruct with Howard Gardner’s Multiple Intelligences in mind to meet the needs of all learners and to keep classes fresh and varied. Since students learn via linguistic, kinesthetic, spatial and other modes, GFS teachers acknowledge and work to meet these differences. In Lower School, the verbal expression of ideas is often a focus, as developed through oral presentations like the Animal Fair Project in 2nd grade, the State Project in 3rd grade and the 5th grade Capstone Project. In Middle School, kinesthetic awareness is highlighted through improvisational skits during the study of A Midsummer Night’s Dream. In Upper School, 9th grade students learn through interpersonal awareness when volunteering and teaching elementary students at Woodholme Elementary.

GarrisonGarrison ForestForest SchoolSchool 1037 AIMSAIMS EvaluationEvaluation 20172017 Garrison Forest teachers use multiple approaches when sharing information to serve students’ varied learning needs. Auditory books are encouraged for students who are auditory learners and teachers often read aloud to heighten engagement with a text. Teachers provide verbal explanations of materials for auditory learners coupled with written instructions for visual learners. Chapter summaries or an abridged text may be provided for students who need more support. Teachers share information virtually for multi-approach learners, such as e-books, computer projects and games like Quizlet for review. In Middle School and Upper School, English Language Learner (ELL) students are given explicit directions and teachers meet with them more frequently to assess progress and provide support. To accommodate students with social or emotional issues, teachers may modify assignments and assessments if needed. Teachers avoid triggers of subject material that may be sensitive, manage discussions and engage in ongoing communication with advisors and the Student Life Team Committee (Upper School Head, Dean of Students, Nurse, Counselor, Residential Life Director, Academic Dean).

GFS English teachers also meet the needs of many students by offering choice whenever possible. In Lower School and Middle School, summer reading choice novels are chosen within a range of lexile scores to accommodate all reading levels. The Fountas & Pinnell book leveling program and RazKids, a guided reading online program, allow for differentiated groups based on instructional reading levels. In Middle School, students often read choice novels that supplement the text they’ve read with the whole class. For instance, in 6th grade, students choose a text relating to the Great Depression or immigration to enhance their understanding of Esperanza Rising. In 7th grade, students choose a text about the Holocaust or World War II, after they have read Anne Frank. In the 8th grade, students choose a memoir, a mystery and a novel at various points throughout the year. The Passion Project, the culminating project of 11th grade, tasks students to independently explore an interest and share how it is a meaningful part of their lives. Students identify, cultivate and express a passion, with wide-ranging possibilities (i.e., fostering a dog and creating a website about adoption; designing an online Chinese curriculum for use by the school; a blog about fashion in different countries with original sketches, etc.) For most Upper School English essays, students have a wide variety of questions to choose from, and can often create their own.

13. How effective is the school’s program at fostering a growth mindset in students? What opportunities do students have to struggle, take safe risks, fail and build resilience?

The English department offers students various opportunities to struggle, take safe risks, learn from failure and build resilience. These opportunities are evident in the writing processes, Socratic seminars and reading programs throughout each school division. Writing allows students the space to engage with ideas presented by authors, develop opinions on new information and build upon prior background knowledge. Socratic seminars challenge students to present their interpretations of the texts to their peers, listen to the interpretations of others and

GarrisonGarrison ForestForest SchoolSchool 1048 AIMSAIMS EvaluationEvaluation 20172017 evaluate their understandings based on new perspectives. The reading program encourages students to read beyond their comfort level and supports them in comprehending and analyzing challenging texts. The English Department provides a strong focus on process while working towards overall product.

Across divisions, the Writer’s Workshop program allows students the opportunity to submit drafts and engage in peer editing and revision processes. Once students reach Middle School and Upper School, teachers encourage process and revision towards improved final products. If an assignment needs additional work after the final draft is submitted, the student is then required to meet with the teacher to discuss areas for improvement before making further revisions. In addition, Middle School and Upper School academic policy allows for the opportunity to retake summative assessments to foster a growth mindset. For formative assessments, corrections, while excellent practice to improve learning, do not count towards additional points for an assessment.

14. Faculty professional development is ongoing and intentionally designed to help teachers stay informed about (a) latest developments in their fields, (b) outside research and perspectives concerning curriculum design and pedagogy, and (c) the skills, habits of mind, and content students in 1 above.

Garrison Forest offers a wide variety of opportunities for all faculty members to engage in professional development and grow as educators. Each week, all divisions participate in one hour of professional development on Thursday mornings, which is tailored to various academic initiatives, curriculum training or other important topics. A few times throughout the year, the Thursday morning professional development time is dedicated to department meetings. This allows the English department members to meet and discuss curriculum changes and review the scope and sequence of skills being taught. GFS employees are encouraged to attend workshops off campus as well as read online journals to further their learning and enhance English instruction. In addition to online resources and workshops, employees can engage in school- funded Shafer Innovation Grants or Talcott Gran Awards. Shafer Innovation Grants provide compensation for projects beyond activities currently covered through regular professional development, while Talcott Gran Awards allow teachers to develop new curriculum or programs across disciplines or divisions. Faculty is encouraged to present the information learned from off- campus workshops in addition to any professional development completed on campus. At the end of 2015-16, Lower School and Middle School English teachers participated in a Writing Summit to discuss ideas and learn new techniques for teaching English. Prior to 2016-17, Lower School and Middle School English teachers completed a Talcott Gran to learn about the Writer’s Workshop program, which was fully implemented in grades K-8 in the 2016-17 school year. The Upper School English teachers have refurbished their 9th grade English curriculum to an Intensive Writing year, using online programs such as No Red Ink and an online leveled news website, Newsela.

GarrisonGarrison ForestForest SchoolSchool 1059 AIMSAIMS EvaluationEvaluation 20172017

D. Assessment

15. How is individual student academic progress measured? What types of formative and summative assessments are used?

A variety of formative and summative assessments are used to measure individual student progress. The English department uses these assessments to differentiate instruction across all divisions. The English department measures student progress in a variety of ways. In the beginning of the year, Lower School and Middle School students take a standardized test called the MAP test. The MAP test assesses student progress in reading and written language. Teachers analyze the data with the ARC in order to differentiate instruction to meet the needs of all students.

The Lower School and Middle School use Lucy Calkin’s Writer’s Workshop, which focuses on teaching mini-lessons as introductions to various writing techniques. After the lesson, students are encouraged to write independently for 20-30 minutes. While the students are writing, the teacher confers with students to focus on individual writing needs. Anecdotal notes are taken for each student, then used as the formative assessment. These individual conferences allow the teachers to monitor how the student’s writing grows over time. This writing program exposes the students to a variety of writing pieces such as narrative, informative, persuasive and poetry. At the end of each unit, students are expected to edit and revise a final piece. Teachers then assess the final piece of writing using a rubric; this piece of writing is used as the summative assessment. Over the course of each unit, students are expected to have implemented the skills from the mini-lessons into their writing.

Lower School tests the students using the Fountas and Pinnell reading assessment, which is given three times a year. This test determines a student’s reading level based on student answers to a text, which allows Lower School to group students based on their reading needs. The Fountas & Pinnell assessment tests students reading, fluency, expression and comprehension. Lower School uses running records throughout the year. Running records are when students read a text on their level and the teacher takes notes on the passage the student is reading aloud. Students in grades 8-12 take exams in the literature course. The 8th grade takes the exam at the end of the year. Grades 9-12 take the literature exam in the winter. The exam shows what information students have learned prior to the exam. The English department uses other summative assessments throughout the school year. The English department will give tests on units, chapters or texts that students had read or studied. Students in all divisions complete project based assessments. After the students read a text, students are given a variety of different project choices. The choices are based on student’s different learning needs. For example, a project could be music based, a presentation/skit or a written piece. Across divisions, students

GarrisonGarrison ForestForest SchoolSchool 10610 AIMSAIMS EvaluationEvaluation 20172017 complete a variety of different presentations based on texts they have read. The presentations entail the content of the book. The English department uses a variety of formative assessments as well, used for planning daily lessons. Different formative assessments used are Daily Oral Language and exit tickets.

16. Are standardized tests administered? If so, how are the results used?

Yes, standardized tests are administered across the divisions. The English department analyzes results to plan instruction. In the beginning of the year, grades K-9 take a standardized test called the MAP test. Students take the MAP test in reading and written language. Teachers analyze the data with the ARC, and results are used to differentiate instruction for each student’s learning needs. The MAP test is given again in January and May. Students in 3rd and 5th grade also take the ERB. The ERB results compare to norms of the nation, other independent schools and other suburban schools. In 9th and 10th grade, students take the PSAT, which is a preliminary test to help students prepare for the SAT. Following the PSAT, students in 11th and 12th grade will take the SAT. Students are expected to take the SAT or ACT in preparation for college.

E. Student Learning

17. In what ways do teachers provide support to students who need extra help and/or have learning challenges, whether or not formally diagnosed?

GFS has an academic culture of personal attention and individualized instruction. There is time in the schedule designated for extra help and teachers routinely meet with students during free blocks and before and after school. The English department generally adopts best practices for working with English Language learners and students with learning differences, including: teaching to multiple intelligences; scaffolding curriculum; selective grouping; repeating and reframing information; making class notes available to all students; using accessible formatting; and previewing material and shortening assessments to focus on essential skills. The department works with the Educational Technology department and ARC to research and provide assistive technologies for students. Teachers and advisors frequently communicate about specific student needs and attend parent meetings if needed. In Upper School and Middle School, faculty professional development time is devoted to addressing students’ academic and social/emotional needs including: Middle School team-meetings once/cycle; Upper School quarterly/semester reporting meetings; Upper School Student Life meetings once/week; meeting with ARC and Upper School Counselor once/week.

18. What steps do teachers take to respond to students who have social/emotional issues?

GarrisonGarrison ForestForest SchoolSchool 10711 AIMSAIMS EvaluationEvaluation 20172017 The Student Life Team holds regular meetings for information-gathering and strategic planning to address students with social/emotional needs. The school has three full-time clinicians devoted to direct and indirect service, and the Peer Education and Advising programs serve as liaisons between students and counselors. Teachers differentiate on a case-by-case basis to accommodate students with social/emotional needs. English teachers consult with counselors when assigning and assessing personal writing or other work including identity exploration and self-disclosure. GFS has programming in all divisions to address wellness: Social Skills lessons in Lower School; Life Positive, Discoveries and Crossroads in Middle School and Upper School Decision- Making curriculum.

19. Do teachers use aggregated longitudinal classroom data to gauge the effectiveness of their teaching effectiveness over time? If so, please provide examples. If not, please explain.

Yes, longitudinal classroom data is used in all grades to measure progress, identify the causes that impede each student’s progress and to revise and develop grade-level curricular programs. In Lower School, MAP testing is done three times a year for reading and language, with a focus on comprehension in grades 2-5. Teachers use the MAP data to provide students with an appropriate level of challenge and to differentiate within the classroom. Teachers also routinely administer their own assessments in spelling, comprehension and vocabulary and adjust instruction according to results. The Fountas & Pinnell (F & P) Reading assessment is also given three times/year. This is a 1:1 assessment that gauges reading levels at each of those junctures. Recent MAP & F & P testing has shown a Lower School strength to be comprehension of literature. Therefore, teachers continue to emphasize reading and comprehension work to maintain this level. Owing to weaknesses the data showed in writing mechanics, grammar and organizational writing in Lower School, the Writer’s Workshop has been implemented at each grade level.

In Middle School, MAP testing twice a year establishes Lexile scores, which are used to select a variety of text options that differentiate skill development. Classroom teachers give vocabulary and grammar assessments as well as reading comprehension assessments tied to writing assignments to determine progress and develop strategies for students needing further development. For example, for students who were not helped by using the recommended Venn diagram in planning a compare and contrast essay a variety of alternate organizers were provided.

Upper School MAP testing is done twice a year in 9th grade; PSAT testing is done in 10th and 11th grade; and SAT testing is done in 11th and 12th grade. The results are used to both focus on areas needing development in individual students and to adjust the curriculum. For example, a 9th grade deficiency in comprehending informational texts led to the addition of Newsela to the curriculum, and weakness in grammar led to incorporating the NoRedInk online grammar site into the curriculum. The 11th grade curriculum was adjusted to add a daily writing component,

GarrisonGarrison ForestForest SchoolSchool 10812 AIMSAIMS EvaluationEvaluation 20172017 and the 12th grade curriculum was adjusted to include journalism and nonfiction texts. Use of vocabulary texts rather than reliance on learning vocabulary in context became part of the grades 9-11 curricula owing to standardized test results. Teachers assess student progress routinely through observation, vocabulary and grammar tests, comprehension tests, written responses and analytical essays and use these results both to work individually with students and to adjust the curriculum.

20. How is critical thinking cultivated? What specific assignments and activities foster critical thinking?

Critical thinking serves as the cornerstone of curricular decisions for the English department in all divisions. Teachers plan lessons, projects and general instruction with the goal of strengthening critical thinking skills in mind. The critical thinking process begins in the Lower School where students are taught to think critically about writing - their own and others - through a K-5 Writer’s Workshop initiative which encourages creation, process and reflection upon personal and authorial choices. The 5th grade Capstone Project is a final opportunity for Lower School students to showcase critical thinking as students research a topic of their choice, locate resources, compile information and write a research paper. The Capstone Project culminates with students delivering a five-minute speech on their topic to GFS parents, faculty and students.

The critical thinking process continues to develop in Middle School where teachers focus on transitioning students from summary of texts to more in-depth analysis of both reading comprehension and written analysis. Students work to identify and analyze conflict, characterization and theme within their texts and are encouraged to provide textual evidence to support their claims within these areas. Critical thinking in the writing process evolves as students continue to develop and organize their ideas through paragraphs, essays and creative literary expression. In 6th grade, students focus on writing the literary paragraph which encourages the use of textual evidence to support specific themes and claims. In 7th grade, students think critically as they compare and contrast Holocaust literature. In 8th grade students study differing points of view to gain a greater appreciation for reliable versus unreliable narrators and how this reliability affects any given text. 8th grade students are also required to take a final English exam which serves as an appropriate transition to the work they will be doing in Upper School the following fall.

Upper School English program continues to develop the sophistication of critical thinking. The 9th grade English I Writing Intensive focuses on literary analysis and the writing process. Students are asked to explore the literary choices made by a variety of writers and then analyze how specific choices affect the overall “finished product.” As a culminating assessment for each unit, students are asked to create an original written product that considers specific stylistic decisions like the ones explored in their readings. The 10th grade English II British literature

GarrisonGarrison ForestForest SchoolSchool 10913 AIMSAIMS EvaluationEvaluation 20172017 course takes an “integrated” approach to literature where students are frequently asked to ground literary events in historical context. This requires a knowledge of historical context and the application of that knowledge through both discussions and writing. In the 11th grade English III American Literature course, students engage in a year-end Passion Project, which asks students to identify, explore, cultivate and share a passion. This requires the skills of introspection, discovery of self and problem solving. 11th grade students also journal frequently, looking inward to consider what they have learned and to assess how their knowledge can benefit others. By the time students enter the 12th grade English IV course, they are ready to read multiple texts “in dialogue” with one another (i.e. Pride and Prejudice and Things Fall Apart) to encourage critical thinking as a way to bridge seemingly unrelated texts.

STRENGTHS:

● GFS’s English curricula across divisions focuses intensely on student writing skills. ● Close reading skills are emphasized to increase comprehension and critical thinking. ● Intentional selection of new texts achieves meaningful curricular diversity. ● The English curricula facilitates age-appropriate discussions and assessments, which emphasize connections between literature and life ● Discussions about literature encourage critical thinking through listening, speaking and respecting peers. ● Each summer, English department faculty collaborate as a department and with other GFS departments on school-funded curricular development.

WEAKNESSES:

● Both Middle School and Upper School English programs lack sufficient opportunities for capstone projects. ● Teachers across divisions and grade levels lack sufficient time for collaborative and interdisciplinary meetings to align curriculum, specifically core writing and reading skills. ● The English department lacks a clearly articulated grammar curriculum. ● Across divisions, the wide range of learning abilities challenges teachers to meet all students’ needs. ● The English curriculum remains too focused on canonical texts at the expense of newer, more culturally relevant literature.

GarrisonGarrison ForestForest SchoolSchool 11014 AIMSAIMS EvaluationEvaluation 20172017 ● The English faculty does not have sufficient training to address the cultural and learning needs of the ELL and international students.

RECOMMENDATIONS:

● The English department should offer culminating assignments for all grade levels in the Middle School and Upper School. ● The English department should offer 8th grade and 12th grade speeches as capstone projects to align with current 5th grade Capstone Project. ● The English department should explore additional scheduling options which allow for collaboration. ● The English department should develop a clearly articulated grammar curriculum. ● The English department should seek professional development to address best practices for differentiation regarding the range of student profiles and learning needs. ● The English department should review its overarching “survey model” for 10th and 11th grade courses to adopt a more global, inclusive approach and strive to incorporate current, culturally relevant literature at all grade levels. ● The English department should be trained in teaching English as an additional language.

GarrisonGarrison ForestForest SchoolSchool 11115 AIMSAIMS EvaluationEvaluation 20172017 ______

IV. TEACHING AND LEARNING HISTORY ______

PREPARED BY: Beth Ruekberg, Upper School History, Chair Katie Baughman, Chair, Academic Resource Center, Upper School ARC Nick Burns, Upper School History Alpana Chhibber, Upper School History Catie Corbin ’00, Upper School History Sarah Elzinga, Middle School History Deb Fusting Lynn ’75, Third Grade Lauren Misera ’02, Middle School Dean of Students, Geography Doug Oppenheimer, Middle School History and Mathematics Scott Snyder, Upper School History

HOW PREPARED (PROCESS):

Please refer to the Process section under Teaching and Learning: Program.

B. Curriculum

3. Is the curriculum sequentially coherent and developmentally appropriate? Please support your answer with examples from each division.

Lower School curriculum is designed to scaffold fundamental concepts about community in an ever-widening scope and at an age appropriate level. Throughout the grade levels, students explore geography, economics, history, civics and environmental stewardship. For example, 1st grade delves into the concept of animal safety and shelter. 2nd grade explores the concept of local communities, leading Lower School in service project, which provides hundreds of lunches to Our Daily Bread, a soup kitchen in Baltimore. 3rd grade studies explorers from around the world and colonial America. As part of this study, the students recognize and discuss the impact which European colonists had on the native people. In 4th grade, at an age-appropriate level, students examine the theme of liberty and current-day refugees. The 5th grade curriculum culminates with environmental stewardship both locally and abroad in Malawi.

In Middle School, 6th grade students take a Geography Course that introduces them to the cultural and physical geography of the world’s major regions. Students use maps, movies, images, newspaper/magazine articles, artwork and current events to help enhance their understanding of

GarrisonGarrison Forest Forest School School 1121 AIMSAIMS EvaluationEvaluation 20172017 how geography affects different lifestyles. Themes that are explored throughout the year include cultural universals, ethnic and religious diversity, human interaction with their environment and the impact of natural and historical forces on the shape of the earth. By 7th grade, students are immersed in a hands-on survey U.S. history course that follows the American Revolution to the late nineteenth century. At first, this class looks at the complexities of various subjects, such as the 13 original colonies, the Declaration of Independence, the American Revolution and the Constitution. Once a firm background knowledge in America's founding is established, students unravel how the nascent republic's government, economy and society burgeoned over the next century, creating a mixed-bag of effects during eras like the Civil War, Reconstruction and the settling of the West. In their final year of Middle School, students explore the themes and historical relevance of the ancient past by using several different civilizations (Mesopotamia, Egypt, India, Greece, Rome and Mexico) from across time and around the world as case studies. By taking a close look at the political, social, economic and cultural details of each civilization, students will begin to develop an understanding of the factors that can contribute to the relative rise (or fall) of any civilization.

The general sequence in the Upper School: World History I (Ancient and Medieval); World History II (Renaissance to Contemporary); U.S. History; and electives. In 9th grade, students trace human development from its origins to the Age of Discovery. The theory behind this program is to establish a chronological and thematic understanding of how civilizations evolve. 10th grade students study from multiple perspectives the causes and effects of social, economic, political, religious, technological and intellectual changes throughout the world from the Age of Exploration up to current day. In 11th grade, students embark on a thematic and chronological study of the United States from the colonial period to the present, examining facets of American development and concepts such as the importance of civil liberties, individualism, capitalism, frontier spirit, imperialism, conflict and compromise, sectionalism and nativism. Finally, grades 10-12 explore an array of historical electives, including classes such as Economics, Ethics, Half the Sky: International Perspectives on Women, Gender and Health, Recent American History (seniors only), Latin America, Modern Africa, Modern Middle East, Cold War and the 1960s (seniors only), Stopping Genocide, Peace Studies and World Religions.

4. Describe experiential learning and the process through which experiences result in enduring knowledge, skills and understanding.

Lower School students are engaged in experiential learning throughout their development in this division. Kindergarten through 2nd grade classes visit the Oregon Ridge Nature Center to explore the natural world and engage in hands-on lessons of ways that local Native Americans would have lived, hunted and experienced daily life. Moreover, in 1st grade, during the exploration of Ancient Egypt, students visit the Walters Art Museum and develop a craft related to their study. By 2nd grade, students use their measuring skills to calculate the distances for the Iditarod and

GarrisonGarrison Forest Forest School School 1132 AIMSAIMS EvaluationEvaluation 20172017 then have an opportunity to meet with a real dog sled team and handle the team on a sled. For the 3rd grade Colonial unit, interdisciplinary lessons are developed with the art, physical education and music teachers. 4th graders immerse in a multi-day experience making a variety of economic decisions through their work with BizTown, a financial/civic literacy town simulation through Junior Achievement of Central Maryland. Finally, 5th grade students visit an urban garden, participate in a mock election, build a 3D map of the continents with major land forms marked and create Socratic seminars relating to the novel, The Boy Who Harnessed The Wind.

Middle School invests heavily in experiential learning. 6th grade Geography explores various cultures and current events through activities such as geo-caching, debates, creating a Newscast and participating in simulations of topics from population growth to the impact of using resources from the Amazon Rainforest. By 7th grade, the students’ U.S. History class employs historical simulations, creative writing (stories, plays and film scripts), and various performances (skits, videos, songs and dances) to both deepen and enhance the material they are learning. Finally, 8th grade Ancient Civilizations class encourages students to experience the work of a historian by curating a museum exhibit, writing a scholarly article, analyzing artifacts like an archaeologist, learning about linguistics by writing in Mayan Glyphs and using primary documents to create an overall picture of what life was like in the ancient world.

Upper School History electives offer some of the greatest experiential learning in the curriculum. For example, in Peace Studies, students not only read and discuss topics but design and enact a Peace Studies action plan for the bulk of the course. They endeavor to make peace, not just discuss it. In Economics, students engage with “applications” where they put their studies to work. One application is called “Leaving the Nest: Flying High or Crash Landing.” The premise is that students will take a year off before going to college and must leave their homes. Therefore, they must find work, a place to live, transportation and budget for all of their needs (and wants) for a year. In Half the Sky: Public Health course, students engage in case simulations, specifically during the units on Ethics in Medicine and on Poverty.

5. Does the curriculum include opportunities for students to learn the essential skills and content enumerated in 1 above? In answering this question, please use any data described in 19 below as one indicator of the effectiveness of the curriculum.

Lower School curriculum provides students with opportunities to develop the all-school habits of mind: persevering; critical and creative thinking; collaborating; and curiosity (see All-school Curriculum Guide for details on the habits of mind.) Every grade has hands-on activities to foster these skills. As an example, in 2nd grade, students study the state of Alaska and the Iditarod while following a current day musher. Curiosity and perseverance are required and encouraged throughout. In 3rd grade’s American Heroine unit, critical and creative thinking are required when students explore the concept of what makes an individual deemed a heroine. 4th grade’s work with

GarrisonGarrison Forest Forest School School 1143 AIMSAIMS EvaluationEvaluation 20172017 financial literacy requires a lot of collaboration among the girls as the oversee the Lower School’s banking program with M&T Bank. Some take on marketing roles while others take on handling banking logistics. In addition, through their theme of liberty, the girls embrace a service project to support current-day refugees, requiring critical and creative thinking, collaboration and perseverance. In 5th grade, the girls have an opportunity to continue to grow with each of the habits of mind. Each student selects a research focus of her choosing for the 5th grade Capstone Project, a culminating event supporting each habit of mind, as is the 5th grade Invention Convention an opportunity to demonstrate curiosity, critical and creative thinking, collaboration and persevering skills. . Developing essential skills and content is central to the Middle School History curriculum. Individual lesson plans, projects and tests are designed to give students an opportunity to practice these skills and apply content. 6th grade Geography students participate in a series of debates on a variety of topics throughout the year. These exercises encourage students to apply content that they have learned while collaborating with their peers, thinking critically about arguments to support their main point and reflecting on their process to improve and persevere. In 7th grade, students participate in several group projects, like an American West Idol competition that encourage collaboration, creative thinking and curiosity. Many of the projects developed in this class are brought to a critical Garrison Forest community, which sets a high bar for and consistently tests curriculum effectiveness. By 8th grade, students are assigned a thesis essay in which they can choose how challenging their essay will be depending on their strengths as a writer. This assignment encourages perseverance, careful reflection and application of content.

The Upper School curriculum provides students with multiple opportunities to be creative, think critically, collaborate and foster their curiosity through a multitude of classroom approaches, such as, but not limited to: informal and formal classroom discussions; group and independent projects; multi-stepped and complex research paper projects based on student-selected topics; primary document analysis and interpretation; and unit assessments containing both objective content knowledge questions and interpretive thought questions of varying complexity. Due to the diverse nature of the courses offered in the Upper School, specifically electives, there is an equally diverse number of examples of the above-listed approaches. Examples might include the collaborative Global Citizen Action Project in 9th grade, station-to-station primary document activities in 10th grade, the multi-stepped, 11th grade research Constitutional Law paper, the “Leaving the Nest” creative project in Economics or intense class discussions evident in Half The Sky.

6. Are curriculum planning and development ongoing? Do they take into account (a) the current needs of students, (b) research about subject matter, pedagogy, and the learning process, and (c) the world in which students will live? Please support your answer with examples.

GarrisonGarrison Forest Forest School School 1154 AIMSAIMS EvaluationEvaluation 20172017 Lower School curriculum planning and development are constantly ongoing and changing. Teachers meet with the History department chair and Lower School Head periodically to review the curriculum for relevancy, appropriateness and sequence, both in terms of skills and content. The Kindergarten curriculum does need some further development and review. The 4th grade curriculum was revised to include a study of the current situation in Syria. The 5th grade current novel study has been adjusted to account for the diverse learning needs of the students. Students have been using technology and seminar-style discussions to engage with one another about environmental and global issues. Students have learned about food access inequality in Baltimore as well as other important environmental issues here in Maryland such as pollution, use of pesticides, landfills and recycling.

Middle School curriculum planning and development are constantly ongoing and changing. All classes reflect a current events theme so that students can understand how issues from the past connect to their lives today. For example, 8th grade students are assigned articles in text sets on the website, Newsela, that connect archaeology and ancient history to current events. Additionally, teachers introduce new, hands-on projects to engage and immerse all students with multiple intelligences, such as the 7th grade American West Idol Competition where students take their favorite songs and change the words and themes to reflect their studies on the Wild West.

Testing is another way in which the curriculum changes to meet students’ evolving needs. All classes attempt to add creative or critical thinking components to assessments. The 7th grade American Revolution test requires students to draft a letter to King George III as either a loyalist or patriot to show their knowledge of this time period in an imaginative manner. For the 8th grade Mesopotamia unit test, students to write a short story or poem from the perspective of someone living and working in Babylon under Hammurabi’s rule. This type of testing reaches out to the more visual and kinesthetic learners and has proven to be much more effective than the typical rote exam

Teachers in the Upper School are consistently looking to improve their curricula resulting in some cases for a complete re-design of the course. For example, over the summer of 2016, the World History I curriculum was re-designed using an agreed-upon framework, 9th grade learning skills and new textbook resources in mind. The curriculum of classes like Stopping Genocide, Half the Sky, Contemporary World Issues and Economics are constantly changing to match current conditions and new content examples from everyday life.

7. Are different cultures and perspectives represented across the curriculum? Please give us examples?

Lower School students use a variety of news sources, such as Time for Kids, Newsela and Scholastic to stay informed about current issues and perspectives. The books they use in Language

GarrisonGarrison Forest Forest School School 1165 AIMSAIMS EvaluationEvaluation 20172017 Arts, and which are shared in Library, are designed to support the Social Studies curriculum and develop an understanding of a variety of perspectives, beliefs and attitudes. Some examples are using The Boy Who Harnessed the Wind to understand his community in Malawi, exploring the impact of the Columbian Exchange and comparing and contrasting Brazil, England, Mexico, France and the United States.

Middle School teachers consider how to include different cultures and perspectives when they are planning a new unit or reflecting on a unit they just taught. The History curriculum strives to include different voices. In 6th grade, students study World Geography and are asked to step into someone else’s shoes during fishbowl discussions by tackling questions such as, “Do you support the idea behind China’s former ‘One Child’ policy?” Students also consider the impact of these types of issues on cultures and the daily lives of people around the world. 7th and 8th grade students are asked to empathize with people in periods throughout history through creative projects like writing poetry, acting or writing stories.

Different cultures and perspectives are always represented across all core Upper School History courses as well as electives. For example, World History I and World History II are truly “global” courses, deliberately incorporating various cultural perspectives into each unit. At times, entire units (e.g. Medieval West Africa or the Golden Age of China) are purposefully not Euro- centrically designed. Teachers have incorporated global citizenship into courses to help draw interest and empathy for cultures that are different, while also showing how interconnected the world is. In addition to representing a geographic coverage of perspectives, teachers often ask students to consider who might think differently and if it’s possible to have a different perspective from the class consensus. In teaching U.S. History, care is taken to consider developments across time through sources that originate from different genders, races, classes and ethnic groups. In addition, elective course offerings were designed from the ground up to explore cross-cultural issues and perspectives, such as World Religions, Half the Sky, Modern Latin America.

8. Can students see themselves in the curriculum? Again, share examples.

Lower School teachers and librarian try to use texts and other resources that help the students see themselves and others in the curriculum. There are several opportunities to identify with various heroines, which they may select, research and share. In addition, the Lower School emphasizes on of the school’s Core Values – Be Authentic – in stories shared to reflect various cultures and unique life experiences.

Middle School teachers make an active effort to ensure that students can see themselves in the curriculum. The 8th grade Ancient Civilizations includes a unit on the Maya to encourage connections for and with the Mexican boarding students that the school welcomes to the Middle School for the year. Teachers also highlight women’s roles and experiences in history. In 8th grade

GarrisonGarrison Forest Forest School School 1176 AIMSAIMS EvaluationEvaluation 20172017 Ancient Civilizations, students read hymns and poems written by women and explore what life was like for women in different civilizations. Also, in 7th grade U.S. History, students explore the role of women in the Revolutionary War and the Civil War.

Likewise, there is a concerted effort to ensure that students can see themselves in the Upper School curriculum. Garrison Forest recognize that this is a process and have made efforts to offer electives such as Latin American History, Modern China, Global Public Health and Current Events. Core courses such as World History I and II challenge students to view world history via a “historical empathy” lens. For example, the World History I course added a unit on being a global citizen. This raised their awareness significantly. The 11th grade offers U.S. History and AP U.S. History where students learn about racial, ethnic, socioeconomic and other affinity issues in the founding of the U.S. while combining relevant current events.

9. Is diversity an organic and intentional part of curriculum planning and development?

Yes, across the Lower School through Upper School History curriculum. In 2014-15, GFS added a full-time Director of Diversity and Inclusion (previously a part-time position) who has actively worked to raise awareness and to help identify resources to support the work of the faculty. The professional development in 2016-17 has augmented the daily work of each of the faculty members. GFS believes the mission is to educate the students for the world which they do and will live in. Diversity is embedded in all aspects of the curriculum, showing it naturally in context and how perspectives on diverse issues have evolved over time. GFS examines and represents diversity in all its dimensions. Moreover, this diversity is evident not only in what the student body reads, but the images they portray in the classroom.

10. In what ways is technology used in the classroom? How does the faculty evaluate the impact of technology on student learning?

In the Lower School, teachers use projectors and Smartboards to convey information and help students interact with concepts, especially geography. In the upper grades, Chromebooks are used to conduct research, post in Google classroom forums (5th grade) and track vocabulary. The technology is the tool, not the focus, so the impact of the tool is not measured from a history perspective.

Middle School students use technology on a regular basis in History classes. They are required to bring a personal laptop to class every day to take notes, to have access to Google Drive and to use the Internet for activities. Students learn to read and use directions through geocaching and practice geography skills through online drills. Sheppard Software is used to practice map skills and provide students with immediate feedback. In addition, Sheppard Software can help teachers evaluate student performance on summative assessments. Different classes collaborate regularly

GarrisonGarrison Forest Forest School School 1187 AIMSAIMS EvaluationEvaluation 20172017 with the Digital Thinking class to incorporate skills they learn into projects in Geography. Using videos to produce documentaries or self-made news anchor videos (iMovie), students are evaluated on reading comprehension of articles as the teacher asks questions about the article the student chose to broadcast. The teachers and students use iPhones for various historical votes, such as mock presidential elections.

Upper School students bring their own devices and use them to take notes (Google docs, work collaboratively in processing documents and peer-editing and research information for small group discussions and for larger research papers). Critical reading, summary writing and standardized test-taking skills are developed within the context of current events awareness, through Lexile-differentiated articles on Newsela. GFS has anecdotal evidence but does not have a formal system to assess the impact of technology on student learning. Its impact on learning varies by student. Divisions have had to limit access to cell phones due to the distractions they cause. Students are expected to have a computer in class rather than using cell phones to access information, yet, computers can become a distraction as students may use the computer inappropriately during class to play games, chat with others and not give appropriate on-task focus.

11. How are students taught about Internet safety and digital citizenship?

For Lower School, there are constant and scaffolding presentations and conversations in Morning Meeting presentations (K-5), targeted homeroom and Imagineering (pre-Engineering) lessons and through the 2016-17 schoolwide Digital Wellness program. In addition to the homeroom teachers, the Imagineering teacher and School Counselor engage the students in these conversations.

Middle School students learn about both Internet safety and digital citizenship in two courses, Digital Thinking and Crossroads, taught by the Middle School Counselor and Digital Learning Specialist. Faculty and administrators also organize a Digital Kindness Week each year during which students discuss Internet safety and run through possible safety scenarios in Advisories. Students also participate in division-wide activities during this week, like a digital scavenger hunt, that encourage them to consider their role as a digital citizen.

All 9th grade students take Decision-Making, a course centered around supporting the students social and emotional growth, where students also think through the effects of social media on their peers and themselves. 9th grade also takes Digital Thinking: Apps to Ethics, which requires them to think critically about their Internet use and online safety. Several electives including Voices Across the Globe and Peace Studies also require students to engage in global digital citizenship.

GarrisonGarrison Forest Forest School School 1198 AIMSAIMS EvaluationEvaluation 20172017 C. Teaching

12. How do instructional styles and strategies reflect the variety of student learning styles within each class? In answering this question, please take into account any data described in 18 below.

Lower School teaching is intentionally directed towards various learning styles, including auditory, visual and particularly a hands-on/kinesthetic approach. Examples include the 2nd grade Alaska/Iditarod experience or the 3rd grade Colonial experience.

Teachers meet to discuss students with the Middle School Academic Resource Coordinator (ARC) before the school year begins to go over student learning profiles, which are then considered when planning units and lessons. Teachers continue to meet once every seven days throughout the school year to keep track of progress and concerns. Teachers also meet individually with the ARC throughout the year to tailor assessments and assignments to student profiles and needs. The ARC and Head of the Middle School keep the faculty abreast of new and interesting pedagogical methods. Moreover, History teachers, through workshops, conferences and the Internet, are constantly researching and approaching new methods that engage all intelligences in the classroom. Whether students are learning how to pass a law in the U.S. Congress or storyboarding and performing chapters from the epic of Gilgamesh, teachers seek to incorporate a variety of approaches in the classroom to engage students and support different ways of learning.

Upper School teachers read academic files on each of their students prior to the start of school to get a sense of the learning needs of the class. Class agendas are created with the students’ learning styles in mind, and classes are designed to switch activities (or take breaks) frequently to reach all styles. Collaborative groups are carefully put together, so that students can excel within their most preferred learning styles, but also so that they can continue to be exposed to and improve on other learning methods. Students are pushed to reach beyond their comfort level to reinforce and practice academic and historical thinking skills.

13. How effective is the school’s program at fostering a growth mindset in students? What opportunities do students have to struggle, take safe risks, fail and build resilience?

The school’s Core Values are a significant part of the Lower School program, reinforcing the growth mindset for the students, as does the Responsive Classroom approach. For example, a letter to the 3rd grade shared every morning by the teacher concludes with, “My hope is that you embrace your lessons through the day, and my dream is that you celebrate your growth along the way.” Specific classes are offered to students sharing the brain research which supports the value and importance of mistakes. Opportunities to struggle and take risks are integrated throughout

GarrisonGarrison Forest Forest School School 1209 AIMSAIMS EvaluationEvaluation 20172017 history lessons. During the 5th grade Invention Convention, students are tasked with creating and marketing a product that would offer value in the market place – a “process project” involving starts and stops.

Growth mindset is central to the philosophy in the Middle School. At this stage, students are encouraged to explore to discover their strengths and areas of growth. The 8th grade students, for example, take risks when they choose a thesis essay assignment mid-year. Students can choose to write a five-paragraph essay with a thesis statement and receive close support from the teacher, or they can choose to write a four- to five-page research paper with a thesis statement that allows more independence. In 6th grade, a similar option is offered to Geography students. Students are given map challenges for different regions in the world throughout the year and can choose to learn where the countries are in a region, where the countries are and how to spell them, or where the countries and their capitals are and how to spell both. These assignments encourage students to reflect on their level and choose an appropriate challenge.

Growth mindset also plays a central role in Upper School teaching. Classes are safe places to ask questions and students are encouraged to discuss all sides of an issue so that an argument can grow in strength. Teachers never say an answer is “wrong” but find the strength in the response and use prompts to help that student develop her answer further. It is the teacher’s responsibility to create a class environment where students can disagree respectfully and debate successfully. Teachers are available for support before and after assessments and students are almost always afforded the ability to re-write papers and/or do a form of test corrections on major assignments.

14. Faculty professional development is ongoing and intentionally designed to help teachers stay informed about (a) latest developments in their fields, (b) outside research and perspectives concerning curriculum design and pedagogy, and (c) the skills, habits of mind, and content students in 1 above.

For all divisions, professional development opportunities are abundant and supported by the administration. For example, faculty may write applications for various GFS-funded grants to apply evidence based research to the classes and teaching. Faculty has opportunities to attend conferences such as the Association of Independent Maryland and D.C. Schools, National Association of Independent Schools, Stanley King Institute, Klingenstein Institute for Early Career Teachers, World Artists Experience, People of Color Conference, White Privilege Conference and many others.

D. Assessment

15. How is individual student academic progress measured? What types of formative and summative assessments are used?

GarrisonGarrison Forest Forest School School 12110 AIMSAIMS EvaluationEvaluation 20172017

In the Lower School, students do not receive formal grades for Social Studies. Formative assessments are ongoing, however. In the lower grades, much of the assessment is evaluated through observation. In 3rd through 5th grade, students complete writing assignments, creative projects (posters, models), Socratic seminars and research projects.

The Middle School History department faculty uses formative assessments: discussion, constructive quizzes, fish-bowl discussions, exit tickets, think-pair share, graphic organizers, peer/self-assessments, map quizzes and notes. Summative assessments include notes, quizzes, tests (unit and final exam for 8th grade students), projects, research paper, presentations and debates.

Some examples of formative assessments in the Upper School are discussions, exit tickets, think- pair share, graphic organizer, peer/self-assessments, map quizzes, two-column notes (these notes receive feedback for improvement), guide questions or reading quizzes. Summative assessments include two-column notes (graded), tests (unit and final exams), projects, quizzes, analytical essays and research papers.

16. Are standardized tests administered? If so, how are the results used?

Measures of Academic Progress (MAP) testing is administered three times a year in Reading, Math and Language Usage in the Lower School. The results from the Reading assessment informs how homeroom teachers select and distribute reading materials for Social Studies units. The ARC assists the teachers in setting individual student goals and differentiating instruction. Otis-Lennon School Ability Test (OLSAT) is administered in 2nd grade so that teachers are aware if a student has a strong inclination toward verbal or non-verbal reasoning.

MAP testing in the Middle School and Upper School is administered twice a year in Reading and Math. The results from the Reading assessment inform how Advisors and History teachers set goals and differentiate instruction. The OLSAT is administered in 6th and 9th grade, so that teachers are aware if a student has a strong inclination toward verbal or non-verbal reasoning.

E. Student Learning

17. In what ways do teachers provide support to students who need extra help and/or have learning challenges, whether or not formally diagnosed?

Lower School teachers use one-on-one conferencing, small group work, changing assignments, seating arrangements, pace of lesson, pairing with a buddy and working with the ARC and student tutors. Middle School and Upper School teachers also work with the ARC for strategies to assist

GarrisonGarrison Forest Forest School School 12211 AIMSAIMS EvaluationEvaluation 20172017 struggling students and may refer students for assistance with study skills, writing and reading comprehension, as well as meet once a week to go over students who are struggling to make sure the correct supports are put in place. Teachers also implement formal accommodations and provide reading guide questions, coordinate copies of class notes, graphic organizers and other supplementary visual supports. Teachers may differentiate readings, roles in group work, offer choice in assignments based on observations and testing data, such as MAP Reading scores. Teachers also set aside help sessions three times a week for 25 minutes where teachers must be in their classrooms for students, as well as refer a student to the Upper School Mentoring Program where an Upper School student can tutor a Middle School student in History, when appropriate. Upper School teachers offer appointments and drop-in help times during free periods and selected afternoons from 3:00-3:45 p.m. for reviewing material, assistance with writing and research, extra test preparation and extended time on assessments.

18. What steps do teachers take to respond to students who have social/emotional issues?

Lower School teachers provide a safe, open, comfortable learning environment and maintain contact with the Lower School Counselor, Head of the Lower School and students’ parents. In addition, teachers provide ongoing direction and support, they take time during specials to talk through concerns and challenges.

Middle School Teachers meet as needed with Middle School counselor to discuss any social/emotional concerns that are relevant to the classroom and given instructions as how to handle individual concerns. In addition, grade-level teachers meet once a week to discuss students of concern, working with counselors and advisors to come up with a plan to help support any students whose academic or social challenges warrant these discussions. The Head of Middle School provides and supervises a space for students to discuss controversial issues in the news during lunch time. This time is optional to all students. Lastly, there are regular professional development meetings offered by the Counselor, Director of Diversity and Inclusion and Middle School administrative team to assist the faculty meetings with how to deal with controversial issues.

Upper School teachers collaborate with the Counselor as soon as any emotional/social issues are identified or suspected and concerns are reviewed by the School Life Team. Division-level meetings are also held quarterly to discuss the best levels of support for individual students with emotional or social issues. Teachers are provided with confidential information regarding many (but not all) non-academic issues students are facing, as well as suggestions for how classroom teachers and administrators can best support these students in the classroom. Lastly, advisors alert teachers to significant events or issues in a student’s life, at the request of student or parent.

GarrisonGarrison Forest Forest School School 12312 AIMSAIMS EvaluationEvaluation 20172017 19. Do teachers use aggregated longitudinal classroom data to gauge the effectiveness of their teaching effectiveness over time? If so, please provide examples. If not, please explain.

Lower School teachers do not use aggregated longitudinal classroom data to gauge the effectiveness of their teaching. Teachers gather information through observation and student work. In Middle School, 8th grade students are given a comprehensive history exam in late May. Grade level teachers and advisors meet to determine academic problems in their classroom to identify root of issue. Once the concern has been identified, the ARC or Head of Middle School can work with the teacher to identify more effective teaching methods generally or for that student. Upper School teachers utilize formal methods to gather data on the effectiveness of their teaching, such as rubrics designed to measure proficiencies across several assignments (a similar rubric for essay-writing skills which can be used in aggregate to measure across four essay assignments), which can be used to measure teaching effectiveness in those particular skills. Teachers also utilize informal methods to gather data on the effectiveness of their teaching, such as anonymous or non-anonymous student surveys and feedback forms (paper, Googleforms, Surveymonkey), classroom feedback and individual student feedback. Teachers engage in multiple division-level meetings regarding the performance and achievement of students, in which strategies for improving instruction for individual students are discussed and crafted.

20. How is critical thinking cultivated? What specific assignments and activities foster critical thinking?

Critical thinking is constantly being cultivated across the divisions. In the Lower School, teachers work with students to recognize that there are often different viewpoints on a topic. Having open discussions where the children can freely add their thoughts and have others add theirs, helps them realize that everyone has their ideas. Critical thinking is cultivated through online discussion boards where students interact with one another as well as through student-led Socratic seminars where students can engage in thoughtful and respectful discussion and debate.

In the Middle School, critical thinking is cultivated through diverse classroom activities such as: fishbowl discussions; debates; thesis paper (Wild West in 7th grade); discussion-based classes; analysis of various quotes from videos/books; case studies (Amazon Rainforest); Osaka paper; analysis of images; and graphs and charts and their historical relevance. A topic is typically introduced and students must analyze and defend a certain perspective through writing, debating or informally discussing.

In the Upper School, critical thinking is cultivated through diverse classroom activities such as: document-based questions; analysis of images, graphs and charts and their historical relevance; Harkness discussions and/or essay assignments centered around complex texts (Communist

GarrisonGarrison Forest Forest School School 12413 AIMSAIMS EvaluationEvaluation 20172017 Manifesto, Declaration of the Rights of Man and Citizen vs Law of Suspects, The Rebel Saint) or divisive issues (Was the Reign of Terror justified? How can we advocate for the rights of the Dalit caste in India?); and textual guide questions scaffolded in accordance with Bloom’s Revised Taxonomy, designed specifically to lead students from concrete to abstract reasoning and thinking.

STRENGTHS:

● GFS’s History curricula develops both historical empathy and empathy for classmates and others around the world. Starting with establishing class rules, students learn to dialogue and debate respectfully. Students also have opportunities to try to relate deeply with the historical experiences of others, as well as engage in real-life learning and scenarios. ● There are many opportunities to improve writing and use evidence. Assignments that include short reflections, thesis-driven persuasive writing, first-person creative assignments, counterfactual writing and complex research papers. These allow students to think deeply about history and develop their written expression. Students are taught to use evidence (primary and secondary sources) and incorporate these sources into their learning. ● GFS History teachers constantly reassess and refresh curriculum based on modern day issues, as well as focusing on contemporary world issues and how modern history helped shape current world conditions. Teachers have a passion for the subject and for their students and adjust lessons to address relevant events.

WEAKNESSES:

● The scope and sequencing between core courses is inconsistent and lacking fluidity in some areas. ● The department has yet to find a consistently successful way to help students deeply learn time and place sequencing, particularly chronology and geographic location. ● The department has not prioritized current events sufficiently, especially in core courses. ● The department has not exposed students to enough opportunities to learn history through experiential learning.

RECOMMENDATIONS: ● Explore ways for the department to have more time for cross-divisional collaboration to improve the deliberate planning of content (so there are fewer gaps and fewer overlaps) and stratification of skills. ● Conduct a curricular review of the Lower School History department. ● Explore a variety of ways to teach chronology and geography. ● Make the presentation and discussion of current events a higher priority.

GarrisonGarrison Forest Forest School School 12514 AIMSAIMS EvaluationEvaluation 20172017 ● Increase student opportunities for experiential learning outside of the classroom, including taking better advantage of local resources and adjust the schedule to help facilitate such opportunities.

GarrisonGarrison Forest Forest School School 12615 AIMSAIMS EvaluationEvaluation 20172017 ______

IV. TEACHING AND LEARNING MATHEMATICS ______

PREPARED BY: Nate Whitman, Mathematics Chair, Upper School Mathematics, Chair Jim Beam, Upper School Mathematics Janet Blatchley, Middle School Mathematics Rachael Browne, Upper School Mathematics Carla Kenyon, Upper School Mathematics Dana Livne, Fourth Grade Katie O’Gorman, Middle School Mathematics Karin Riesenfeld, Upper School Mathematics Amy Welling, LS Second Grade Teacher Yvette Wolfe, Upper School Mathematics Teacher

HOW PREPARED (PROCESS):

Please refer to the Process section under “Teaching and Learning: Program.

B. Curriculum

3. Is the curriculum sequentially coherent and developmentally appropriate? Please support your answer with examples from each division.

The Mathematics department is actively working to develop greater coherence between the content, work habits and skill development across all divisions. The math curriculum is not currently sequentially coherent, and there are some disparities between the same course taught by multiple teachers. Currently, Lower School is piloting several different math programs and has chosen one to adopt school-wide beginning in 2017-18, a decision that will help establish curricular cohesion moving forward. In Middle School, the disparity in ability levels among students has led to ongoing discussion about whether it is developmentally appropriate to require all 8th graders to enroll in Algebra I. In the Upper School, the advanced track is coherent and provides the appropriate level of challenge. For the standard track, the scope and sequence is less coherent. There is a wide skill range among the students in the standard track courses which lead to large skill gaps for several students. The department is planning to evaluate and draft a new curriculum in summer 2017 to address this issue.

GarrisonGarrison ForestForest SchoolSchool 1271 AIMSAIMS EvaluationEvaluation 20172017 4. Describe experiential learning and the process through which experiences result in enduring knowledge, skills and understanding.

Experiential learning in the Mathematics classroom is both problem-based and inquiry-driven. There are three indicators that demonstrate that a classroom activity is leading to experiential learning: 1) An answer to the question posed by the activity is arrived at by the work of the student rather than given to them by the instructor; 2) A method to find an answer is developed by the student rather than given to them by the instructor; 3) The question asked is asked by the student rather than by the instructor. The more of these indicators that are present in an activity, the deeper a student’s understanding will be, the more skills they will need to develop and/or practice and the more likely this activity will produce enduring knowledge. At present, the Mathematics department is consistently hitting the first and second indicators and is in the process of adopting a more inquiry-based approach to instruction. The Mathematics department is well positioned to adopt a more inquiry-based approach based on recent hires and strategic priorities. The Mathematics department is continuing to identify opportunities in our instruction to encourage student-generated questions.

Several examples of experiential learning exist across divisions. The Lower School has a hands- on financial literacy program, which includes a banking partnership with M&T Bank. This partnership includes a Lower School “branch” of the bank that is open once a month and run by the 4th grade. The 4th grade receives lessons from the M&T Bank staff on budgeting, wants and needs, diversification and credit. In addition, the 4th grade plays the statewide Maryland Stock Market Game where they are able to buy and sell stocks, interpret graphs, multiply decimals, make estimations and predictions and compete with other elementary school teams for the best investment return. (In 2013-14, the GFS Lower School team won the elementary statewide competition and bested the winning middle school and high school teams.)

In Middle School, students complete a project in which they plan a road trip across the United States. Students are given an imaginary sum of money and the freedom to plan any road trip they want within the confines of the budget. In terms of math content, students are asked to perform operations with fractions and decimals as well as utilize and convert within units of measurement. In addition, students are asked to research cars that get the best miles per gallon, plan meals, find the best deals in lodging and plan at least one fun event each day of the trip.

The Upper School does not have any large-scale experiential learning activities. The aim of the curriculum is to provide real-world examples and allow students to make connections between the topics that are covered.

GarrisonGarrison ForestForest SchoolSchool 1282 AIMSAIMS EvaluationEvaluation 20172017 5. Does the curriculum include opportunities for students to learn the essential skills and content enumerated in 1 above? In answering this question, please use any data described in 19 below as one indicator of the effectiveness of the curriculum.

From K-12, students are asked to explain their thinking and their work. The curriculum in the Lower School and Middle School require students to write and explain their thinking. In the Upper School, teachers include conceptual questions on assessments, asking students to make connections, explain processes or find mistakes. Students are taught perseverance at every level and are encouraged to find their mistakes and correct their work. The grading policies in the Middle School and Upper School allow students to retake summative assessments to achieve mastery. In Upper School, students can retake any summative assessment on which they scored below 75% and can earn a new grade of up to 75%. The Middle School policy is similar, with the benchmark being set at 80%. Students must meet with their Mathematics instructor for additional instruction prior to retaking the assessment. This policy is in its infancy; there has not been any data collected to assess its effectiveness.

6. Are curriculum planning and development ongoing? Do they take into account (a) the current needs of students, (b) research about subject matter, pedagogy, and the learning process, and (c) the world in which students will live? Please support your answer with examples.

The Mathematics curriculum is fluid and often changes to adapt to the needs of our students. Several years ago, the Mathematics department prioritized providing algebraic instruction to all Middle School students to provide students with a greater opportunity to enroll in elective Mathematics courses during their tenure in the Upper School. To better meet the needs of the current student population, the department is revisiting this expectation. The department has also identified the need to enhance student exposure to data analysis and interpretation. As the world becomes more data driven, and after exploring the changes in college course offerings, more students will be encouraged to take Statistics and/or AP Statistics. As the department reviews its current scope and sequence, it will look for greater opportunities to leverage data exploration within its current courses.

7. Are different cultures and perspectives represented across the curriculum? Please give us examples.

Different cultures and perspectives are represented across the curriculum; however, they are not the primary focus of the department’s curricular or pedagogical objectives. The teachers are thoughtful about the examples that they choose and, when appropriate, use mathematical models or analysis to discuss complex social and cultural phenomena. The department consistently teaches the culturally diverse history of Mathematics. Algebra is a product of the Middle East

GarrisonGarrison ForestForest SchoolSchool 1293 AIMSAIMS EvaluationEvaluation 20172017 (Persia); Euclid was an African who codified Geometry; Maryam Mirzakhani an Iranian- American woman is the 2014 Fields Medal winner; John Nash is a person who lived with schizophrenia. Through context faculty shows that Mathematics is the product of a broad and diverse community of thinkers. Garrison Forest’s new assembly program, established in 2015- 15, The Power of Women (POW) Speaker Series also exposes students to women working in science and industry who are using Mathematics in their work.

8. Can students see themselves in the curriculum? Again, share examples.

Given the GFS audience of girls and adolescent women, the Mathematics department constantly strives to generate problems that either respect the student’s current life or their future life in college and the workplace. Upper School Geometry students complete a project using proportions and similarity. In this activity, the students measure Barbie’s proportions, and then measure their own height. Proportions for the Barbie are then scaled up to match the student's individual heights to see what their own proportions would theoretically be if they were similar to a Barbie doll. A follow-up discussion then takes place to analyze the impact of this messaging to young women.

9. Is diversity an organic and intentional part of curriculum planning and development?

Currently, most curriculum planning and development decisions are made by the classroom teacher. As a school, Garrison Forest values diversity and expects the faculty to create safe learning environments that are culturally responsive. Aside from this underlying pedagogical philosophy, there are no institutional mechanisms to gauge the intentions of the classroom teachers’ curriculum choices.

10. In what ways is technology used in the classroom? How does the faculty evaluate the impact of technology on student learning?

In response to a growing need for technological literacy, the Mathematics department is committed to: 1) providing students with the opportunity to use technological resources in the context of Mathematics; 2) instructing students in how and when to use technology appropriately in the Mathematics classroom; and 3) giving students the opportunity to apply their knowledge of technology and its uses in the teaching and learning of Mathematics.

Graphing calculators are used starting in 8th grade and throughout the Upper School. In the 8th grade, there are classroom sets of graphing calculators to help familiarize students with the syntax and functionality of the tool.

GarrisonGarrison ForestForest SchoolSchool 1304 AIMSAIMS EvaluationEvaluation 20172017 Students routinely use laptop computers and iPads to access resources. In the Lower School, the girls use DreamBox and access Khan Academy to differentiate their learning. At the Middle School and Upper School levels, students use Moodle, Google Documents, Google Sheets, and video lessons. In the Upper School students also use Minitab, MatLab, Geogebra, and Tinkercad.

The impact of technology is gauged continually in the classroom by observation and formative assessment. It is understood that the degree to which the technology aids student learning varies, but if the overall impact is less than desirable, the teachers may change or eliminate that particular technology.

11. How are students taught about Internet safety and digital citizenship?

The school employs a Director of Technology who oversees Internet safety and digital citizenship and creates the curriculum and content that is developmentally appropriate for each division.

C. Teaching

12. How do instructional styles and strategies reflect the variety of student learning styles within each class? In answering this question, please take into account any data described in 18 below.

Teachers use a variety of teaching methods within the classroom. On any given day, students receive instruction via flipped lessons, guided discovery, direct instruction or an inquiry-based approach. The Mathematics department has regular meetings with the Academic Resource Coordinators (ARC) in each division to learn about the unique learning differences of each student and the ways in which their needs can be met. The ARC often observes a class and offer suggestions on strategies that can be used to support all students. Teaching faculty and members of the resource team regularly engage in communications regarding specific students with learning differences. Additionally, Upper School teachers are expected to have class notes available to all students.

Lower School teachers give students assignment sheets, and teachers in the Middle School and Upper School post their assignments on Moodle, so that students have one place where they can find their work and plan for assessments. In the Middle School Algebra courses, a geoboard app on iPads is used to find squares of various areas, which leads to the definition of square roots and the Pythagorean Theorem.

In the Upper School, lesson videos are available for students with slower processing skills. Students in Geometry have built block figures and then created isometric and orthographic

GarrisonGarrison ForestForest SchoolSchool 1315 AIMSAIMS EvaluationEvaluation 20172017 drawing of the block figures they created. Students are required to complete construction activities using a compass and a straight edge. The use of Geogebra and Tinkercad gives learning different students another option for creating and visualizing various shapes, the properties of those shapes and their relationships.

13. How effective is the school’s program at fostering a growth mindset in students? What opportunities do students have to struggle, take safe risks, fail and build resilience?

The school strives to foster a growth mindset in its students; however, each division has its own challenges in generating and maintaining student buy-in. Lower School has met with the greatest level of success. In Middle School and Upper School math programs, parent pressures and college readiness often prevent students from embracing the tenets of a growth mindset.

The new Lower School math curriculum is wonderful at fostering a growth mindset. Rather than simply feeding the girls information, the program gives students the opportunity to apply what they already know and attempt to solve the problems. Teachers create an atmosphere where they celebrate mistakes, encouraging them to learn from mistakes. Students know that each time they make a mistake their brain grows and that it is an important part of the learning process.

Middle School and Upper School teachers rely on a variety of instructional methods designed to foster a growth mindset and develop resilient, independent learners. The faculty often relies on inquiry-based lesson planning and encourages students to make meaningful connections between mathematical concepts. Students are encouraged to generate questions, work collaboratively and to wrestle with complex ideas. The grading policies also foster a growth mindset by encouraging students to revise their learning and make corrections.

14. Faculty professional development is ongoing and intentionally designed to help teachers stay informed about (a) latest developments in their fields, (b) outside research and perspectives concerning curriculum design and pedagogy, and (c) the skills, habits of mind, and content students in 1 above.

The school philosophically and financially supports ongoing professional development. Faculty are encouraged to stay current with the latest developments in their field by either attending conferences and workshops, maintaining professional memberships, taking graduate level courses or generating new courses.

The school and department rely on outside research to shape their perspectives on curriculum design and pedagogy. The school brings nationally recognized experts to campus, suggests and provides resources that are consistent with current effective practices and encourages faculty members to visit peer schools. In the past year, the department has had the Director of Academic

GarrisonGarrison ForestForest SchoolSchool 1326 AIMSAIMS EvaluationEvaluation 20172017 Affairs from a peer school come present to a group of teachers about Visible Thinking routines and how to incorporate them into everyday teaching. GFS also hosted a conference on Spatial Reasoning led by Dr. Sheryl Sorby of Ohio State University.

The school provides oversight regarding professional development. There is an approval process that includes members of the administration and the department chair. All professional development should be consistent with the department’s curriculum philosophy and the school’s mission.

D. Assessment

15. How is individual student academic progress measured? What types of formative and summative assessments are used?

Students are assessed using a variety of methods and with consideration for the age and developmental level of the students. Teachers use formative methods such as exit tickets, Kahoot online group games, one-on-one discussions between student and teacher, cooperative group activities, free recall and short, skills-based checks for understanding. For summative assessments, teachers use tests, projects and presentations. Upper School exams are given as a cumulative, summative assessment in March. Data from these assessments are used formatively for both students and teachers to guide instruction and learning for the remainder of the year.

16. Are standardized tests administered? If so, how are the results used?

The following standardized tests are administered at some point Kindergarten through 12th grade: Measure of Academic Progress (MAP); Otis-Lennon School Ability Test (OLSAT); Education Records Bureau (ERB); Preliminary Standards Aptitude Test (PSAT); Preliminary ACT test (PLAN); and Advanced Placement (AP). Utilization of results vary depending on the division. In Kindergarten through 9th grade, MAP scores are shared with parents, teachers and students. Teachers share the scores with the students, discuss the student’s progress and set goals accordingly. Teachers meet with the ARC to analyze the results and differentiate lessons. OLSAT scores are used in instances when more information is needed about a student’s academic performance. ERB scores are used to evaluate our overall program in comparison to other independent schools in the area. The remaining tests are used in the Upper School program for college preparation and admissions.

E. Student Learning

17. In what ways do teachers provide support to students who need extra help and/or have learning challenges, whether or not formally diagnosed?

GarrisonGarrison ForestForest SchoolSchool 1337 AIMSAIMS EvaluationEvaluation 20172017

The school has an Academic Resource Center with an Academic Resource Coordinator (ARC) for each division. The ARC is primarily responsible for helping develop instructional plans and communicating student accommodations for those with identified learning differences. The Lower School curriculum provides many hands-on learning opportunities, which teachers differentiate to accommodate the different learning styles and needs of our students. The ARC works with students who have been identified with learning differences. In Middle School, math teachers are available to help students during Help Sessions or Study Halls. In Upper School, the Math Office is a community environment where any student can seek out teachers for help or additional support.

In the classroom, lessons are structured in a variety of ways. The Mathematics department relies on direct instruction, cooperative group activities, stations and experiential learning with data collection. Students in all divisions work on basic, average and challenging problems, allowing them to work at their own pace.

18. What steps do teachers take to respond to students who have social/emotional issues?

Teachers are included in discussions with students’ advisors and the school counselor. Teachers carry out the plans that come out of these discussions. Because of the small class sizes, teachers can check in with students, provide additional supports and monitor students’ progress.

19. Do teachers use aggregated longitudinal classroom data to gauge the effectiveness of their teaching effectiveness over time? If so, please provide examples. If not, please explain.

The school embraces data as a tool for improved educational outcomes. Currently, the school relies on MAP testing data for students in Kindergarten through 9th grade. In the Upper School, PSAT data is used to assess opportunities for growth, highlight successes and determine college readiness.

Currently, there are no classroom-level tools used to capture and analyze student data. The department relies on MAP and PSAT data to identify instructional deficiencies to inform instruction broadly; however, the department does not have systematic student level data that is used to inform instruction.

20. How is critical thinking cultivated? What specific assignments and activities foster critical thinking?

In addition to teaching the skills necessary at each level, students are presented with open-ended, real-life situations, which lend themselves to discovering concepts and making connections.

GarrisonGarrison ForestForest SchoolSchool 1348 AIMSAIMS EvaluationEvaluation 20172017 Also, students are asked to be reflective of their own learning, putting words to their understanding and evaluating their work/thinking.

Specifically, in the Lower School and Middle School, students are asked to discuss both orally and in writing what concepts mean in real terms. These assignments are often completed during class with the students working collaboratively. They strive to explain, in their own terms, how a particular skill makes sense, rather than memorizing a procedure with no mathematical basis. Students in the 8th grade are asked to think critically about their performance on summative assessments and write about their strengths and weaknesses. All divisions utilize rich problems, which may be based in real-life terms or deep mathematical concepts to help the students develop critical thinking skills using their previous math knowledge combined with the target concepts of the course.

STRENGTHS:

● The faculty has a desire and willingness to improve the K-12 program. ● The Mathematics department is committed to adopting the principles of inquiry-based learning. ● The current Upper School curriculum spans from Algebra I to Advanced Calculus. ● The Mathematics department is viewed as highly collaborative: resources are shared; assessment and lessons are designed cooperatively; and students feel welcome to engage all members of the department.

WEAKNESSES:

● There is a lack of coherence and cohesion in the K-12 curriculum. ● There is a misalignment of external pressures and student ability levels. ● There is a need to explore additional instructional supports to enhance classroom teaching and to guide curriculum development. ● Currently there is no systematic way to collect classroom-level data to inform instruction.

RECOMMENDATIONS:

● The Mathematics department is working to align curricular standards to create a coherent K-12 mathematics program through the school’s professional development and curriculum writing grants. ● The Mathematics department aims to increase the role of data analysis throughout the curriculum and leverage current technology as a tool for these analyses. ● The Mathematics department is exploring ways to increase curricular coaching for Lower School and Middle School Mathematics teachers. The Lower School has contracted with

GarrisonGarrison ForestForest SchoolSchool 1359 AIMSAIMS EvaluationEvaluation 20172017 a publisher for three full-day trainings to aid in the implementation of the new curriculum.

GarrisonGarrison ForestForest SchoolSchool 13610 AIMSAIMS EvaluationEvaluation 20172017 ______

IV. TEACHING AND LEARNING PHYSICAL EDUCATION ______

PREPARED BY: Kim Marlor, Chair, Physical Education, Chair Laura Cline, Preschool and Lower School Physical Education Suzanne Freidrich, Lower School and Middle School Physical Education Leigh McDonald Hall ’81, Lower-Upper School Physical Education

HOW PREPARED (PROCESS):

Please refer to the Process section under Teaching and Learning: Program.

B. Curriculum

3. Is the curriculum sequentially coherent and developmentally appropriate? Please support your answer with examples from each division.

The Physical Education (P.E.) department ensures a sequentially coherent curriculum by the culmination of a student’s experience in each division.

By the end of Lower School, students will demonstrate a developed overhand throw and shooting techniques in basketball, listen attentively, demonstrate civility with peer groups, develop foot-eye coordination, understand accountability (on time to class and prepared for participation), understand and follow safety rules (equipment, crossing roads, safe moving in group activities) and increase understanding of cardiopulmonary functions. In addition, students learn about sustaining a healthy life (wellness) and spatial awareness, as well as take risks and take responsibility for personal health and fitness (creative free play, etc.).

By the end of Middle School, students will demonstrate spatial awareness, basic understanding of fitness, intrinsic motivation, teamwork, leadership, strategic understanding of rules, risk taking, time management and a continuing development of physical education skill concepts.

By the end of Upper School, students who compete in a team sports will have a mature understanding of commitment, teamwork, perseverance, risk taking, self-confidence, positive body image, injury management and skillful competence. Students who participate in the P.E. program will have a mature understanding of body and health, how to take risks and what it means to commit to a training program.

GarrisonGarrison ForestForest SchoolSchool 1371 AIMSAIMS EvaluationEvaluation 20172017

4. Describe experiential learning and the process through which experiences result in enduring knowledge, skills and understanding.

The entire P.E. curriculum is based on experiential learning. Students learn by doing. All tasks and skills are practiced repeatedly until students become proficient. Experiential learning also involves reflecting on what has been done and how it was accomplished.

An example of experiential learning in the Lower School are P.E. Power Walks. Throughout the academic year every class from Kindergarten through 8th grade takes Power Walks as part of the P.E. curriculum, covering 20 miles total per year per class across the wooded, 100-acre Garrison Forest campus. These walks are much more than merely an important opportunity for physical fitness and endurance, they are impromptu science lessons on weather and the changing seasons, discussion opportunities about safety and safe movements, class bonding opportunities and chance to share, laugh and gain appreciation for one another and an opportunity to appreciate the flora and fauna of the campus. In the Middle School, students must solve the challenge of moving a ball from one end of the field to the other, an open-ended prompt with a myriad of solutions. Upper School students set personal goals in wellness classes, and Middle School and Upper School teams are excellent examples of hands-on skill applications in a variety of situations.

5. Does the curriculum include opportunities for students to learn the essential skills and content enumerated in 1 above? In answering this question, please use any data described in 19 below as one indicator of the effectiveness of the curriculum.

Through a wide range of diverse games and sports, students have ample opportunity to learn essentials skills and content within the P.E. curriculum. While the P.E. department does not use aggregated longitudinal data to inform teaching or the effectiveness of the curriculum, close student observation during class time and collaboration with their peers during formal and informal meetings allows faculty members to gauge student growth daily and over time.

6. Are curriculum planning and development ongoing? Do they take into account (a) the current needs of students, (b) research about subject matter, pedagogy, and the learning process, and (c) the world in which students will live? Please support your answer with examples.

Curriculum development and planning are constantly being adjusted and expanded to accommodate individual and class abilities. Class size, number of classes per week, requests by leadership and the novel, creative input from the P.E. faculty also factor into curriculum development.

GarrisonGarrison ForestForest SchoolSchool 1382 AIMSAIMS EvaluationEvaluation 20172017

Garrison Forest considers the needs of every student through observation in P.E. classes as well as learning about them extensively in meetings with classroom and specials teachers. Faculty can determine how a child’s ability is challenged through the P.E. use of scope and sequence. Skills are taught sequentially and in repetition, with one-on-one instruction if needed, and success is celebrated, no matter how small.

Research has shown that children are more sedentary and indoors than ever before while growing up in a time of great angst and stress. Keeping this in mind, the P.E. department has designed Power Walks to give students the experience of extensive movement in a less structured outdoor setting. Students are provided the opportunity for mindfulness through our P.E. program, as in the Upper School yoga classes. The overall goal is to teach students the joy of movement and how it contributes to their life-long health and wellness.

In response to the aggressive and competitive world of the recreational sports programs of today, Garrison Forest has moved away from prolonged instruction in team sports such as field hockey, lacrosse, basketball and soccer. While these sports are included in the curriculum, along with badminton, tennis and volleyball, the P.E. Department has added less traditional activities to its curriculum: backyard games, pickleball, football, riding, polo, dance, ping pong and a large assortment of games.

7. Are different cultures and perspectives represented across the curriculum? Please give us examples?

The P.E. department offers a wide variety of game units that reflect the different cultures and perspectives of the students and the world around them. Some examples are the 8th grade International Games unit, the Lower School Chinese Jump Rope unit to celebrate Chinese New Year and fun holiday games. Celebrating special events such as the Iditarod, Virginia Reel (Colonial Day) and Olympic Field Day are highlights of the P.E. program.

8. Can students see themselves in the curriculum? Again, share examples.

The P.E. program challenges students to understand, respect and appreciate the cultures and identities of others. Lower School incorporates various holiday games into the curriculum. The Middle School games unit offers a unique opportunity for students to share games from their own family heritage and teach their classmates these new skills and strategies. In this way, students take pride in sharing their own cultures and get to learn from each other. In the Upper School, students choose P.E. classes that align with their individual needs.

GarrisonGarrison ForestForest SchoolSchool 1393 AIMSAIMS EvaluationEvaluation 20172017 9. Is diversity is an organic and intentional part of curriculum planning and development?

Through faculty mindsets like “Windows and Mirrors,” students are shown that their identity, reflected in our school community (mirrors), is valued. Students also understand that looking outside of themselves and seeing another culture or perspective (windows) is imperative to their growth and development as people. In addition to cultural diversity, the P.E. faculty encourages diverse skills throughout the curriculum. Some examples include throwing and kicking, ways of moving over and under obstacles and navigating rules. Another area where diverse thinking is required occurs in conflict resolution, a favorite being Rock, Paper, Scissors.

10. In what ways is technology used in the classroom? How does the faculty evaluate the impact of technology on student learning?

Music is used in P.E. classes almost every day, and faculty members have found that the students move more when music is included in the lesson. Some students focus better with music on. In fitness units, students are introduced to the treadmills, elliptical and exercise bikes, and they wear monitors to track their heart rate. Middle School and Upper School fitness classes also utilize exercise videos to enhance instruction.

11. How are students taught about Internet safety and digital citizenship?

Internet safety and digital citizenship are not applicable to P.E. classes.

C. Teaching

12. How do instructional styles and strategies reflect the variety of student learning styles within each class? In answering this question, please take into account any data described in 18 below.

P.E. teachers use many different strategies to accommodate the various learning styles of the students in each of our classes. Visual, auditory, verbal and kinesthetic instructional styles are used most frequently but logical (mathematical) and social (interpersonal skills, learning in groups) also are used.

13. How effective is the school’s program at fostering a growth mindset in students? What opportunities do students have to struggle, take safe risks, fail and build resilience?

Physical Education is the perfect place to learn to struggle, take risks, fail and succeed. This happens daily all in one class period. Garrison Forest’s Core Values of Be Authentic, Be Brave, Be Compassionate, Be Curious and Be Spirited are represented well in the P.E curriculum.

GarrisonGarrison ForestForest SchoolSchool 1404 AIMSAIMS EvaluationEvaluation 20172017 Students are asked to Be Brave by explaining and demonstrating skills, as well as persevering through frustrations and struggles. Discussions around resilience occur between faculty and students in each division. Non-traditional games are introduced that allow students, especially those who are proficient in traditional sports, to leave their comfort zone and engage in challenging activities. Students are encouraged to Be Curious by asking questions and making suggestions. Faculty and students are easily able to Be Spirited when a student masters a skill or develops a strategy for success. Respect for all is imperative and expected every day to enable every student to feel safe in class. When students find success, the class collectively revisits their struggle and highlights their ability to grow and achieve.

14. Faculty professional development is ongoing and intentionally designed to help teachers stay informed about (a) latest developments in their fields, (b) outside research and perspectives concerning curriculum design and pedagogy, and (c) the skills, habits of mind, and content students in 1 above.

P.E. faculty incorporates a variety of professional development opportunities to continue best-of- practice pedagogy and curriculum design. The department holds an annual membership to Society of Health and Physical Educators (SHAPE) and subscribes to Strategies, the Journal for Physical and Sports Educators. Since the last AIMS re-accreditation, P.E. faculty has attended a variety of workshops and conferences:

● 2013 Spark P.E. Early Childhood Institute ● 2014 Early Childhood Education Conference ● 2015 Institute for Brain Potential seminar on “Passive Aggression, Sarcasm, Cold Anger, Hostility,” “Aggression: Brain-Based Advances in Managing Anger” and “Who Stays Well” ● 2015 Outdoor Learning Conference at Woodberry Forest; topics included “Stupidity Explored- Mindful Leadership Amplified,” and “What is Experiential Education?” ● 2015 SHAPE National Conference ● 2015 Foundations of Early Childhood Education ● 2016: National Coalition of Girls’ Schools (NCGS) Educating Girls Symposium: “Developing Leadership through Wellness and Mindfulness” ● 2016 Health and Nutrition for Educators ● 2016 Optimum Performance Team Building with Keith Waldman ● 2016 Webinar on Early Childhood Investigation

GarrisonGarrison ForestForest SchoolSchool 1415 AIMSAIMS EvaluationEvaluation 20172017 D. Assessment

15. How is individual student academic progress measured? What types of formative and summative assessments are used?

In Lower School P.E., student progress is measured through observation, discussion and questioning. Faculty also uses the trimester skills and expectations that end the marking periods to gauge each student’s development. The summative assessment for the 4th and 5th grade Dance unit is a performance in front of the Lower School. In Middle School, individual student progress is measured through observation of skill growth and application of understanding. In sport-based units, understanding and compliance of rules governing competition is observed and noted. In wellness activities, developing a personal, and realistic, fitness program utilizing health components is recorded by students on activity sheets. Upper School P.E. students are graded Pass/Fail on a variety of activities, and class attendance and positive participation in each activity are required.

16. Are standardized tests administered? If so, how are the results used?

Standardized testing is no longer administered by the P.E. department. The Fitnessgram was administered for the past nine years in the Middle School. Limitations regarding disclosure of height and weight for each student resulted in inferior analysis and feedback for students.

E. Student Learning

17. In what ways do teachers provide support to students who need extra help and/or have learning challenges, whether or not formally diagnosed?

P.E. teachers empower students who have mastered a skill to move on to higher level skills while they work with those who need extra help. Students who are comfortable with certain skills are encouraged to teach their peers. Rules and skills are adjusted and modified so that all students can be successful in that activity. The focus is to understand, apply correct technique and improve in all areas of movement. While mastery of a skill is encouraged, what a student uniquely brings to her motor-learning experience depends on her previous exposure to an activity, along with her family and environmental dynamics.

18. What steps do teachers take to respond to students who have social/emotional issues?

The P.E. department is in constant communication with Counselors, teachers, Advisors and Division Heads through divisional, grade level and specials meetings. Once aware of students

GarrisonGarrison ForestForest SchoolSchool 1426 AIMSAIMS EvaluationEvaluation 20172017 social/emotional issues, the appropriate accommodations are put into place to allow student success.

19. Do teachers use aggregated longitudinal classroom data to gauge the effectiveness of their teaching effectiveness over time? If so, please provide examples. If not, please explain.

The P.E. program does not use aggregated longitudinal data. It has proven ineffective to gauge the effectiveness of the P.E. program.

20. How is critical thinking cultivated? What specific assignments and activities foster critical thinking?

Many games and activities require strategizing as an individual or team. During the activity students and teachers discuss which strategies worked well and what could be done differently. Faculty manages cooperative problem-solving activities at each grade level. Reviewing and questioning are utilized to foster critical thinking during each unit.

STRENGTHS:

● The school’s campus, facilities and equipment are state-of-the-art and serve the needs of the P.E. program. ● The P.E. curriculum includes a diverse collection of activities such as riding, polo, dance, yoga, weight training and self-defense. ● P.E. teachers work cross-divisionally, and in some cases, co-teach classes, which strengthens the curriculum through collaboration. ● Small class sizes allow all students to participate. ● In the Upper School, the P.E. curriculum is wellness-based, and students can gain P.E. credits through interscholastic competition.

WEAKNESSES:

● Scheduling conflicts between divisions create challenges for faculty members who teach in two or more divisions. ● Qualified external hires are needed for most Upper School class instruction. ● Space constraints occur because classes meet at the same time.

RECOMMENDATIONS:

● Explore creating a consistent schedule throughout the school to minimize conflicts for cross-over teachers.

GarrisonGarrison ForestForest SchoolSchool 1437 AIMSAIMS EvaluationEvaluation 20172017 ● Take steps to ensure that the P.E. programming can be adequately delivered through the school’s current staffing model. ● Ensure that indoor spaces (i.e., the Preschool Gym) are maintained and improved where possible.

GarrisonGarrison ForestForest SchoolSchool 1448 AIMSAIMS EvaluationEvaluation 20172017 ______

IV. TEACHING AND LEARNING PERFORMING ARTS ______

PREPARED BY: Rachel Ayers Waller, Chair, Performing Arts, Upper School Theatre, Chair Liz Alexander, Middle School Theatre Ashleigh Cicconi, Preschool and Lower School Music Ginny Flynn, Middle School Music Heather Malone-Wolf, Lower School, Middle and Upper School Dance Dana Scott, Upper School Music

HOW PREPARED (PROCESS):

Please refer to the Process section under Teaching and Learning: Program.

B. Curriculum

3. Is the curriculum sequentially coherent and developmentally appropriate? Please support your answer with examples from each division.

The Performing Arts curriculum is modeled after the National Core Arts Standards. These standards provide a guide by which the Performing Arts curriculum can be measured for sequential coherency and developmental appropriateness. Aural pitch discrimination and recognition in Lower School Music leads to using standard music notation. Students learn in beginning grades to differentiate sounds and connect them to standard written notation. By 3rd grade, students are able to read standard music notation to create musical sounds with recorders and Orff instruments. In 4th and 5th grades, students create original compositions using their knowledge and comprehension of music notation and relation to pitches. The Middle School Theatre curriculum exposes students to theatre history and acting techniques from ancient to modern times, beginning with the origins of Greek tragedy in 6th grade and moving through Shakespeare and modern writers in 8th grade. The Upper School Dance curriculum is leveled into Beginner, Intermediate and Advanced classes. Students are placed into a level based on an initial audition. Students can also advance to the next level from year to year.

In addition to the Performing Arts curriculum throughout each division, the Performing Arts department oversees the GFS Applied Music program, which offers extracurricular private

GarrisonGarrison ForestForest SchoolSchool 1451 AIMSAIMS EvaluationEvaluation 20172017 lessons in piano, violin, viola, voice, flute and guitar. Violin and viola students participate in the String Ensemble, which rehearses weekly. Students of all levels study with conservatory-trained artist teachers who perform with ensembles such as The Baltimore Chamber Players, The National Symphony Orchestra and The Master Chorale of Washington, D.C. Applied music recitals occur in the winter and spring in each division. Each student progresses through an individualized curriculum appropriate for her instrument (including voice), age and skill level. Given weekly lessons and practice, students progress at an individual rate with Applied Music faculty adapting lessons as needed to master a passage, movement or new skill.

4. Describe experiential learning and the process through which experiences result in enduring knowledge, skills and understanding.

In the Performing Arts, experiential learning comes in the form of formal and informal course requirements and performance opportunities. In each division, students prepare for a variety of performances using the skills learned in class. These skills are then applied by the students during performances in front of a live audience. The immediate feedback of a live audience, coupled with classroom discussions after the performance, gives students a chance to reflect on the application of their skills. In Lower School, informal performances include Morning Meeting dance or music presentations and formal music concerts for parents in the winter and spring. Middle School and Upper School choral students perform at community events such as Parents’ Day and Reunion Weekend. They also create and write original compositions in music classes. Informal presentations by students occur in divisional Morning (Middle School) and Afternoon Meetings (Upper School). Local and regional events such as singing the National Anthem at the the Susan G. Komen Race for the Cure and adjudicated music festivals give older students an opportunity to showcase their knowledge in a professional setting.

5. Does the curriculum include opportunities for students to learn the essential skills and content enumerated in 1 above? In answering this question, please use any data described in 19 below as one indicator of the effectiveness of the curriculum.

Students have ample opportunity to learn the essential Performing Arts skills (see #1 above) in classes across all divisions. Performing Arts faculty offers structured lessons in class as well as individual student support to ensure that these skills are taught in developmentally appropriate ways across the Lower School through Upper School courses. Creativity and collaboration are key aspects to many lessons in the Performing Arts curriculum: music composition; student-led choreography; playwriting; and directing. Perseverance is highlighted when students spend hours in rehearsal improving their work in preparation for a concert or performance. Critical thinking is an important part of each lesson that includes feedback: self-reflection after giving a public speech; learning to critique a piece of music or a dance; and determining how to improvise

GarrisonGarrison ForestForest SchoolSchool 1462 AIMSAIMS EvaluationEvaluation 20172017 during a performance. Students are encouraged to take risks in a safe space so that they can improve upon these skills in class and in performance.

6. Are curriculum planning and development ongoing? Do they take into account (a) the current needs of students, (b) research about subject matter, pedagogy, and the learning process, and (c) the world in which students will live? Please support your answer with examples.

The Performing Arts curriculum consistently addresses student development and progress in the classroom through formal and informal meetings and conversations between department members. Faculty members attend conferences, maintain subscriptions to performing arts publications and hold memberships in professional arts organizations. There are frequent opportunities for professional development within the department. Cross-divisional collaboration among Performing Arts faculty members fosters new ideas and encourages team planning. One example of this is the alternative scaffolding lesson for melodic notation that the Lower School and Middle School Music teachers designed for their classes. By using a visual symbol of a staircase, as it relates to melodic contour, teachers invited their students to see and recognize music notation in a new way. Middle School and Upper School Music teachers collaboratively developed a plan to address the needs of students in two distinct electives: Middle School Guitar and Upper School Band and Vocals. Teachers shared their ideas and expertise to create a curriculum adapted for the students that would enhance the learning in both courses.

7. Are different cultures and perspectives represented across the curriculum? Please give us examples?

Representing different cultures and perspectives is of vital importance in the Garrison Forest Performing Arts curriculum. By providing a window into another culture, students are invited to explore the similarities and differences in a variety of artistic styles and methods. This enriches their experience of the performing arts and deepens their appreciation of cultures from around the world. Lower School Music students learn folk songs that represent Hispanic heritage. In 4th grade, students begin learning ballet, which has its origins in the French culture. Middle School and Upper School Theatre students are exposed to the dramatic traditions developed in a number of different countries and time periods throughout history, including Ancient Greek tragedians such as Aeschylus and Sophocles and the work of Carlo Goldoni (Commedia dell’arte). In the 9th grade Art Foundations course, music students learn about the Blues and how it affects world culture. Performing Arts faculty strives to include a variety of artistic styles when preparing for major performances such as the end-of-year Lower School Music Concert, the Middle School Arts Gala and the Upper School Chamber Choir and Dance concerts. This is also true for the diverse selection of plays and musicals that are part of the Performing Arts co-curricular performances in the Middle School and Upper School.

GarrisonGarrison ForestForest SchoolSchool 1473 AIMSAIMS EvaluationEvaluation 20172017

8. Can students see themselves in the curriculum? Again, share examples.

Students have many opportunities to see themselves in the Performing Arts curriculum. Many of these opportunities stem from the choice and input students have in the classroom. In each division, students are given assignments that allow for personal exploration and reflection. One of the goals of these types of assignments is for students to make personal connections to the performing arts and see something or someone that is like them. This encourages them to feel comfortable stepping outside of their comfort zone and try something new. In Lower School Music, 4th grade students complete written genre reflective narratives. In these narratives, students reflect upon their own experiences with different musical genres, as well as family influences and cultures. In 7th grade Dance, students complete a female choreographers project. The students pick a female choreographer of their choice and choreograph a two-minute duet based off of her choreographic style. Middle School Theatre students analyze and perform contemporary monologues and scenes where characters are the students’ own age. The culminating theatre project in the 9th grade Art Foundations course encourages students to reflect on a piece of theatre by creating original ideas from their own perspectives, asking them to focus on characters or moments in the play with which they can identify.

9. Is diversity is an organic and intentional part of curriculum planning and development?

Garrison Forest’s Performing Arts faculty is purposeful in exploring dance, music and theatre traditions that cover a wide variety of cultures. The diversity among the GFS student population is featured in performances for the community. The Performing Arts are also highlighted at a variety of different community performances in which diversity is a main focus, such as the school’s Multicultural Dinner and Black History Month celebrations in different divisions. While the co-curricular performances and events that the Performing Arts Department present are rich with diversity, the department recognizes the need to bring more diversity into the planning and development of the classroom and curriculum.

10. In what ways is technology used in the classroom? How does the faculty evaluate the impact of technology on student learning?

Although much of the focus of the Performing Arts curriculum has its foundation in hands-on, kinesthetic learning involving the voice and body, technology is used in the classroom as a means to reinforce, enhance or augment this learning. Lower School Music classes use online, interactive music theory games as a part of unit review. Student in 5th grade music use technology (i.e. Google slides, YouTube links) for researching and presenting composer projects. Middle School Dance students use video clips as a tool to view and analyze professional choreography. Students also use technology to record their choreography, allowing them to

GarrisonGarrison ForestForest SchoolSchool 1484 AIMSAIMS EvaluationEvaluation 20172017 review and revise their choreographic work. The composition unit in Middle School Music offers students the opportunity to apply their knowledge of the components of composition to create an original musical score using Garageband. Students place their composition and a written reflection in their ePortfolio. Upper School students use script-writing software in Playwriting class. Web-based research and use of Google Slides are used for final presentations in Musical Theatre.

11. How are students taught about Internet safety and digital citizenship?

Internet safety and digital citizenship are taught across divisions in Educational Technology classes. Whenever the Internet is used for performing arts class projects, performing arts teachers review and reference the school’s policy for its use.

C. Teaching

12. How do instructional styles and strategies reflect the variety of student learning styles within each class? In answering this question, please take into account any data described in 18 below.

In all divisions, Performing Arts faculty uses a multi-sensory approach to teaching concepts and skills, depending on the developmental levels and needs of the students. Most class periods are planned to include a variety of kinesthetic, aural and visual activities. Lecture-style discussions are reinforced with written and aural examples. Students are carefully observed and assessed throughout each lesson so that teachers may readily respond to students’ needs as they arise. Music and movement are used in Lower School Music classes to establish fundamentals through kinesthetic learning. Instruction culminates in using movement and music notation and playing instruments to demonstrate variety of mastery levels. In Middle School Dance, choreography is explained both visually and auditorily; students are able to see and hear the steps that are given. In Upper School Music Theory classes, lecture-style teaching and aural examples are used for deeper understanding, coupled with reading notation on the whiteboard. Middle School and Upper School Theatre classes maintain a practice of taking the skills learned “from the page to the stage” by beginning with analyzation of a script and translating it to physical performance.

13. How effective is the school’s program at fostering a growth mindset in students? What opportunities do students have to struggle, take safe risks, fail and build resilience?

Fostering a growth mindset is a highlight and a staple of the GFS Performing Arts program. Students are encouraged to take risks and make mistakes during the exploration and rehearsal processes in music, dance and theatre classes. Students build confidence in group and independent rehearsals, learning skills and strategies in practice so they are able to recover

GarrisonGarrison ForestForest SchoolSchool 1495 AIMSAIMS EvaluationEvaluation 20172017 quickly from any unexpected challenges during performances. An important factor in fostering successful risk-taking in the classroom is the Performing Arts faculty’s ability to create a safe and nurturing environment for the students. In the 3rd grade Recorder Karate Unit, music students learn and challenge themselves independently in order to master each song and move further along, earning recorder “karate belts” along the way. They must perform each song independently for the teacher in order to move to the next level, as well as advocate for assistance when needed. Choral and instrumental class ensembles allow students to improvise in a variety of styles. Students take risks to play or sing notes that fit within the context of the song. In Band and Vocals, student learning is facilitated by individual exploration. Upper School students explore their instrument using in-class rehearsal time. Their goal is to meet teacher- moderated expectations for that week’s development. By the end of the week, the individual students are able to come together as an ensemble and collaborate to reach a group goal. While they are not always successful in reaching weekly term goals quickly, progress is made with each day. Students in Middle School and Upper School Theatre classes regularly engage in observation and critique of their work onstage; by offering constructive criticism to their peers, students also connect their observations to the refinement of their own work. Teachers facilitate the creation of a safe environment by exposing students to the language of constructive criticism and ensuring that respectful discussion takes place regarding students’ own work as well as that of their peers.

14. Faculty professional development is ongoing and intentionally designed to help teachers stay informed about (a) latest developments in their fields, (b) outside research and perspectives concerning curriculum design and pedagogy, and (c) the skills, habits of mind, and content students in 1 above.

Garrison Forest offers generous professional development grants to faculty so that they may continue their education through conferences, seminars and advanced degrees. Additionally, the school provides faculty development on designated professional days and in department meetings. Teachers are also encouraged to grow in their profession through observations and conferences with colleagues, Department Chairs and Division Heads. Members of the Performing Arts faculty attend conferences and hold memberships in Maryland Music Educators Association (MMEA), National Association for Music Education (NAFME), American Orff- Schulwerk Association (AOSA), American Choral Directors Association (ACDA), National Dance Education Organization (NDEO) and Educational Theatre Association (EdTA).

GarrisonGarrison ForestForest SchoolSchool 1506 AIMSAIMS EvaluationEvaluation 20172017 D. Assessment

15. How is individual student academic progress measured? What types of formative and summative assessments are used?

Academic progress is measured through close observation in the Performing Arts classes. A wide variety of formative and summative assessments are used to evaluate students. Teachers also track students’ progress as it aligns with the specific skills that are being taught in each course. In many cases, students must demonstrate the ability to perform independently and interdependently. Formative assessments in music (Kindergarten through 8th Grade) include: in- class games, group whiteboard activities, vocal and instrumental ensemble practice such as reading music notation or singing in unison and two-part harmony. Summative assessments in Middle School Dance include written assignments on dance terminology, presentations on choreographers, and individual choreography. In the Upper School Chamber Choir, “voice part checks” are routinely used as formative assessments. Arts Foundations courses includes journal responses and in-class reflective writing prompts for summative assessments.

16. Are standardized tests administered? If so, how are the results used?

Standardized tests are not used in the Performing Arts Department.

E. Student Learning

17. In what ways do teachers provide support to students who need extra help and/or have learning challenges, whether or not formally diagnosed?

In all divisions, Performing Arts teachers review educational documentation for students with specialized learning profiles. In Lower School Music classes, students receive individual assistance and peer mentoring during class. Structured lessons are provided with skill-tiering (recorders, vocal ensembles, Orff instruments), as well as a variety of activities targeted for kinesthetic, visual, and auditory learners. Adapted music notation is given for students with visual difficulties. In Middle and Upper School performing arts classes, there is a constant variety of activities aimed at visual learners, kinesthetic learners, and aural learners. One on one coaching is available after school and during class; peer mentoring is available during class.

18. What steps do teachers take to respond to students who have social/emotional issues?

Performing Arts teachers work closely with the school counselors in each division and the student’s advisor or homeroom teacher to care for the social and emotional issues of the student. With the collaboration of student, advisor, teacher and parent, an action plan is put into place for

GarrisonGarrison ForestForest SchoolSchool 1517 AIMSAIMS EvaluationEvaluation 20172017 students who may need formal coping strategies in order to manage stress or anxiety that occurs in class or in the preparation for a class. Teachers also use relaxation, breathing and visualization exercises in class that may benefit students with social/emotional issues, as well as the entire class or ensemble. In the Upper School Chamber Choir, “temperature checks” are taken every few weeks. Students are asked to fill out a short survey and the information collected is used to have a discussion on how their social/emotional needs are or are not being met. This includes class discussions as a whole and also allows for individual follow-up if needed.

19. Do teachers use aggregated longitudinal classroom data to gauge the effectiveness of their teaching effectiveness over time? If so, please provide examples. If not, please explain.

Formal longitudinal data is not collected or used in the Performing Arts program. Although teachers do not use this type of data to determine their effectiveness over time, individual observations, student evaluations, self-reflections and department discussions are used as guides for improvement.

20. How is critical thinking cultivated? What specific assignments and activities foster critical thinking?

Critical thinking is highly valued in the Performing Arts curriculum. Teachers foster an environment in which students are encouraged to think outside the box and make connections across disciplines, cultures and performance styles. Students in 5th Grade Music analyze a variety of music examples aurally to determine form and identify expressive qualities. Middle School Music students use their knowledge of rhythm, melody, form and expressive qualities to analyze compositions and songs. Middle and Upper School Theatre students work on character development through the uncovering of given circumstances and the creation of character backstories that both rely on synthesizing textual information and student imagination to create a believable onstage expression. Upper School Music Theory students address issues of the composer’s intent when analyzing scores or recordings. This allows students to think about the context or purpose for which a piece may be written.

STRENGTHS:

● The Performing Arts faculty is made up of diverse group of highly qualified teachers and performing artists of different backgrounds and areas of specialization. Each one has achieved a significant level of accomplishment in their own field, and each is a dedicated educator committed to their own professional growth. ● The Performing Arts programs provide a safe and nurturing environment for students to take risks beyond their comfort levels and overcome inter- and intrapersonal challenges during class exercises, presentations and formal performances.

GarrisonGarrison ForestForest SchoolSchool 1528 AIMSAIMS EvaluationEvaluation 20172017 ● The Performing Arts program offers a wide variety of opportunities for students with advanced skills (audition-only ensembles, state and regional competitions and festivals, student directors, etc.) ● In each area of the Performing Arts (dance, music, theatre) the curriculum is designed to be flexible enough to meet the needs of each student. The material studied is comfortably challenging so that it builds confidence and motivates further learning. ● Students are motivated by numerous and varied opportunities to perform. ● The Performing Arts Department offers a rich and diverse co-curricular program.

WEAKNESSES:

● The Performing Arts Department plans public performances which reflect and include a diverse student body; however, the Department would like to plan more daily classroom and learning activities which similarly reflect the diverse identities in the GFS community. ● Due to the size of some classes and consistent use of the Performing Arts spaces for other events, faculty often need to make adjustments to classroom teaching, planning and rehearsals to accommodate non-performing arts events. ● Performing Arts faculty members feel that there is a conflict between creating a comprehensive curriculum and the number of public performances that are expected by the School. There is not enough instructional time to teach the skills required of the curriculum and prepare students for the number of performances expected of them.

RECOMMENDATIONS:

● Focus on curricular planning, development and classroom atmosphere that reflects the diversity of the Garrison Forest School community as well as other cultures. ● Consider class size when scheduling students and explore creative ways to use classrooms and performance spaces that will allow for maximum benefit to students; allow Performing Arts performances to be a priority in those spaces. ● Consider an increase in instructional time for Performing Arts courses in order to teach and develop the skills required of the curriculum and also prepare students for performances.

GarrisonGarrison ForestForest SchoolSchool 1539 AIMSAIMS EvaluationEvaluation 20172017 ______

IV. TEACHING AND LEARNING SCIENCE ______

PREPARED BY: Reema Khanchandani, Chair, Science, Upper School Science, Chair Jim Audette, Upper School Science, STEAM Coordinator Brian Blair, Upper School Science Tracey Brocato, Lower School Science Sue McQuiston, Upper School Science, Sustainability Education Coordinator Dan Mendenhall, Middle School Science, Middle School STEAM Coordinator Karen Meyers, Middle School Science Debbie Oleisky, Upper School Science Betsy Segelken, Upper School Science Sam Spiegel, Upper School Science

HOW PREPARED (PROCESS):

Please refer to the Process section under Teaching and Learning: Program.

B. Curriculum

3. Is the curriculum sequentially coherent and developmentally appropriate? Please support your answer with examples from each division.

The Science curriculum is sequentially coherent and developmentally appropriate, goals achieved through frequent teacher communication and collaboration. The Lower School curriculum is skills-acquisition-based with content material secondary. Students focus on making and recording observations and hypothesizing and drawing conclusions (K-2), with science skills becoming progressively more complex into 3rd through 5th grades. The Middle School curriculum is designed with the developmental level and interests of middle-school-aged students in mind, proceeding from concrete topics in 6th grade to increasingly abstract concepts in 8th. For example, 6th graders compare characteristics of materials made of different elements, 7th graders build models of compounds and 8th graders draw models of atoms and bonds between atoms. The Upper School Science core curriculum consists of Biology in the 9th grade, Chemistry in the 10th grade and Physics in the 11th grade, per Maryland state requirements. Biology has a strong focus on helping 9th graders transition to an Upper School environment and

GarrisonGarrison ForestForest SchoolSchool 1541 AIMSAIMS EvaluationEvaluation 20172017 demands. Many of the skills and content taught in these courses are the basis for Science electives, which include both AP and non-AP courses. Juniors and seniors of strong ability and interest may participate in the Women in Science and Engineering (WISE) program, GFS’s national partnership with Johns Hopkins University (JHU) that gives students direct research experience for a semester in the labs of JHU mentors. Over 200 students -- now upwards of 30% of each graduating class -- have participated in WISE since its inception in 2005.

4. Describe experiential learning and the process through which experiences result in enduring knowledge, skills and understanding.

Students have many opportunities to take part in experiential learning across the three divisions. These experiences help students learn and apply their knowledge to real world situations. Lower School lessons are inquiry-based with a focus on hands-on discovery. Students engage in activities that promote science-based skill development. For example, students partake in a force and motion playground design project and a solar ovens design and testing project. All Middle School science classes are lab based with many concepts anchored by observations or experiments followed by analysis and discussion. For example, 6th graders design, build and test machines (gliders, catapults, rubber-band cars). Like engineers, they are required to collect data for each iteration, reflecting and improving upon their prototypes. In 7th grade, students conduct independent experiments on seed germination, and 8th graders build batteries and circuits and test various filaments for light bulbs in the electricity unit. Upper School students complete a multi-part Critter Project where they apply biological process to a particular organism. In Chemistry, students work together as product designers and use chemistry principles to create a product to solve a problem or determine a way to purify water. In several classes, students use Process Oriented Guided Inquiry Learning (POGIL) activities. Students also have the chance to take part in many field trips, including conducting labs at Goucher College’s facilities and visits to the Baltimore City incinerator, the Maryland Zoo and JHU’s Hydroponic Arboretum. The WISE program is an experiential learning opportunity that builds knowledge and skills that students frequently carry into classwork and research in STEM (science, technology, engineering and math) and as STEM majors in college.

In the past two years, GFS’s STEM focus broadened its disciplinary reach to include Visual and Performing Arts, known as STEAM (science, technology, engineering, art/design and math). Both terms are used in the AIMS report.

5. Does the curriculum include opportunities for students to learn the essential skills and content enumerated in 1 above? In answering this question, please use any data described in 19 below as one indicator of the effectiveness of the curriculum.

GarrisonGarrison ForestForest SchoolSchool 1552 AIMSAIMS EvaluationEvaluation 20172017 The curriculum provides ample opportunities for students to learn the essential skills and content determined by the Science department. The Lower School science curriculum is skill- and concept-based, rather than content specific. Formative assessments focused on particular skills, such as comparing and contrasting, are provided throughout units, offering skill and concept feedback for students. Culminating projects, as well as science notebook entries, serve as summative indicators of acquired skills and concept understanding. For example, 1st graders explore states of matter and its properties through a variety of mini-experiments and activities. This unit then culminates with a simple lab requiring them to make and record observations, compare and contrast and draw conclusions. In addition, 4th graders explore physical vs. chemical changes through labs requiring prediction, data collection, analysis and conclusion.

Middle School students conduct labs that include observation, data collection and analysis. 6th graders learn about Earth and space systems to understand weather, cycling of matter, structure of the Earth and its place in the universe. In 7th grade, students design and do experiments on seed germination and the nervous system and practice relating the structure of cells and organisms to their functions. In designing and conducting experiments comparing insulators, 8th grade students research how different kinds of power plants work and the advantages and disadvantages of each.

Each Upper School courses integrates opportunities to employ the skills and knowledge in 1 above to answer the essential questions. For example, In Biology and Chemistry classes, students are required to maintain an interactive notebook in which they collect, organize and synthesize homework and classwork. In addition, AP Environmental Science class constructs models to visualize and reinforce important concepts. Throughout the year, classroom discussion is sparked by current events as reported by a variety of sources.

6. Are curriculum planning and development ongoing? Do they take into account (a) the current needs of students, (b) research about subject matter, pedagogy and the learning process and (c) the world in which students will live? Please support your answer with examples.

Curriculum planning and development is constantly taking place in the Science department. Many teachers are part of professional organizations, such as National Science Teachers of America (NSTA), National Association of Biology Teachers (NABT) and American Association for the Advancement of Science (AAAS) and attend conferences related to their field. In the Lower School, curriculum development is ongoing, with resources from science publications being referred to on a regular basis. In addition, cross-curricular projects between disciplines provide students with tangible ways to make connections. Some of these include the 2nd grade Iditarod Challenge, which blends science, math, geography and writing, and the class’s nutrition project based learning unit during which 2nd grade coordinates a community service project for

GarrisonGarrison ForestForest SchoolSchool 1563 AIMSAIMS EvaluationEvaluation 20172017 the Lower School to make over 1,000 bagged lunches for a local nonprofit. For Middle School, the 7th grade Life Science text is updated every summer to include new research, and each grade’s labs are eliminated/added based on outcomes of the previous school year and new developments. Upper School, courses taught by more than one teacher are team planned and faculty are consistently reevaluating courses based on student need. For example, Physics has moved from two different levels to three because of the needs of the student population. The lower-level class is based on modeling to help with the connection between physics concepts and math skills, while the higher level includes calculus for the more advanced students.

7. Are different cultures and perspectives represented across the curriculum? Please give us examples.

Different cultures and perspectives are represented in some units in the Science curriculum, but not in every science class. The Science department uses these perspectives to provide “Windows and Mirrors” in the curriculum, a concept embraced by all GFS faculty and staff and taught through a professional development program in 2016-17. For example, in the Lower School, 1st graders are involved in a cross-curricular Egypt project, and 2nd graders learn about Alaska’s indigenous people while studying the Iditarod. In Middle School, 6th graders complete a Women in Science Project, which often highlights scientists who are female and/or people of color. Upper School Physics and Animal Science classes includes problem sets that reflect a wide- range of cultural norms. Also, in AP Environmental Science, there is an environmental justice/injustice focus in the class.

8. Can students see themselves in the curriculum? Again, share examples.

Students are given some opportunities to see themselves in the curriculum. Lower School students in each grade make connections between their lives and the world around them, such as Kindergarten exploring the types of habitats that humans use. 2nd graders learn about humans as vertebrates, 3rd graders explore landforms near their homes and 4th graders learn about human adaptations. The popular 9th grade Biology Women in Science project showcases the struggles and contributions of a female scientist across an array of STEM fields, chosen by the student and highlighted in a student-produced video.

9. Is diversity an organic and intentional part of curriculum planning and development?

Diversity is not an organic part of curriculum planning and development in the Science program, but teachers do intentionally integrate diversity in some parts of the curriculum by showcasing different cultures and perspectives in some units, as mentioned above. In addition, teachers intentionally provide students ways to see themselves (mirrors) and to examine other cultures (windows), such as the Women in Science projects described above.

GarrisonGarrison ForestForest SchoolSchool 1574 AIMSAIMS EvaluationEvaluation 20172017 10. In what ways is technology used in the classroom? How does the faculty evaluate the impact of technology on student learning?

Technology is integral to science classrooms across the divisions. Lower School students use the Smartboard in the Science lab and K-2 students use iPads for science apps and programs, for example. The 4th and 5th grade classes, which are part of the GFS 1:1 laptop program, use their computers for science research, data recording and report writing. During the February 2017 4th and 5th grade STEAM Week, when classes are suspended and students engage in an engineering- based, Arduino-centered collaborative project, student teams used Google tools to create a website on a chosen campus animal and its habitat. In Middle School, online simulations are used to present abstract concepts and students make videos to present structure-function analyses of everyday objects. Upper School students use Noodletools and library databases for research. Across the divisions, students use video editing software to create videos, online textbooks/resources and screencasts. PowerPoints are used by teachers and students and Vernier probes are used to collect quantitative data. Teachers often use formative assessments to evaluate the effectiveness of screencasts or other online resources.

11. How are students taught about Internet safety and digital citizenship?

Internet safety and digital citizenship are taught in the Science curriculum. In the Lower School, while it is not specifically taught in Science class, Internet safety is discussed prior to Internet use. Also, in Middle School’s Digital Thinking class covers Internet safety and digital citizenship, concepts that extend into Science and other classes. In Upper School, copyright and proper citation of internet sources is taught through research projects.

C. Teaching

12. How do instructional styles and strategies reflect the variety of student learning styles within each class? In answering this question, please take into account any data described in 18 below.

In each division, Science teachers work with the Academic Resource Coordinator (ARC) to make sure instructional styles and techniques reflect the variety of student learning profiles. Science concepts and topics in Lower School are presented as inquiry and exploratory and are facilitated through a hands-on, tactile approach. Within lessons, both visual and auditory components are intentionally featured where most applicable. Middle School teachers follow ARC recommendations for accommodations for students with learning differences. Teachers also employ a variety of strategies during lessons, including visual, auditory and kinesthetic techniques. Students also are offered choices in format when completing projects. In the Upper School, teachers regularly consult with the ARC and differentiate instruction for multiple

GarrisonGarrison ForestForest SchoolSchool 1585 AIMSAIMS EvaluationEvaluation 20172017 learning styles and students who are at different skill levels. Teachers intentionally scaffold skills both within the year and from year to year as students progress through the core Science curriculum.

13. How effective is the school’s program at fostering a growth mindset in students? What opportunities do students have to struggle, take safe risks, fail and build resilience?

As a key part of a girls’ school, the Science department is keenly aware that women are still underrepresented in many fields of science. Therefore, the department places a strong emphasis on fostering a growth mindset in students, knowing that this can have a large impact on learning outcomes. Growth mindset is inherent in the Lower School philosophy of learning in which students are encouraged to take risks and make mistakes to encourage personal and educational growth. In Middle School and Upper School, students are given opportunities to revise papers and, if a student does not reach proficiency on a summative assessment, they may complete a retake. To promote a growth mindset, Upper School teachers intentionally focus on skills, particularly study skills. In addition, throughout the program, the projects students complete have a strong emphasis on resilience. In Physics, inquiry-based labs allow students to figure out a solution with the understanding that it may not work the first, second or even the third time and that perseverance is a key aspect of science.

14. Faculty professional development is ongoing and intentionally designed to help teachers stay informed about (a) latest developments in their fields, (b) outside research and perspectives concerning curriculum design and pedagogy and (c) the skills, habits of mind and content students in 1 above.

In addition to the professional development provided to all GFS faculty, Science faculty are encouraged to attend workshops, conferences, webinars, take courses, read books and journals and join professional science and/or educational associations. For example, several faculty are members of National Science Teachers of America (NSTA), National Association of Biology Teachers (NABT) and/or American Association for the Advancement of Science (AAAS). Faculty have attended workshops such as the NABT conference, NAIS Equity Design Lab, the Sustainability Leadership Colloquium and the Klingenstein Early Career Summer Institute. AP science teachers are involved in the online AP communities, and many faculty have taken part in online courses on a range of scientific and educational topics. Additionally, the school reimburses some costs for graduate-level courses.

GarrisonGarrison ForestForest SchoolSchool 1596 AIMSAIMS EvaluationEvaluation 20172017 D. Assessment

15. How is individual student academic progress measured? What types of formative and summative assessments are used?

The Science department uses a wide range of formative and summative assessments to gauge student progress. In Lower School, focus is placed on using a wide variety of formative assessments, such as Science Notebook Output activities, lab activities with recording sheets and observation of age-appropriate skills. In Middle School, most labs and assignments are used as formative assessments. Students are formatively assessed through drills and quizzes, while summative assessments are done through projects and tests. Upper School teachers formatively assess students through reading quizzes, homework, entrance/exit tickets and labs. Summative assessments include tests, comprehensive labs and projects. In addition, many students take part in reflection on their progress after major summative assessments.

16. Are standardized tests administered? If so, how are the results used?

Standardized tests specific to Science curriculum are not administered. However, Science teachers will sometimes use information from standardized tests, such as the MAP test, to inform instruction. Occasionally, if a student enters after 9th or 10th grade, SAT II subject tests in Chemistry or Biology may be used to help properly place a student in an appropriate science elective.

E. Student Learning

17. In what ways do teachers provide support to students who need extra help and/or have learning challenges, whether or not formally diagnosed?

In every division, Science teachers provide support to students who need extra help and/or have learning challenges. Teachers work with the ARC to discuss the best ways to support students in and out of the classroom. Lower School in-class accommodations include preferential seating, one-on-one guidance and differentiated teaching methods. Outside of class, students can meet with teachers for extra help or extra time for assignments. Middle School teachers are available during help sessions and study halls and before or after school. Upper School teachers post their schedules and the times they are available to meet with students. In addition, teachers work with students to provide accommodations, such as extended test time, small group work settings and computers for writing essays on tests. Teachers also provide assignment sheets for planning, complete class notes, reading guides and extra online resources.

GarrisonGarrison ForestForest SchoolSchool 1607 AIMSAIMS EvaluationEvaluation 20172017 18. What steps do teachers take to respond to students who have social/emotional issues?

In all divisions, teachers work with School Counselors to respond to students who have social/emotional issues. The Lower School Counselor consults with teachers to suggest seating arrangements and coping strategies for specific students. Monthly meetings are scheduled with teachers and the Counselor to discuss students needing additional support. At these meetings, strategies are recommended based on the specific needs of each student. In Middle School, seats are assigned and groups are made with the social/emotional issues of the students in mind. Teachers also consult with the Middle School Counselor. Upper School teachers communicate often with counselors regarding how to best support students with social/emotional needs. This can include planning optimal student seating or work groups and/or finding the best way to provide accommodations to students based on their social/emotional needs.

19. Do teachers use aggregated longitudinal classroom data to gauge the effectiveness of their teaching over time? If so, please provide examples. If not, please explain.

Science teachers do not use aggregated longitudinal classroom data to gauge effectiveness of teaching over time. Since standardized tests nor identical assessments are given from year to year, the Science department does not have a set of aggregated longitudinal data to compare.

20. How is critical thinking cultivated? What specific assignments and activities foster critical thinking?

Critical thinking is an essential skill in the sciences and therefore, is heavily emphasized in the curriculum in every grade level. In Lower School, concepts and skills are presented as often as possible through exploratory and discovery learning method. This approach provides opportunities for critical thinking. Experiments follow the Scientific Method approach, requiring students to draw conclusions based on data. Ever Middle School lab activity includes analysis questions, which require students to think critically about the results of the lab and apply these results to new situations. Tests includes short-answer questions that require interpreting information and applying it in novel ways. In Upper School, instead of being given equations and then building models, Physics students build models first and then work backwards to derive the equation that describes the model. AP Chemistry students design and carry out an experiment to determine the concentration of a specific food dye in various beverages. Students then explain their results to members of the Upper School community during a poster presentation.

STRENGTHS:

● The Science department faculty has strong educational backgrounds and extensive teaching experience.

GarrisonGarrison ForestForest SchoolSchool 1618 AIMSAIMS EvaluationEvaluation 20172017 ● High-quality library resources and facilities support students’ research. ● Teachers work closely with Academic Resource Coordinators and School Counselors to help meet the needs of every student. ● Strong technology resources benefit both teachers and students. ● GFS is located in an area with many field trip enrichment opportunities in both natural settings as well as educational/research facilities. ● The Science department takes advantage of administrative and financial support for professional development. ● There are excellent Lower School and Middle School science facilities, as well as a new Outdoor Classroom and new lab for the Biochemistry, Microbiology and Public Health Research (Honors) elective, both built in 206-17. ● Students have the opportunity to participate in Women in Science and Engineering (WISE), a unique research lab mentorship program in partnership with The Johns Hopkins University, which is offered to all juniors and seniors who have demonstrated serious interest in pursuing science as a career.

WEAKNESSES:

● Upper School science facilities have extremely limited space for students, equipment and supplies. ● Diversity is not an intentional and organic part of the curriculum in all classes. ● Teachers have little free time in common for collaboration. ● In some Upper School courses, science content is often more stressed than the process of science.

RECOMMENDATIONS:

● Explore options for updating science facilities in the Upper School. ● Find ways to provide “Mirrors and Windows” in the Science curriculum to make diversity an intentional part of curriculum development. ● Explore scheduling options to add more common time for teachers to collaborate within and between divisions. ● Explore ways to emphasize the process of science in the curriculum.

GarrisonGarrison ForestForest SchoolSchool 1629 AIMSAIMS EvaluationEvaluation 20172017 ______

IV. TEACHING AND LEARNING VISUAL ARTS ______

PREPARED BY: Hannah LeVasseur, Chair, Art, Middle School and Upper School Art Lily Ko, Lower School Art B.J. McElderry, Upper School AP Art History Sarah Sachs, Upper School Art Diane Yu, Upper School Art

HOW PREPARED (PROCESS):

Please refer to the Process section under Teaching and Learning: Program.

B. Curriculum

3. Is the curriculum sequentially coherent and developmentally appropriate? Please support your answer with examples from each division.

The Visual Arts department created a scope and sequence based upon the National Arts Standards that incorporates contextual, aesthetic, creative and critical thinking skills appropriate to the students’ abilities. The Lower School curriculum focuses on creating a foundation for ideas and skills about basic elements of art (line, color, space, texture and volume). In addition, an appreciation for multiple art forms and cultures is cultivated at this level to develop cognitive and technical skills. Middle School builds on the Lower School’s curriculum by refining artistic skills using a variety of design elements, exploring additional media, learning specific processes and adding exposure to more artists and art concepts. The Upper School synthesizes the Lower School and Middle School’s scope and sequence with its foundation course, Arts Foundations: Design Lab, which is required of 9th grade students. Subsequent art electives advance the skills established in Design Lab, while others offer new opportunities for in-depth investigations of art media, techniques, styles, self-expression and explorations of personal and cultural identities.

4. Describe experiential learning and the process through which experiences result in enduring knowledge, skills and understanding.

The experiential learning process is organic in the visual arts field. Each assignment given through the Visual Arts department employs learning by doing, as well as using the students’ fine motor and cognitive skills simultaneously.

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Beginning with the school’s youngest students, hands-on experiences are at the forefront of the Visual Arts curriculum. In the Lower School, 1st graders learn how to weave using yarn and beads on a cardboard loom. By experiencing this process, they begin to understand how the textiles around them are created.

An example of experiential learning in Middle School is the 6th grade’s exploration of the proportions of the human body. Students participate in a series of drawing exercises and research through drawing on photographs of people. This is then applied and proved through the completion of an art print featuring a figure.

With experiential learning as a keystone of the curriculum implementation, the 9th grade Foundations course teaches students how objects around them are designed and made. Each student leaves the course with an individualized plastic container for materials and a sewn bag made with a template and their own patterned fabric.

The Photography I class in the Upper School learns about the camera and how it functions using the camera obscura classroom, handheld camera obscura exercises and the creation of individual cameras out of found objects. In these ways, students can translate their camera obscura observations into application with the 35mm cameras.

5. Does the curriculum include opportunities for students to learn the essential skills and content enumerated in 1 above? In answering this question, please use any data described in 19 below as one indicator of the effectiveness of the curriculum.

Each assignment in the Visual Arts curriculum, K-12, employs materials, techniques and processes to stimulate thinking, build upon and strengthen abilities and improve communication. Students are guided through exercises of self-exploration and communication to help them build personal identity and sense of self. The process of art making necessitates reflection of one’s own work. Observation of others’ artwork demands reflection and judgement. In developmentally appropriate ways, the faculty of the Visual Art department models, instructs and helps students practice reflection. These skills learned in Visual Arts classes help students to analyze historical works, the world around them, apply basic math skills to real problems and persevere through challenging problems.

6. Are curriculum planning and development ongoing? Do they take into account (a) the current needs of students, (b) research about subject matter, pedagogy and the learning process and (c) the world in which students will live? Please support your answer with examples.

GarrisonGarrison ForestForest SchoolSchool 1642 AIMSAIMS EvaluationEvaluation 20172017 The Visual Arts curriculum is ever-evolving to address the history of art and the contemporary world of art. The research gathered at conferences and workshops, along with cross-divisional collaborative efforts between instructors, informs/influence the curriculum as well.

The AP Art History course builds on the global College Board curricular framework to make connections for the students. Students use primary source documents such as treatises, letters, photographs, interviews, videos and actual works of art. Secondary sources are used as well, including textbooks, commentaries, critiques and related works of art provide resources for research.

7. Are different cultures and perspectives represented across the curriculum? Please give us examples?

The arts act as a vessel for an individual’s perspective. Within the art studios at GFS, these individual student perspectives and cultures are shared, in addition to those presented by the teacher. There is breadth to the variety of cultures introduced by the teacher through presentation and other means to provide windows into the lives of others.

Examples of students sharing their own unique culture or perspective include a clay lantern assignment in 6th grade, which includes the researching and application of visual examples of students’ ancestry in the designing of an art work. In the Upper School, Drawing and Painting Portfolio students engage in a reflection of their personal culture and create a painting or drawing that incorporates words and images based on their reflection.

Examples of students being exposed to the culture and perspectives of others start in the Lower School. Both 2nd and 4th grade classes participated in creating modern textile paintings inspired by Central American weavings. The artist of the month bulletin board in the Middle School features contemporary artists from varied backgrounds and perspectives for students to observe and interact with during free time. AP Art History students investigate varied art forms, objectives and viewpoints from all parts of the globe, including Africa, South, East and Southeast Asia, Europe, the Middle East, North America, Pacific Islands, South and Central America, from prehistory through contemporary periods.

8. Can students see themselves in the curriculum? Again, share examples.

Not only does the Visual Arts curriculum encourage exploration of the students themselves but it also empowers them to create something that wasn’t there before. Teachers balance the instruction of technical skill with the tools necessary for communication and exploration of personal identity. In all divisions, students participate in the creation of literal and abstract self- portraits, placing themselves within the curriculum. In deeper ways, the Visual Arts department

GarrisonGarrison ForestForest SchoolSchool 1653 AIMSAIMS EvaluationEvaluation 20172017 asks students to explore who they are and what they value. For example, in the Drawing class taught in the Upper School, students are asked in a sketchbook assignment to identify three important themes in their lives. In 9th grade, students are challenged to develop a logo and branding for their ePortfolio that represents their personality. One of the main goals of this department is to have students participate in the discovery of who they are as people.

9. Is diversity an organic and intentional part of curriculum planning and development?

The Visual Arts teachers create a framework to guide art making that shows the great variety of student voices in the GFS community. Through diversity in artist exemplars, the most organic and intentional diversity within the curriculum is the sharing of student peer art works and voices.

AP Art History has a global curriculum, intentionally addressing the diversity of art from prehistory to the 21st century and providing a wide range of examples and interpretations for the works of art studied. Slides, readings, videos, posters and exhibitions transmit the breadth of the diversity. Furthermore, the diversity of the GFS student body provides additional and diversified enrichment for the class.

10. In what ways is technology used in the classroom? How does the faculty evaluate the impact of technology on student learning?

Technology is used both by the Visual Art teachers and the students within those courses. Digital rubrics through Google Classroom and the communication of assignments and presentations through Moodle assist in the day-to-day management of classes in the Middle School and Upper School. Other Google apps are used by faculty to share information in the form of documents and presentations in all divisions.

Students in the Upper School use a variety of software including Photoshop, Adobe Bridge and Inkscape. Digital fabrication methods are incorporated into the curriculum with the use of the laser and vinyl cutter.

The Visual Arts faculty does not evaluate the impact of technology on student learning.

11. How are students taught about Internet safety and digital citizenship?

Within the Visual Arts program, the school explores Internet safety and digital citizenship in the several ways. In the three Portfolio classes in the Upper School, students create online art portfolios and the power of online presence is discussed. In Digital Imaging, the class takes time to discuss the ethics of photo manipulation as well as appropriation of imagery.

GarrisonGarrison ForestForest SchoolSchool 1664 AIMSAIMS EvaluationEvaluation 20172017

C. Teaching

12. How do instructional styles and strategies reflect the variety of student learning styles within each class? In answering this question, please take into account any data described in 18 below.

The Visual Arts faculty is committed to serving and celebrating the varied learning styles by designing curriculum that connects to the students’ needs, interests, visual literacy and abilities. A diverse range of instructional styles are exhibited to serve these multiple intelligences with use of hands-on practice, demonstration, group work and lecture. Faculty strives to give individualized care for each student to ensure they reach their maximum potential.

13. How effective is the school’s program at fostering a growth mindset in students? What opportunities do students have to struggle, take safe risks, fail and build resilience?

Growth mindset is fundamental to the many forms of art making taught at GFS. The creative process is leveraged as the backdrop of the Visual Arts program and is, in its nature, something that celebrates risk and promotes intellectual growth. Faculty uses mid-point critiques, final critiques and student self-assessments, often based on rubrics to aid in the students’ understanding of how reflection and revision lead to better mastery. Students who do not demonstrate mastery on projects are encouraged to revise and re-submit based on feedback and coaching from the instructor. There are many opportunities throughout the curriculum for students to learn that failure is a part of the learning process. With each failure comes opportunities to grow and refine ideas.

14. Faculty professional development is ongoing and intentionally designed to help teachers stay informed about (a) latest developments in their fields, (b) outside research and perspectives concerning curriculum design and pedagogy and (c) the skills, habits of mind and content students in 1 above.

Visual Arts faculty members are provided opportunities to inform themselves on the latest developments in the field along with outside research concerning curriculum design and pedagogy. Teachers participate in state and national associations such as National Art Education Association, Maryland Art Education Association and Society for Photographic Education, attend conferences and workshops, refer to AP Central and take continuing education courses. In addition, teachers frequently do informal research that takes the form of reading updated journals, visiting museums and university art history sites and personal exploration of art websites.

GarrisonGarrison ForestForest SchoolSchool 1675 AIMSAIMS EvaluationEvaluation 20172017 D. Assessment

15. How is individual student academic progress measured? What types of formative and summative assessments are used?

Assessments in the studio courses presented by the Visual Arts department take form as visual art projects: the creation of an artwork to prove competency with material, technique, tools, critical thinking, expression, reflection, observation, etc. In all divisions at GFS, the Visual Arts teachers employ varied tools for both formative and summative assessments. Some examples of modes of assessment are: portfolio selections; self-evaluations; group and individual critiques; short writings (artist’s statements, reports, art reviews); sketchbooks; journals; and quizzes. For studio courses, each student’s investigative, cognitive and technical skills are evaluated through teacher observation. In addition to those assessments mentioned above, AP Art History uses class discussions, quizzes, tests, short in-class writings, formal written analyses, visual presentations and projects and exams to evaluate students’ understanding of the course material.

16. Are standardized tests administered? If so, how are the results used?

Students in AP Art History take the national exam developed by the College Board. Since AP Art History students are seniors, the test results determine the attainment of college credit and the level of art history course they can take in college. When juniors take AP Art History, they can use test results to inform their approaches to subsequent AP courses in senior year.

Visual Arts studio courses do not use standardized tests.

E. Student Learning

17. In what ways do teachers provide support to students who need extra help and/or have learning challenges, whether or not formally diagnosed?

In every division, the Visual Arts department provides support to students who need extra help and/or have learning challenges. Teachers work with the Academic Resource Coordinators (ARC) to discuss and the best ways to support students both in and out of the classroom. In-class accommodations include preferential seating, one-on-one guidance and intentional differentiated teaching methods. Beyond the allotted classroom time, students can seek extra time and extra help before school, afterschool or during student breaks.

For students with various language-based learning differences, for whom extensive reading, writing or word recall is problematic, Visual Arts courses that focus primarily on project-based assessments allow students to capitalize on their nonverbal, visual-spatial or fluid reasoning. The

GarrisonGarrison ForestForest SchoolSchool 1686 AIMSAIMS EvaluationEvaluation 20172017 studio Visual Art assignments are open-ended, providing natural opportunities for students to tackle the amount of challenge of which they are capable. The written reflections and critiques help to continue building verbal skills and personal reflection.

In AP Art History, numerous study aids, vocabulary reviews, writing samples, guiding questions and notes templates to support students’ learning are issued. Individual meetings and review sessions with students target particular challenges, help with editing papers and reinforce the enduring understandings.

18. What steps do teachers take to respond to students who have social/emotional issues?

Visual Arts teachers work closely with the School Counselors in each division and the student’s Advisor or homeroom teacher to care for the social and emotional issues of the student. With the recommendations of the Counselor, the faculty gives more attention and personalized time to the student and makes appropriate and necessary adjustments to the content and lesson.

19. Do teachers use aggregated longitudinal classroom data to gauge the effectiveness of their teaching effectiveness over time? If so, please provide examples. If not, please explain.

Studio teachers do not use data to gauge the effectiveness of their teaching over time, but do use observations, rubrics, assessments, student evaluations and self-reflections to guide efforts for improvement in curriculum and implementation of the curriculum.

20. How is critical thinking cultivated? What specific assignments and activities foster critical thinking?

The Visual Arts teachers nurture inquiry, critical thinking skills and independent thinking by structuring assignments to be thought-provoking and open-ended, by emphasizing that the art product is secondary to the creative process and by modeling the breadth of solutions to the art problems with multicultural examples. Art History students compare the monuments on the National Mall to examine the differences in audience interaction. In Sculpture I, students are charged with taking a flat material to suggest mass and volume. Students in the 9th grade Arts Foundation: Design Lab course redesign an existing shoe to demonstrate innovation and structural accuracy with a consideration for function.

STRENGTHS:

● The curriculum gives students exposure, confidence in and competence with a range of two-dimensional, three-dimensional and composite skills and processes.

GarrisonGarrison ForestForest SchoolSchool 1697 AIMSAIMS EvaluationEvaluation 20172017 ● Projects reflect students’ freedom to develop individual solutions to open-ended problems posed by the assignments and opportunity for self-expression. ● The arts curriculum has clear and challenging objectives and impressive learning outcomes. ● Art students have easy access to the Creative Co-op, the GFS “maker space,” allowing them to make parts or all of their projects with additional and specialized equipment. ● Technology is used in the Upper School beyond teacher presentations; students have opportunities to use it as an artistic medium itself. ● The studio spaces from Lower School through Upper School are well-designed and conducive to art-making and available to older students in the evenings and weekends. ● Students have numerous opportunities to assess their work in broader contexts such as regional art exhibitions and contests.

WEAKNESSES:

● Numerous interruptions of teaching time disrupt the flow of the Visual Arts curriculum. ● Very public gallery space (Garland Theater Lobby) is in poor condition and needs renovation.

RECOMMENDATIONS: ● Work with the Administrative Leadership Team to reduce the number of interruptions and altered schedules for school days. ● Explore ways to update the Garland Theater Lobby for art display.

GarrisonGarrison ForestForest SchoolSchool 1708 AIMSAIMS EvaluationEvaluation 20172017 ______

IV. TEACHING AND LEARNING WORLD LANGUAGES ______

PREPARED BY: Catherine Lapp, Chair, World Languages, Upper School French, Chair Dante Beretta, Middle School and Upper School Latin Claudia Castro-Posner, Upper School Spanish Eileen Lin, Upper School Chinese Yoani Rios, Upper School Spanish Alma Rodriguez, Middle School Spanish LouAnne Smith, Upper School Latin Maria Smith, Middle School and Upper School French Jan Havlik, Upper School Latin Crystal Tung, Middle School and Upper School Chinese Andrea Vespoint, Preschool and Lower School Spanish Carmen Sund, Middle School and Upper School Spanish and French

HOW PREPARED (PROCESS):

Please refer to the Process section under Teaching and Learning: Program.

B. Curriculum

3. Is the curriculum sequentially coherent and developmentally appropriate? Please support your answer with examples from each division.

In order to ensure coherency and collaboration, World Language teachers have mapped their curriculum K-12 for Spanish and grades 6 or 7 to 12 for French, Chinese and Latin. Teachers regularly review curriculum with teachers of the same language (meetings, retreat in 2016, Google Drive). They also coordinate choice of textbooks, especially in Lower School and Middle School, so that students become familiar with specific learning strategies and a consistent presentation of the material. In Upper School, especially during junior and senior years, the material is more diverse, as students have acquired more autonomy in their learning and research styles. To adjust to the developmental age of the students, teachers use various resources.

Lower School resources include hands-on-material, children’s books, children’s magazines, a variety of visuals and manipulatives and the textbook series Santillana Descubre el Español. Lower School has shorter classes that meet more frequently during the week.

GarrisonGarrison ForestForest SchoolSchool 1711 AIMSAIMS EvaluationEvaluation 20172017

Middle School uses same textbooks over two or three years: Español Santillana, T’es branché? 1, Cambridge Latin Course, Integrated Chinese Level 1, Part 1. Teachers complement textbooks with magazines, websites with listening and practice activities, videos, short documentaries, field trips and guest speakers.

Upper School teachers employ a variety of textbooks to expose students to diverse material: Avancemos; T’es branché? 2; T’es branché? 3; D’accord 2, D’accord 3; Imaginez; Thèmes; Barron’s AP French; Complete French Grammar; Cambridge Latin Course; and Integrated Chinese Level 1, Part 1, Part 2, Level 2, Part 1. Students work on comprehensive projects where they are in charge of their learning. They choose a topic, research, find a variety resources (written, audio, graphics, authentic material such as news broadcasts and web pages, interviews, movies, artifacts), present and lead a class discussion.

4. Describe experiential learning and the process through which experiences result in enduring knowledge, skills and understanding.

Experiential learning, whether language-based or activity-based, leads to knowledge that is strongly anchored in mind and memory. At all grade levels, interactions with people and artifacts create “velcro” for cultural and linguistic knowledge. GFS’s international boarding community allows students to interact with Spanish-, French- and Chinese-speaking boarding students as well as faculty and other native speakers. Students also participate in cultural or language-based workshops, visit local museums, festivals and restaurants, travel internationally and participate in Chinese immersion summer programs. Examples of divisional experiential learning include 5th grade and 8th grade students’ pen friends in Spain. Some Lower School Morning Meetings for K- 5, including the pledge, song and games, are held in Spanish. Middle School students watch videos produced by native speakers. In addition, field-trips and guest speakers present cultural topics and reinforce linguistic skills. Upper School French, Spanish and Latin clubs sponsor special celebrations such as Mardi Gras, Hispanic Heritage Month and Latin Day. The Classics Research Scholars program at the Johns Hopkins University Archaeological Museum provides an opportunity for upper-level students to do academic research on museum artifacts while applying knowledge of Latin.

5. Does the curriculum include opportunities for students to learn the essential skills and content enumerated in 1 above? In answering this question, please use any data described in 19 below as one indicator of the effectiveness of the curriculum.

Communicating in a foreign language, connecting with other people and cultures through language and comparing one’s own culture with cultures around the world are at the very core of the World Languages department. There is a consistent emphasis on communication. In many

GarrisonGarrison ForestForest SchoolSchool 1722 AIMSAIMS EvaluationEvaluation 20172017 class activities, students communicate orally and in writing in the target language through question/answer exercises, skits, presentations, essays, projects, dialogues and more. Beyond the classroom setting, students can exchange emails and videos with other schools, get involved in the local Hispanic/French/Chinese communities, attend local cultural events and travel to foreign countries. In all classes, from beginners to advanced, students regularly compare their own daily routines, values and perception of the world with the cultures of the target language. Communication skills are progressively enhanced by the acquisition of solid vocabulary and grammatical skills through the curriculum. Standardized testing, such as the National Latin Exam, SATs and APs allow students to assess their skills and teachers to adjust the effectiveness of their curriculum.

Lower School students participate in age-appropriate activities that demonstrate their ability to connect to and compare culture, language and communities in the Spanish-speaking world and the United States. Middle School students connect with other cultures in four offered languages, with 8th grade international students bringing a global perspective to classes. A pen-pal buddy with a Spanish student gives students the opportunity to communicate in the target language. Most students take two languages starting in 7th grade and make connections between modern and ancient language and culture. In the Upper School, international students continue to bring a world perspective to all classes. A video exchange with French students allows students to communicate with native speakers of their age, to share their interests and to compare various points of view on current events.

6. Are curriculum planning and development ongoing? Do they take into account (a) the current needs of students, (b) research about subject matter, pedagogy and the learning process and (c) the world in which students will live? Please support your answer with examples.

Curriculum planning and development are always in progress at Garrison Forest and in the Language department. All teachers belong to professional associations and attend conferences that help them reflect on the content of their classes and their pedagogy. Language teachers are moving increasingly away from a teacher-centered classroom towards a student-centered classroom where students are in charge of their learning, develop critical thinking, become independent learners and acquire knowledge that sticks rather than memorizing data. Faculty includes current events and topics that are important to the school community into the curriculum. Regarding curriculum, language teachers have mapped their curriculum and regularly review it based on students’ performance, needs and interests. Language teachers make a conscious effort to use authentic material, discuss current events in class and give students a choice in the topics they wish to research and share with classmates.

GarrisonGarrison ForestForest SchoolSchool 1733 AIMSAIMS EvaluationEvaluation 20172017 Lower School student learning styles are honored in differentiated stations in each classroom. Faculty follow ACTFL FLES (Foreign Language in Elementary Schools) pedagogy guidelines.

Middle School teachers follow proficiency standards set forth by ACTFL. Student learning styles are accommodated by flexibility in language placement. This may include an exemption from a language course. Placement in the “Echoes” course in lieu of a language provides additional academic support to students.

For Upper School, the department follows proficiency standards set forth by ACTFL. Students are placed in appropriate levels and sections according to ability, thus providing support for emerging students and challenge for advanced students; the ARC offers additional support.

7. Are different cultures and perspectives represented across the curriculum? Please give us examples?

Exploring the cultures associated with a language is at the very core of all language classes. With a variety of cultures comes a variety of perspectives. Students are encouraged to acquire an increasingly deeper knowledge of other cultures and to contrast them with their own culture and the cultures of their classmates. Discussions are encouraged. Specific rules have been established to create fruitful discussions, such as respecting others’ opinion, listening carefully, being brave about one’s own opinion, being open-minded and daring to change perspective after a discussion. Teachers make a conscious effort to include various cultural perspectives in the material they teach (readings, movies, news broadcasts, documentaries, etc.). Students are encouraged to bring their own diversity to the class and express perspectives that are important to them.

México, Honduras, Perú, Nicaragua, Chile, Costa Rica, Paraguay, Spain, Bolivia, El Salvador, Argentina and the Maya people are part of the Lower School textbook themes. Definitions of family mirror the Lower School students’ families and socio-economic realities are examined by learning about the differences and similarities among citizens of those countries. In Middle School, students explore Chinese, Francophone, Hispanic and classical cultures, traditions and customs. Teachers make an intentional effort to include a variety of cultural, religious and gender perspectives in the courses. Upper School students are encouraged to bring their own perspective to the topics they research and to challenge themselves to explore topics that are unfamiliar. Teachers make intentional efforts to include a variety of cultural, religious and gender perspectives in the courses.

GarrisonGarrison ForestForest SchoolSchool 1744 AIMSAIMS EvaluationEvaluation 20172017 8. Can students see themselves in the curriculum? Again, share examples.

In order to give students the best chance to see themselves in the curriculum and to share who they are with their classmates, teachers encourage them to be brave about sharing their own perspective. Also, teachers give students a certain autonomy in the topics they want to research, discuss and present. There are several language and cultural clubs in the Upper School where students can see themselves and make their teachers and peers aware of their points of interest.

Lower School books reflect students culturally and racially. There are books and projects that highlight diverse families and gender non-conforming students. Lesson plans strive to include all families reflected in presented work. Many topics taught in the Middle School are influenced by students’ curiosity. Students choose project topics based on interest. Students see themselves as represented in other teenagers in different countries. Areas of shared interest such as music, food, hobbies, clothing, etc. provide a connection and appreciation across cultures. Students communicate with boarding students from China and Mexico using target languages. In the Upper School, students studying Chinese actively communicate with GFS Chinese boarding students using the target language. Additionally, they participate in foreign travel or summer immersion language camps. On campus, language tables are being organized weekly for practicing interpersonal communication skills between students who learn a language and native student and faculty speakers.

9. Is diversity an organic and intentional part of curriculum planning and development?

Diversity is an organic part of curriculum but more intentional areas of inclusion must be addressed and added. Racial diversity is evident in all areas of modern language as the discipline explores cultures around the world. Genderfluid language is employed in explaining gender nouns and adjectives in Spanish, French and Latin. The need to address gender-specific nouns in romance languages opens the door to discussions of gender beyond grammatical gender.

In the Lower School, images that are used reflect the racial and cultural makeup of the countries and people represented by the language spoken. Vocabulary centered on home life and work include various socio-economic scenarios. Lower School curriculum follows Responsive Classroom and Culturally Responsive Teaching guidelines to ensure students’ lives are represented and honored in the classroom. Middle School curriculum does not reflect a Eurocentric perspective in Spanish and French classrooms, but rather a global approach. Cambridge Latin Course includes ancient examples of diversity and provides historical perspectives on this issue.

GarrisonGarrison ForestForest SchoolSchool 1755 AIMSAIMS EvaluationEvaluation 20172017 10. In what ways is technology used in the classroom? How does the faculty evaluate the impact of technology on student learning?

Garrison Forest is a one-to-one laptop school. All students in 5th grade, Middle School and Upper School have their own laptop. Textbook-based websites are an important component of the curriculum. Internet resources are an inherent part of the language class for a multitude of activities, ranging from looking up vocabulary and pronunciation, to doing research for projects and assignments. The Internet also gives access to cultures and authentic documents from all over the world. Various applications help students to be creative when preparing presentations, audio recordings and videos. Google Drive allows students to share work and collaborate in real time on projects and assignments. Online programs such as Socrative, Kahoot and Quizlet are used both for practice and assessment.

Although the World Languages department emphasizes and recognizes the importance of technology in the language classroom, teachers are also cognizant of the benefits of handwritten work in a language to optimize long-term internalization of content. As a result, students encounter balance of both technology and handwriting when working with course content.

5th grade students learn how to use Add-On Easy Accents for writing. The Spanish teacher shares online games and resources with families and may use some during class to enhance theme. Middle School and Upper School students use laptops and smartphones for pronunciation practice, research, exploring other cultures, grammatical and listening practice, recording conversations and making cultural comparisons. Students work independently and collaboratively using the following programs and applications: Audacity; Google Classroom; Google Drive; online resources from textbooks; Kahoot; Text-to-Voice applications; Quickvoice; Quizlet; Sock Puppet Application; PowerPoint; Prezi; iMovie; and Socrative.

11. How are students taught about Internet safety and digital citizenship?

Students are taught about the appropriate use of online language resources, such as dictionaries and online translators. The World Languages Honor Code serves as a guide. When doing online research, younger students mostly use websites suggested by the teacher. Students also learn from the faculty, librarians and IT specialists how to evaluate Internet resources. Students know to always cite their sources. When sharing material with other schools, including foreign schools, students are advised to use only their first name and to give limited access to their videos and photos.

GarrisonGarrison ForestForest SchoolSchool 1766 AIMSAIMS EvaluationEvaluation 20172017 C. Teaching

12. How do instructional styles and strategies reflect the variety of student learning styles within each class? In answering this question, please take into account any data described in 18 below.

At all levels, teachers tailor their instructional techniques to the learning styles of the individual students in their classes. The ARC discuss with language teachers how best to approach students based on recommendations arising from educational testing. In some cases, the decision to drop a modern language or Latin is made to accommodate a student’s learning profile. In other instances, specific suggestions from educational testing are implemented to provide students with the greatest chance for success in the language(s) they are studying. Teachers use varied methods of presenting new material and offer a range of activities to help students leverage their strengths in one area to compensate for weaknesses in another.

The Lower School Spanish teacher meets with homeroom teachers, the ARC, other specialist teachers and the Head of Lower School to discuss learning strengths and gaps of individual students. Teachers assess listening, speaking, reading and writing skills in relationship to student’s work habits such as engagement, attention to detail, organization, self-advocacy and timely completion of work.

Exposure to both a modern language and Latin enables Middle School students to discern what language is the best fit for them in the long term. For students who struggle with language, resources in addition to the language teacher include the ARC, Academic Peer Mentors, as well as online material provided by textbook publishers. Classroom accommodations are also available should a student need them.

For Upper School students who struggle with language, resources in addition to the language teacher include the ARC, peer tutors, as well as online material provided by textbook publishers. Classroom accommodations are also available should a student need them. For example, some students in Latin have the option of using declension cards in place of writing out the declensions; vocabulary learning is chunked and scaffolded for students who struggle with memorization. In French, during listening activities, students have the option to listen with or without vocabulary lists, script and guiding questions. When reading a text in class, students can read by themselves, in pairs or with the teacher. Prior to a reading comprehension exercise in Chinese, students are encouraged to skim the paragraph first, highlight the troublesome words and research correct pronunciation and meaning in order to reinforce further understanding. For writing tasks, Spanish students are provided with a choice of strategies in order to organize their ideas according to their learning needs. These include brainstorming, graphic organizers, images

GarrisonGarrison ForestForest SchoolSchool 1777 AIMSAIMS EvaluationEvaluation 20172017 and programs from the internet. After students complete their compositions, peer-editing and rewriting options offered.

13. How effective is the school’s program at fostering a growth mindset in students? What opportunities do students have to struggle, take safe risks, fail and build resilience?

Teachers emphasize formative activities that allow students to take risks, learn, explore, fail and assess their progress without being penalized by a low grade. Regarding summative assessments that are graded, Middle School and Upper Schools allow students to retake tests. In general, the school encourages risk-taking, exploring various points of view, having strong opinions but being open to other perspectives. Teachers model growth mindset by using feedback from students to improve their teaching.

Lower School students participate in formative assessments (low-stake tests) in listening, reading, writing and speaking. Students embrace mistakes as a part of the learning process and work until they achieve understanding. Middle School classwork, homework and speaking practice are not graded. Students can retake tests when they earn 80% and below. They are also allowed to revise projects until they demonstrate mastery. Upper School students are allowed to retake tests when they earn 75% and below. Formative assessments are not graded and allow students to practice, assess where they stand and explore different topics.

14. Faculty professional development is ongoing and intentionally designed to help teachers stay informed about (a) latest developments in their fields, (b) outside research and perspectives concerning curriculum design and pedagogy and (c) the skills, habits of mind and content students in 1 above.

All teachers are encouraged and reminded at the beginning of each academic year, to attend conferences, meet with teachers at other schools, take webinars, read books in their field, spend time researching on the Internet, visit museums, explore opportunities for real-life learning in the community. A budget allocated for professional development allows teachers to attend about one conference a year. Professional development is ongoing. Teachers meet on average once a week in each division to discuss current needs of students, learn new pedagogical strategies that are the most adapted to changing demographics, educate themselves on diversity, understand the college admissions process, understand the developmental needs of students, handle sensitive emotional or personal situations of students, reflect on how the department assesses students, improve the use of technology in the classroom and more. In addition to weekly professional development, the school organizes day-long sessions that are based on professional needs expressed by the faculty, the administrators, the students and/or their family.

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15. How is individual student academic progress measured? What types of formative and summative assessments are used?

Garrison Forest differentiates clearly between non-graded formative assessments that are meant to help the students acquire skills and assess progress and summative assessments where students demonstrate their mastery of the material.

In the Lower School the assignments are formative only. They include classroom discussions based on unit content, observation of authentic materials, videos and audio, workbook exercises and reading passages and responding to questions.

Middle School formative assessments include classroom discussions, listening and reading comprehension, examination of authentic materials and interactive games. Summative assessments include unit quizzes, tests and projects.

Upper School formative assessments are varied. Workbook-based exercises are well-designed for enhancing language communication skills including listening and reading comprehension. Formative assessments also include writing email responses and story narration. ACTFL rubric guidelines are introduced and followed. Students are required to edit compositions after their first completion. Authentic cultural related resources such as newspaper articles, advertisements and DVDs are also integrated during class discussion. Use of various applications to practice pronunciation, fluency and confidence in speaking provide a creative platform that allows students to be engaged in a way that combines technology and content. Various summative assessments are used. Unit tests including a variety of sections (i.e. vocabulary, grammar, questions and answers) are part of the routine unit assessments. Additionally, students are required to present their narration in writing and speaking to enhance their presentational communication skills. Discussion on specific cultural related topics for interpersonal communication are also practiced and assessed. College Board AP Language Culture scoring guidelines are followed.

16. Are standardized tests administered? If so, how are the results used?

Standardized tests are administered in the Upper School. All Latin students (grades 8-12) take the National Latin Exam and students may volunteer to take the National Classical Etymological Exam and the Medusa Mythology Exam. Results enable students to celebrate their interest and compare their knowledge against national standards. Students can also choose to take Language SATs. In addition, Chinese, French, Latin and Spanish classes are offered at the AP level. The results are used to adjust the curriculum. For example, in Modern Languages, the results

GarrisonGarrison ForestForest SchoolSchool 1799 AIMSAIMS EvaluationEvaluation 20172017 strengthen the skills that students tend to struggle with during the test, such as conversation, listening, cultural comparison or understanding of literary texts. Results are also compared over several years to get a general sense of the strengths and weaknesses of the curriculum and of students’ learning profiles. In the Lower School, standardized tests are not administered.

E. Student Learning

17. In what ways do teachers provide support to students who need extra help and/or have learning challenges, whether or not formally diagnosed?

Extra help time is built in the schedule. Teachers also are available during the school day and meet with students during common free times. The learning specialists keep teachers informed about students’ accommodations (extended time, computer, quiet space to take assessments) and give teachers strategies to support the students. Teachers receive regular advice to help them differentiate their teaching and assessing. When a student does not have formal accommodations, the teacher identifies the areas where a student needs support and communicates with the student’s advisor, learning specialist and academic dean in order to start a process where information is gathered and shared with family, which may lead to formal testing and accommodations.

Any Lower School student may meet with the teacher before or after school. In addition, the Spanish teacher works with the ARC to arrange classroom strategies that best meet a student’s needs. Middle School student progress is monitored and discussed routinely at grade level meetings attended by teachers and administrators, followed up by communication with parents as needed. Student support is available through the following: the ARC; Academic Peer Mentors; weekly Help Sessions; and other opportunities to meet one-on-one with teachers. In the Upper School, teachers work with the Academic Resource Coordinator to develop strategies to effectively support students’ needs in the language classroom. Help sessions during study halls or mutual free periods can be used for students to work one-on-one with teachers.

18. What steps do teachers take to respond to students who have social/emotional issues?

There are several levels of response to social and emotional needs of students. The response may come from the teacher, the teacher may refer the student to the advisor, or to the School Counselor, who may provide appropriate background information to teachers and help them offer proper support for students’ needs.

The Lower School Spanish teacher meets regularly with the Head of the Lower School and School Counselor to discuss the emotional needs of each student. Specialist teachers (Spanish language included) meet regularly to discuss students in need and how to address those needs so

GarrisonGarrison ForestForest SchoolSchool 18010 AIMSAIMS EvaluationEvaluation 20172017 the student can be successful and safe. Middle School grade-level meetings provide a forum to address and monitor social and emotional issues among students. These meetings are attended by teachers, Advisors, School Counselor, ARC, Dean of Students and Head of Middle School. Advisors, the School Counselor and the Dean of Students are directly available to teachers and students to immediately address social/emotional issues when they arise. In addition to the counselor, other support personnel available to Upper School teachers in addressing a student’s social/emotional needs are the Student Life Committee, the ARC, the Director of Diversity and Inclusion and Advisors. Pass-up meetings at the start of the year and the ARC Testing in File alert teachers to students who may be in need. When there is heightened need, a meeting of the team of teachers working with a student will be called.

19. Do teachers use aggregated longitudinal classroom data to gauge the effectiveness of their teaching effectiveness over time? If so, please provide examples. If not, please explain.

Language courses are designed to be student-centered with the goal of helping each student progress while maintaining confidence and enthusiasm about the language study. The department uses a team approach in decision making about student placement. The classroom teacher makes the initial recommendation based on performance during the current year. If the teacher has a question about the next best step, there is discussion in the department, with the student’s advisor and the family when other academic and extracurricular activities need be considered. Also, there are times when college counselors are consulted regarding implications for the student’s college plans.

All Latin students, except for those in 7th grade, take the National Latin Exam. For students in modern languages, there is a plan to pilot the Avant Standards-Based Measurement of Proficiency Test (STAMP) in the spring of 2017. The test will be piloted to 10 student volunteers from the 5th grade and from level three French classes. For the following three academic years, the test will be administered to students in 5th and 8th grades, as well as level three classes. Teachers will use the data to gauge the effectiveness of their curricular approach and how their students compare to national norms.

20. How is critical thinking cultivated? What specific assignments and activities foster critical thinking?

Students are tasked with completing projects that ask them to apply the skills covered in class to real-world scenarios. In doing so, students must think critically to apply previously learned skills in new contexts. Students participate in interdisciplinary projects that allow them to explore how their chosen language(s) relate(s) to other content area(s). In class discussions, there is no right or wrong opinion, but an expectation of respect, reflection, open-mindedness and fact-checking.

GarrisonGarrison ForestForest SchoolSchool 18111 AIMSAIMS EvaluationEvaluation 20172017 Lower School students are required to follow multi-step directions in the target language. The Spanish teacher works as a guide with students to inquire what they observe in the language. Middle School students engage in cultural comparisons. Starting in 7th grade, students can draw cultural and linguistic comparisons between ancient and modern cultures. Students are required to analyze, synthesize and reflect on linguistic and cultural content through hands-on projects. In debates, Upper School students may be asked to support a cause that they are not drawn to and then reflect on how their perspective has changed. Students are asked to compare how a current event is reported in various media and analyze the different perspectives.

STRENGTHS:

● The World Languages faculty is international, highly skilled and dedicated. ● The World Languages department offers a curriculum through AP in all languages. ● Students are required to take both Latin and a modern language in the Middle School. ● World Language teachers constantly reflect on their practice and adjust their pedagogy based on the changing needs of student and current research on best practices. ● Language teachers strive to accommodate students of varying learning profiles.

WEAKNESSES:

● In the Upper School, the department has struggled with placing students with a world language background in the appropriate language class. ● The schedule across all grade levels does not make learning a language a priority. ● The school does not provide an entry-level course for students new to 7th and 8th grades who have no language experience. ● Upper School Level I of Latin and French are only offered online. ● There are too many classes of combined levels in the Upper School. ● Due to the decrease in enrollment, the school is phasing out Chinese.

RECOMMENDATIONS:

● The Language Department should explore more effective and formal ways to assess and place new students to the Upper School, with a world language background, in the appropriate language class. ● Explore ways to increase the frequency of class meeting in the Lower School and Middle School and find ways to encourage Upper School students to pursue a language beyond Level III. ● Explore ways to expand the school’s language offerings, including Chinese, and provide maximum language choice at all levels. ● The Language department should be included in decisions regarding language offerings.

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______

V. SCHOOL CLIMATE ______

PREPARED BY: Jessy Molina, Director of Diversity and Inclusion, Chair Dante Beretta, School Archivist, Middle School Latin Peggy Bittner, Director of Alumnae and Parent Relations Stephanie Brown, Fifth Grade Alpana Chhibber, Upper School History Barbara Doy, Athletic Trainer/Preschool Associate Aja Jackson, Associate Director of Communications Reema Khanchandani, Science Department Chair, Upper School Science Valerie Marsh, Pre-Kindergarten Teacher B.J. McElderry, Confucius Classroom Coordinator, Upper School Art Maria Smith, Middle School and Upper School French Ann Marie Strauss, Director of College Counseling Lindsay Teeters, Assistant Athletic Director, Lacrosse Coach Aminah Wells, Upper School Counselor

HOW PREPARED (PROCESS):

The committee first met to outline bullet answers to the questions. Over several months, committee members added to the bullets, which the chair then organized into narrative form. The committee reconvened to review and revise the narrative and write strengths, weaknesses and recommendations.

A. Social/Emotional Safety and Well-Being

1. Does the school clearly and effectively communicate expectations for the physical and emotional safety of students?

Garrison Forest School clearly and effectively communicates expectations for the physical and emotional safety of students. The Statement of Respect, in its entirety below, encompasses much of the school’s philosophy on the emotional well-being of students:

The Garrison Forest School community is deeply committed to equity, honesty, kindness and respect as part of the educational experience. To this end, GFS: ● celebrate diversity both within our community and our curriculum ● are concerned for the well-being of all people

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● seek to build the self-esteem of all people ● aspire to promote the understanding of all people.

Garrison Forest recognizes the dignity and worth of all individuals. To protect their rights, we confront bias, prejudice and discrimination. GFS does not condone any behavior which is inconsistent with these tenets. Here, we believe it is unacceptable for our spoken and written language and behavior to demean anyone’s physical characteristics, as well as anyone’s ethnic, gender, personal, racial, religious or sexual identities. As individuals, GFS students, faculty, and staff must take responsibility for our words and deeds and respect all people.

In addition to the Statement of Respect, GFS used a school-wide community process in 2015 to develop the Core Values: Be Authentic, Be Brave, Be Compassionate, Be Curious, Be Spirited. These values are posted in each classroom in all divisions, and there are age-appropriate, ongoing curricular and co-curricular tie-ins to these values.

Additional ways GFS communicates expectations for its students’ physical and emotional well- being include a counseling document entitled, “Supporting Students in Need,” divisional handbooks outlining student expectations, Decision-Making classes, advisory classes, Social Skills classes, Residential Life curriculum and the Responsive Classroom Approach used in the Lower School.

Many proactive measures are taken regarding physical safety, including having and practicing emergency and crisis policies and procedures, maintaining an emergency action plan for athletics, and ensuring access to defibrillators and EpiPens. Staff is trained in CPR and handling blood-borne pathogens, and all Residential Life Faculty are trained in CPR and Basic First Aid by the American Heart Association and receive Maryland State Medication Technician training to be able to administer medication to boarding students. Regular fire drills and lockdown drills and tests of the school’s emergency text messaging system are carried out. There are nut-free and dairy-free zones on campus.

The physical environment is secure by locking buildings and entrance gates to campus, installing call boxes and maintaining a proactive and professional Security team providing 24/7 security. There is a key-card access to the Middle School, codes to all dormitories, the Preschool and Lower School, and 24/7 cell phone and land line access to security personnel.

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2. Do students in fact feel safe from abuse, teasing, and exclusion?

All students do experience some negative experiences in childhood. There are protocols in place to respond when students need support, including counseling, affinity groups, peer counseling and more.

Not all GFS students feel safe from abuse, teasing and exclusion. Some populations that may feel less safe, including middle and working-class students, students of color, LGBTQ students, international students and students with disabilities.

GFS works to ensure that all students have an adult they can turn to when they are experiencing abuse, teasing or exclusion. There is constant work being done to make sure that vulnerable student groups feel safe, valued and heard on campus.

3. Do adults feel similarly safe in the school community?

Physical safety

Adults in the GFS community feel physically safe on campus. Beyond providing a campus environment where physical safety of every community member is paramount, there are protocols and supports in place for adults including access to counseling, human resources support and professional development. Further training and discussion is needed for faculty and dealing with difficult parent interactions. Upholding faculty and staff morale during leadership transition and fiscal challenges is important. GFS is working to address faculty insecurity about lower enrollment numbers or frustrations about salaries and benefits through transparent communication at faculty and staff meetings. Regarding the latter, a Human Resources sub-committee of the Board of Trustees was created in 2016-17 to address equitable faculty salary bands.

It is unclear whether international parents feel included in the school. The Head of School’s visits to Asia (fall 2015 and 2016) and Mexico (January 2017) were very helpful with connecting with international parents. Not all parents, including working and middle-class parents and parents of color, are comfortable in expressing concerns to the school.

B. Teaching & Learning

4. Please assess whether teachers support the school’s overall climate for student learning by: a) helping students to become independent thinkers and learn how and when to take intellectual risks; b) supporting the development in students of social and civic knowledge, skills, and dispositions, including effective listening, self-reflection, emotional regulation, empathy, responsibility, and ethical decision making; c) encouraging freedom of inquiry.

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GFS does excellent work in supporting students to become independent thinkers, encouraging freedom of inquiry and supporting the development of students’ emotional and social skills. Some examples include Career Explorations, social skills, curriculum for Core Values, Decision-Making and Mindfulness and the Creative Co-op or “maker space” curriculum. In addition, flipped classrooms, project-based learning and student portfolios are used in many classes. The Elsie Foster Jenkins ’53 Community Service Fellowships and Service League and community outreach activities provide opportunities for students to develop empathy, responsibility and leadership skills.

Some specific examples of how GFS promotes independent and critical thinking include rigorous AP courses, the hands-on, experiential Women in Science and Engineering program with Johns Hopkins University, the interactive forum “I am Malala,” various art portfolio identity projects and art installations, the Family History papers and Passion Projects in English class, and the 9th grade Dialogue and Debate Class.

5. Describe any ways that students are involved in decision–making for the school (e.g. student government) and for their own activities (e.g. teams, clubs, and co-curricular activities).

Students are involved in decision-making at GFS in a myriad of ways. Students are involved in student government, student-led clubs, Honor Board or disciplinary proceedings and in residential life. Students may serve as peer educators, class officers, residential life student leaders, spirit captains, school life committee student positions and Middle Grades Partnership mentors. Students choosing to start a club or bring a new idea to campus may do so by advocating with the Division Head and through student government. In the 7th grade Project Innovate!, a two-year-old program created to nurture collaborative problem-solving skills, students work in teams on a campus challenge. The teams present their innovative solutions to a “Shark-Tank” panel of GFS faculty and staff, and winners are chosen and funded from the presentations to make their idea a reality.

Student representatives from the Lower School through the Upper School serve on the Board of Trustees School Life Committee as non-voting members. Student School Life representatives share input and concerns with Trustees and faculty and staff at these meetings. In addition, the Head of School holds periodic meeting with student-elected officers across the divisions for input and to promote cross-divisional leadership mentoring.

C. Student Relationships

6. Does the school provide opportunities for students to discuss differences among themselves, including racial, ethnic, socio-economic, gender and sexuality, religious?

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Divisionally, there are age-appropriate opportunities for students to discuss differences in race, class, gender, religion and more. Students may discuss these issues in decision-making classes, debate and dialogue classes, and in their core curriculum classes, such as English, Language and History classes. Outside of school, students may discuss these topics in affinity groups, Student Diversity Leadership Council, in cultural groups such as the Asian Students Association or Black Students Association, gender and sexuality identity groups such as Spectrum, dinner language tables and more. In addition, College Counseling’s Transitions courses for 12th grade discuss these issues in the context of financial aid and college. GFS also provides opportunities for Upper School students to attend the national and regional Student Diversity Leadership Conference. Middle School and Upper School students learn about racial and socio-economic differences by participating in the Middle Grades Partnership program.

7. Who leads the conversations in 6 above? What training, if any, have they had in leading these kinds of discussions?

Faculty, Counselors and diversity practitioners lead these conversations. Faculty have had some training in dialogue facilitation, and Counselors have professional training in facilitating communication and expression of thoughts and feelings with individuals and groups. Affinity group leaders have had some group facilitation training as well. Many affinity group facilitators have additional training including Diversity Leadership Institute, Diversity Directions, the White Privilege conference and the People of Color Affinity Group trainings.

8. Has the school established a culture of supportive and caring adult relationships for students, including high expectations for students’ success, willingness to listen to students and to get to know them as individuals, and personal concern for students’ problems?

GFS has established a community of supportive and caring adults for students. These adults include advisors, dorm parents, the Diversity Leadership Council, the Confucius Classroom, faculty fluent in Chinese, Korean, Spanish and French and faculty club and affinity group advisors. In addition, counseling is available and accessible to all students in all divisions. One important way that a supportive environment is maintained is by keeping class sizes small.

D. Institutional Environment

9. Using climate survey data and other appropriate information, please assess whether adults share a vision for a positive school climate that supports student learning and healthy development. What are the elements of that shared vision?

Based on the Workplace Dynamics survey conducted in August 2013, 2014 and 2015, which was completed by 122 out of 203 employees, adults feed safe and appreciated at Garrison Forest. They report feeling genuinely appreciated at school, their job makes them feel like they are part of

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something meaningful, there is not a lot of negativity in the workplace and they are confident about their future at the school.

The adults in our community share a vision for a positive, inclusive, respectful and nurturing school climate that supports student learning and healthy development. Some elements of that shared vision can be found in the Statement of Respect, which is committed to equity, honesty and kindness. This vision is widely held among faculty and staff, and they are continually working toward this goal.

10. Do the adults support a learning community through their own ongoing professional development? Please give examples.

Garrison Forest faculty and staff support a learning community through ongoing professional development. All faculty are eligible to apply to attend professional development workshops, trainings and conferences. In addition, faculty may apply for tuition reimbursement for graduate school classes. Faculty also meet regularly on Thursday mornings for professional development and learning and attend the GFS Summer Institute to participate in peer-led trainings and workshops. In addition, Counselors and Preschool teachers are required to meet several hours on continuing education each year.

11. Do adults effectively work and learn together? Please give examples.

Garrison faculty and staff work very well together. Some examples include the English faculty working with College Counseling on college essay writing and all faculty working with College Counseling to understand the content of college admissions assessment as it intersects with their respective curriculum. The 10th Grade Career Explorations course is developed by faculty and staff from many different departments. In Science, all teachers who teach the same courses work together on classes as the content and assessments are the same. Teachers who teach the same course but different levels work together on content and depth. Members of Art and Science departments collaborate on “maker space” in the Creative Co-op. The IT team works with individuals and departments, trouble shoots, sets up web conferences and offers tutorials to all faculty and staff. The Physical Education teachers work in teams for teaching Preschool through Middle School gym classes. Art teachers work closely, sharing ideas and resources, attending PD together, coordinating entries for art competitions and supporting one another with complex projects, mounting art exhibits and transporting equipment or art. The Counselors meet regularly for peer supervision and to collaborate around curriculum. The Upper School Counselor collaborates with advisors and Student Life Team (Head of Upper School, Dean of Academics, Dean of Students, Director of Health Center and Director of Resident Life) on a weekly basis to address issues/concerns affecting students and community. The Academic Resource Coordinator and Upper School Counselor meet weekly to explore supports needed for students struggling

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academically. The Middle School grade-level teams plan interdisciplinary activities for students and meet regularly to discuss students’ progress, strengths and challenges.

12. Does the school provide opportunities for adults to discuss differences among themselves, including racial, ethnic, socio-economic, gender, sexuality, and religious? Please tell us how and when these conversations take place.

Faculty discuss race, class, gender, sexuality, religion and more in several ways. The Director of Diversity and Inclusion provides regular all-school professional development opportunities for faculty and staff to have these conversations. In addition to required professional development, the school hosts optional lunch conversations, such as the White Anti-Bias Group conversations or the “Sharing our Stories” conversations. Garrison Forest also is offering Schools Seeking Educational Equity and Diversity (SEED) conversations once a month to discuss issues of race, class, gender, sexuality, religion, culture and more. In addition, the Director of Diversity and Inclusion hosts monthly conversations with the Faculty and Staff of Color affinity group during lunch. The Upper School Counselor is available to meet individually with faculty to provide support and resources. The school also sends faculty to attend the People of Color Conference and the White Privilege Conference.

13. Please explore whether and to what extent the school’s climate is consistent with its stated mission. Are there areas of inconsistency? Are there areas of especially strong consistency?

This is the stated GFS mission: At GFS, students are prepared in and out of the classroom to thrive in a complex, changing world by challenging them to strive for academic excellence and to grow into informed, independent and creative thinkers who cultivate an authentic and resilient sense of self, grounded in respect and integrity. GFS also works to create a diverse and inclusive community built on a spirit of caring and inspiring young women to lead and to serve with passion, purpose and joy.

In general, GFS is successful at meeting this mission. There will always be areas of inconsistency, and the school is committed to addressing them. One area of inconsistency is the difficulty in ensuring that LGBTQ students, students of color, working and middle class students, international students and others feel valued and included. A second area of inconsistency is the need to develop a comprehensive leadership development program for students. A final area of inconsistency is the challenge to develop independent and resilient thinkers because of the reluctance to allow students to fail.

14. Please use Appendix J to review the school’s answers to diversity questions throughout the self-study. Based on those answers, consider whether the school’s climate is inclusive and

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safe for all members of the school community, consistent with its stated mission and diversity statement (if applicable).

GFS continues to work to ensure that all members of the school community feel safe and included, especially LGBTQ, people of color, people with international backgrounds, middle and working class people and religious minorities. Programs have been implemented and initiatives designed to create a welcoming environment, and GFS can see the impact of more inclusive curriculum, affinity and cultural groups, dialogue classes and more. At the same time, diversity work in schools requires culture change and culture change takes a long time. The school is committed to doing this work for both the near and long term. Faculty, staff and students are appreciative of a new religious holiday policy, instituted in September 2015, allowing them to observe religious holidays not on GFS’s holiday schedule as an excused day (and not vacation, sick or personal leave) with the approval of the employee’s department or supervisor.

STRENGTHS:

● Faculty and staff work collaboratively to execute high quality programs and are engaged in valuable interdisciplinary and cross-divisional projects. ● Faculty have access to and take advantage of professional development opportunities. ● The school has fostered a supportive and nurturing environment for students. ● GFS has licensed clinicians in all divisions, and as a result, student mental health needs can be handled in a timely way by individuals experienced in crisis management and individual/family counseling. Input from the Counselor can also guide decision making in the areas of discipline and student life. ● Garrison Forest has a diverse student body regarding race, gender identity and expression, national origin, sexuality, perspective, language spoken at home and class background. ● GFS has a full-time Director of Diversity and Inclusion and increased diversity programming for students and faculty. ● Students have many opportunities for service and leadership. ● The alumnae network provides networking opportunities for students and alumnae. ● Community-building events are numerous and include Minimester, Quests and Overnights (class bonding experiences early in the school year), spirit events and Spirit Week, guest speakers, Career Day, Multicultural Potluck, Advisory programs, the Tri-Division Adventure Race, family events including Parents’ Visiting Days and Grandparents’ and Special Friends’ Day, community outreach programs including Team GFS at the Susan G. Komen Race for the Cure. ● The Confucius Classroom provides Chinese language and culture instruction for the whole school community and serves as a vehicle for integration of the Chinese international students.

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WEAKNESSES:

● More support is needed to help LGBTQ people, people of color, working and middle class people, people with international backgrounds and others feel valued and included. ● More discussion and engagement is needed around difficult issues (race, class, gender, sexuality, the recent election, etc.) to produce informed, independent and critical thinkers. ● Faculty and staff of color and LGBTQ faculty and staff are underrepresented. ● Faculty feel insecure in the face of financial uncertainty and verbally aggressive parents. ● Curricular and co-curricular programming to develop increased resiliency in students is lacking, as is comprehensive leadership development to create more effective student club and government leaders and to develop the necessary skills to be leaders in college and beyond. ● More clarity is needed around the roles and responsibilities of advisors, counselors and administrators to support students who are struggling academically in the Upper School. ● Limitations in the daily and weekly schedule and staff hours do not allow adequate time for collaboration across divisions and departments, community-building and service- related partnerships. ● Day students need to be primed to be social and engaging with international students, particularly the Asian students.

RECOMMENDATIONS:

● Set goals to attract and retain faculty and staff of color and LGBTQ faculty and staff. ● Improve faculty and staff morale by addressing issues in salary scale, inequities in teaching load and preps, extras task forces, committees, groups and student clubs and offer facilitation training for all faculty and staff which emphasizes how to engage in dialogue across difference. ● Review existing climate survey data and continue the GFS survey cycles (every other year and all new parents every spring) for students, parents, faculty/staff and college-aged alumnae and create actionable steps from the data collected. ● Develop comprehensive leadership development program for students and create a scaffolded resiliency development curricular and co-curricular program. ● Increase transparency around administrative decision-making by including in the process faculty and others who know and are affected by the program, clarifying roles in the decision-making process for curriculum, program and policies and communicating decisions and rationale clearly to faculty and staff. ● Increase role clarity among faculty and administrators for executing responsibilities and duties in Upper School.

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● Find ways to intentionally acknowledge and celebrate the many kinds of achievements of Garrison Forest students, realizing that there is no one GFS student or community member, ensuring that all can belong, as they are. ● Build the community’s cultural competence through targeted programming and training and small-group and school-wide conversations about issues of diversity including race, class, gender, sexuality, religion and other identity categories. ● Foster connections between all students, particularly between day and boarding students. ● Promote and celebrate Chinese and Korean culture and ensure continued focus on Chinese language-learning as we phase out Chinese language instruction. ● Host additional training in cultural competency so that faculty have the language and skills to work together effectively across differences.

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Appendix J DIVERSITY QUESTIONS ______

Governance

3. Please analyze the Board’s commitment to diversity in relation to recommendations made in the AIMS Statement on Diversity.

The Board’s commitment to diversity is embedded within Garrison Forest School’s Statement of Respect, first adopted in 2001. The Statement of Respect, along with the School’s Mission and Core Values, are integral to daily life on the GFS campus.

Over the last ten years, Garrison Forest has become an increasingly diverse community bringing new opportunities and challenges. In recognition of GFS’s increasingly diverse student body, the Board committed to adding a full-time position dedicated to issues of diversity, and in 2010, Jessy Halaby became the school’s first full-time Director of Multicultural Affairs. Today, Jessy Molina serves as the school’s full-time Director of Diversity and Inclusion, working with students and faculty to encourage understanding and connection across differences through open dialogue.

In addition, the Board named diversity as one of six strategic priorities for the school in its 2015 Strategic Plan: “We will build an inclusive and welcoming Garrison Forest community where all are valued and have the necessary skills to contribute to an increasingly complex, diverse and global community.”

Specifically, the Board listed five goals related to diversity as well as the action steps required to achieve them:

• Prepare our students for an increasingly diverse, multicultural world. • Integrate diversity into curricular and co-curricular activities. • Connect our students to other world cultures. • Attract and retain diverse students, families, faculty and staff. • Create and expand pathways of access and affordability.

GarrisonGarrison ForestForest SchoolSchool 1931 AIMSAIMS Evaluation Evaluation 20172017 Composition of the Board

Building a Board that reflects the diversity of the GFS student body is a key priority of the Trusteeship Committee. The Board is in complete agreement that the current Board composition is not as diverse as is desired, and the Board continues to work in earnest to reach this goal. At each Trusteeship meeting, the members spend time strategizing on this topic and logging progress and work to be done on a spreadsheet.

In 2016-17, the Board had two women of color, one parent and one alum. The parent of color board member chairs the Student Life Committee and co-chairs the Search Committee for the next Head of School. Additionally, another parent of color served in an important leadership role for 2016-17 as Chair of the Parent Association; in her capacity as head of the Parent Association, she was also an ad-hoc member of the Board. Finally, in 2016-17, for the time in Garrison Forest history, the Board appointed a Chinese parent of an international boarding student from Beijing China to serve on the Board.

Efforts are ongoing. Beginning on July 1, 2017, two additional alumnae of color joined the board representing the classes of 1986 and 1992 to the Board, bringing Board members of color to five out of 28. Work continues to build a pipeline of strong, diverse candidates.

Diversity Training While diversity training is not a regular part of the Board agenda, the Board has engaged in training when necessary. Most recently, the Board spent an afternoon with Julie Mencher, MSW learning about and discussing gender diversity in an all-girls’ school environment.

The Board’s Agenda Often through the Head of School’s report or through the Student Life Committee report, the Board is regularly engaged in conversations around diversity. Events in Baltimore over the last two years have brought these conversations to the fore as students, parents, faculty and administrators contend with this difficult subject. In addition, gender diversity has become highly topical, and the Board is working on guidelines for faculty and administrators. Finally, diversity in the dorms is a regular subject at the board table as GFS seeks to grow its base of international students, while maintaining a healthy balance between domestic and international students.

Teaching and Learning

ENGLISH

7. Are different cultures and perspectives represented across the curriculum? Please give us examples?

GarrisonGarrison ForestForest SchoolSchool 1942 AIMSAIMS Evaluation Evaluation 20172017

Yes, different cultures and perspectives are represented across the curriculum. Representation continues to evolve and improve in each division regarding racial, ethnic, religious, gender and linguistic diversity. In Lower School, students are exposed to diverse perspectives and voices through the thematic units of study. In 1st grade, students read several versions of Cinderella that represent different countries and perspectives and have an opportunity to see thematic similarities and differences. Students in 2nd grade enjoy a Native American unit that introduces many tribes and allows students the chance to learn about the diversity and significance of indigenous cultures. The 5th grade Capstone Project is completely student choice and requires students to conduct extensive research to give a speech on a chosen topic. By its nature, this project allows students to learn about multiple perspectives on a range of topics.

In the Middle School, 6th grade English is a global literature course, meaning all texts take place in different countries. The setting of each novel relates to a unit of study in geography, creating deeper cultural connection and understanding. English in 7th grade focuses on different female voices related to identity and coming-of-age. Student reading includes Chains and The House on Mango Street to find both windows and mirrors into individual student experiences. In all grades, students have the option each semester to read a novel of choice and the options represent a wide range of cultural, ethnic, racial, linguistic and personal voices.

Representation of different cultures and perspectives in the Upper School varies depending on grade, but each has made strides to increase focus on more authors of color and more women. Students are encouraged to analyze each text from multiple perspectives to avoid the concept of one “right” way to read and interpret literature. Both 9th grade and 11th grade courses have made several changes to offer more diverse texts. English I in 9th grade is a writing-based course focused on identity through personal writing and exploring diverse perspectives. Using The Bedford Reader, an anthology of diverse voices and topics, students read and discuss a wide range of narrative voices and experiences. Students taking 11th grade English III study American literature and expand their understanding of the American canon through poetry of The Harlem Renaissance, The Bluest Eye and different literary interpretations of The Great Gatsby.

8. Can students see themselves in the curriculum? Again, share examples.

All divisions have been working purposefully to broaden and vary curriculum so that students can see themselves represented. To this end, all GFS teachers have been participating in diversity and inclusion professional development, led by the GFS Director of Diversity and Inclusion, around the theme of “Windows and Mirrors.” Through intensive focus on writing in all grades, students also reflect a sense of self as an individual voice in the class.

GarrisonGarrison ForestForest SchoolSchool 1953 AIMSAIMS Evaluation Evaluation 20172017 Students in Kindergarten through 2nd grade enjoy a variety of read alouds strategically chosen to reflect student population regarding race, religion and ethnicity in order for students to make text-to-self connections. Students in 5th grade read Harriet The Spy to incorporate socio- economic diversity and stereotypes related to class.

All Middle School summer reading lists and semester extension novel lists include examples of works written by authors who mirror most, if not all, of the diverse identities of students. A student completing all middle school grades at GFS will have read a main class novel with a protagonist that reflects her identity in some way, be that racial, ethnic, religious or socio- economic. More could be done with gender diversity of the protagonist. Examples of texts read include Homeless Bird, Esperanza Rising, The Breadwinner, Chains, Anne Frank: A Play, The House on Mango Street and To Kill a Mockingbird.

In the Upper School, there has been noticeable and significant inclusion of more texts with a protagonist of color, though more could be done for the Asian student population. 9th grade students read I Know Why the Caged Bird Sings and Rickshaw Boy. Gender identity discussions related to text interpretations, such as those about The Great Gatsby in 11th grade, allow students who identify as gender non-conforming to interpret and connect with the narrator.

9. Is diversity an organic and intentional part of curriculum planning and development?

Diversity has become more and more of a deliberate focus in all divisions and it is part of the school’s current Strategic Plan to focus on the link between curriculum and diversity in all disciplines. The English department participated in a workshop in January 2017 that focused on examining the variety of texts in terms of all main terms of identity. This will have a direct impact on curriculum planning in all grades for the following academic school year. English is an academic subject in which content can naturally broaden to include more diverse voices.

Lower School teachers select read alouds and class texts purposefully to represent a variety of voices and experiences. Titles include Meet Addy and Those Shoes for students in early grades to connect and study historical fiction. 5th grade students study Roll of Thunder, Hear My Cry and Out of the Dust as main units to develop stronger appreciation for human experience.

Middle School texts are specifically chosen for their diverse authors, setting and voice. In addition to the texts mentioned above, students in each grade have the opportunity each semester to select a novel of choice from a diverse list of options. Once a semester, students also participate in a Book Club unit that focuses on a few selected novels; in 6th grade, the texts from this unit all take place in Asian countries and titles include Listen, Slowly and The Stone Goddess. In 7th grade, the Book Club unit relates to the civil rights movement and titles include

GarrisonGarrison ForestForest SchoolSchool 1964 AIMSAIMS Evaluation Evaluation 20172017 The Lions of Little Rock and The Rock and the River. During this unit, 8th grade students select a memoir from a wide range of titles such as Boy on the Wooden Box and My Thirteenth Winter.

The entire Upper School participates in the All School Read, which in the past has included A Raisin in the Sun and I am Malala. The intent is for all grades to discuss important effects of race, gender, and class. 11th grade focuses on American literature, but what is associated with that category does not have to be exclusively canonical. 10th grade students study British literature, but that category includes a broad range of colonial and cultural texts, and teachers are currently working on revamping the curriculum to be less traditionally canonical. Teachers do make strong thematic connections between traditional texts and current events. For example, students are asked to examine the different voices in The Canterbury Tales and then re-envision the text in contemporary terms to identify what voices might be in that text today.

HISTORY

7. Are different cultures and perspectives represented across the curriculum? Please give us examples?

Lower School students use a variety of news sources, such as Time for Kids, Newsela and Scholastic to stay informed about current issues and perspectives. The books used in Language Arts, and which are shared in Library, are designed to support the Social Studies curriculum and develop an understanding of a variety of perspectives, beliefs and attitudes. Some examples are using The Boy Who Harnessed the Wind to understand his community in Malawi, exploring the impact of the Columbian Exchange and comparing and contrasting Brazil, England, Mexico, France and the United States.

Middle School teachers consider how to include different cultures and perspectives when they are planning a new unit or reflecting on a unit they just taught. The History curriculum strives to include different voices. In 6th grade, students study World Geography and are asked to step into someone else’s shoes during fishbowl discussions by tackling questions such as, “Do you support the idea behind China’s former ‘One Child’ policy?” Students also consider the impact of these types of issues on cultures and the daily lives of people around the world. 7th and 8th grade students are asked to empathize with people in periods throughout history through creative projects like writing poetry, acting or writing stories.

Different cultures and perspectives are always represented across all core Upper School History courses as well as electives. For example, World History I and World History II are truly “global” courses, deliberately incorporating various cultural perspectives into each unit. At times, entire units (e.g. Medieval West Africa or the Golden Age of China) are purposefully not Euro-centrically designed. Teachers have incorporated global citizenship into courses to help

GarrisonGarrison ForestForest SchoolSchool 1975 AIMSAIMS Evaluation Evaluation 20172017 draw interest and empathy for cultures that are different, while also showing how interconnected the world is. In addition to representing a geographic coverage of perspectives, teachers often ask students to consider who might think differently and if it’s possible to have a different perspective from the class consensus. In teaching U.S. History, care is taken to consider developments across time through sources that originate from different genders, races, classes and ethnic groups. In addition, elective course offerings were designed from the ground up to explore cross-cultural issues and perspectives, such as World Religions, Half the Sky, Modern Latin America.

8. Can students see themselves in the curriculum? Again, share examples.

Lower School teachers and librarian try to use texts and other resources that help the students see themselves and others in the curriculum. There are several opportunities to identify with various heroines, which they may select, research and share. In addition, the Lower School emphasizes on of the school’s Core Values – Be Authentic – in stories shared to reflect various cultures and unique life experiences.

Middle School teachers make an active effort to ensure that students can see themselves in the curriculum. The 8th grade Ancient Civilizations includes a unit on the Maya to encourage connections for and with the Mexican boarding students that the school welcomes to the Middle School for the year. Teachers also highlight women’s roles and experiences in history. In 8th grade Ancient Civilizations, students read hymns and poems written by women and explore what life was like for women in different civilizations. Also, in 7th grade U.S. History, students explore the role of women in the Revolutionary War and the Civil War.

Likewise, there is a concerted effort to ensure that students can see themselves in the Upper School curriculum. Garrison Forest recognize that this is a process and have made efforts to offer electives such as Latin American History, Modern China, Global Public Health and Current Events. Core courses such as World History I and II challenge students to view world history via a “historical empathy” lens. For example, the World History I course added a unit on being a global citizen. This raised their awareness significantly. The 11th grade offers U.S. History and AP U.S. History where students learn about racial, ethnic, socioeconomic and other affinity issues in the founding of the U.S. while combining relevant current events.

9. Is diversity an organic and intentional part of curriculum planning and development?

Yes, across the Lower School through Upper School History curriculum. In 2014-15, GFS added a full-time Director of Diversity and Inclusion (previously a part-time position) who has actively worked to raise awareness and to help identify resources to support the work of the faculty. The professional development in 2016-17 has augmented the daily work of each of the faculty

GarrisonGarrison ForestForest SchoolSchool 1986 AIMSAIMS Evaluation Evaluation 20172017 members. GFS believes the mission is to educate the students for the world which they do and will live in. Diversity is embedded in all aspects of the curriculum, showing it naturally in context and how perspectives on diverse issues have evolved over time. GFS examines and represents diversity in all its dimensions. Moreover, this diversity is evident not only in what the student body reads, but the images they portray in the classroom.

MATH

7. Are different cultures and perspectives represented across the curriculum? Please give us examples.

Different cultures and perspectives are represented across the curriculum; however, they are not the primary focus of the department’s curricular or pedagogical objectives. The teachers are thoughtful about the examples that they choose and, when appropriate, use mathematical models or analysis to discuss complex social and cultural phenomena. The department consistently teaches the culturally diverse history of mathematics. Algebra is a product of the Middle East (Persia); Euclid was an African who codified Geometry; Maryam Mirzakhani an Iranian- American woman is the 2014 Fields Medal winner; John Nash is a person who lived with schizophrenia. Through context faculty shows that mathematics is the product of a broad and diverse community of thinkers. Garrison Forest’s new assembly program, established in 2015- 15, The Power of Women (POW) Speaker Series also exposes students to women working in science and industry who are using mathematics in their work.

8. Can students see themselves in the curriculum? Again, share examples.

Given the GFS audience of girls and adolescent women, the Mathematics department constantly strives to generate problems that either respect the student’s current life or their future life in college and the workplace. Upper School Geometry students complete a project using proportions and similarity. In this activity, the students measure Barbie’s proportions, and then measure their own height. Proportions for the Barbie are then scaled up to match the student's individual heights to see what their own proportions would theoretically be if they were similar to a Barbie doll. A follow-up discussion then takes place to analyze the impact of this messaging to young women.

9. Is diversity an organic and intentional part of curriculum planning and development?

Currently, most curriculum planning and development decisions are made by the classroom teacher. As a school, Garrison Forest values diversity and expects the faculty to create safe learning environments that are culturally responsive. Aside from this underlying pedagogical

GarrisonGarrison ForestForest SchoolSchool 1997 AIMSAIMS Evaluation Evaluation 20172017 philosophy, there are no institutional mechanisms to gauge the intentions of the classroom teachers’ curriculum choices.

PHYSICAL EDUCATION

7. Are different cultures and perspectives represented across the curriculum? Please give us examples?

The P.E. department offers a wide variety of game units that reflect the different cultures and perspectives of the students and the world around them. Some examples are the 8th grade International Games unit, the Lower School Chinese Jump Rope unit to celebrate Chinese New Year and fun holiday games. Celebrating special events such as the Iditarod, Virginia Reel (Colonial Day) and Olympic Field Day are highlights of the P.E. program.

8. Can students see themselves in the curriculum? Again, share examples.

The P.E. program challenges students to understand, respect and appreciate the cultures and identities of others. Lower School incorporates various holiday games into the curriculum. The Middle School games unit offers a unique opportunity for students to share games from their own family heritage and teach their classmates these new skills and strategies. In this way, students take pride in sharing their own cultures and get to learn from each other. In the Upper School, students choose P.E. classes that align with their individual needs.

9. Is diversity is an organic and intentional part of curriculum planning and development?

Through faculty mindsets like “Windows and Mirrors,” students are shown that their identity, reflected in our school community (mirrors), is valued. Students also understand that looking outside of themselves and seeing another culture or perspective (windows) is imperative to their growth and development as people. In addition to cultural diversity, the P.E. faculty encourages diverse skills throughout the curriculum. Some examples include throwing and kicking, ways of moving over and under obstacles and navigating rules. Another area where diverse thinking is required occurs in conflict resolution, a favorite being Rock, Paper, Scissors.

PERFORMING ARTS

7. Are different cultures and perspectives represented across the curriculum? Please give us examples?

Representing different cultures and perspectives is of vital importance in the Garrison Forest Performing Arts curriculum. By providing a window into another culture, students are invited to

GarrisonGarrison ForestForest SchoolSchool 2008 AIMSAIMS Evaluation Evaluation 20172017 explore the similarities and differences in a variety of artistic styles and methods. This enriches their experience of the performing arts and deepens their appreciation of cultures from around the world. Lower School Music students learn folk songs that represent Hispanic heritage. In 4th grade, students begin learning ballet, which has its origins in the French culture. Middle School and Upper School Theatre students are exposed to the dramatic traditions developed in several different countries and time periods throughout history, including Ancient Greek tragedians such as Aeschylus and Sophocles and the work of Carlo Goldoni (Commedia dell’arte). In the 9th grade Art Foundations course, music students learn about the Blues and how it affects world culture. Performing Arts faculty strives to include a variety of artistic styles when preparing for major performances such as the end-of-year Lower School Music Concert, the Middle School Arts Gala and the Upper School Chamber Choir and Dance concerts. This is also true for the diverse selection of plays and musicals that are part of the Performing Arts co-curricular performances in the Middle School and Upper School.

8. Can students see themselves in the curriculum? Again, share examples.

Students have many opportunities to see themselves in the Performing Arts curriculum. Many of these opportunities stem from the choice and input students have in the classroom. In each division, students are given assignments that allow for personal exploration and reflection. One of the goals of these types of assignments is for students to make personal connections to the performing arts and see something or someone that is like them. This encourages them to feel comfortable stepping outside of their comfort zone and try something new. In Lower School Music, 4th grade students complete written genre reflective narratives. In these narratives, students reflect upon their own experiences with different musical genres, as well as family influences and cultures. In 7th grade Dance, students complete a female choreographers project. The students pick a female choreographer of their choice and choreograph a two-minute duet based off her choreographic style. Middle School Theatre students analyze and perform contemporary monologues and scenes where characters are the students’ own age. The culminating theatre project in the 9th grade Art Foundations course encourages students to reflect on a piece of theatre by creating original ideas from their own perspectives, asking them to focus on characters or moments in the play with which they can identify.

9. Is diversity is an organic and intentional part of curriculum planning and development?

Garrison Forest’s Performing Arts faculty is purposeful in exploring dance, music and theatre traditions that cover a wide variety of cultures. The diversity among the GFS student population is featured in performances for the community. The Performing Arts are also highlighted at a variety of different community performances in which diversity is a main focus, such as the school’s Multicultural Dinner and Black History Month celebrations in different divisions. While the co-curricular performances and events that the Performing Arts Department present are rich

GarrisonGarrison ForestForest SchoolSchool 2019 AIMSAIMS Evaluation Evaluation 20172017 with diversity, the department recognizes the need to bring more diversity into the planning and development of the classroom and curriculum.

VISUAL ARTS

7. Are different cultures and perspectives represented across the curriculum? Please give us examples?

The arts act as a vessel for an individual’s perspective. Within the art studios at GFS, these individual student perspectives and cultures are shared, in addition to those presented by the teacher. There is breadth to the variety of cultures introduced by the teacher through presentation and other means to provide windows into the lives of others.

Examples of students sharing their own unique culture or perspective include a clay lantern assignment in 6th grade, which includes the researching and application of visual examples of students’ ancestry in the designing of an art work. In the Upper School, Drawing and Painting Portfolio students engage in a reflection of their personal culture and create a painting or drawing that incorporates words and images based on their reflection.

Examples of students being exposed to the culture and perspectives of others start in the Lower School. Both 2nd and 4th grade classes participated in creating modern textile paintings inspired by Central American weavings. The artist of the month bulletin board in the Middle School features contemporary artists from varied backgrounds and perspectives for students to observe and interact with during free time. AP Art History students investigate varied art forms, objectives and viewpoints from all parts of the globe, including Africa, South, East and Southeast Asia, Europe, the Middle East, North America, Pacific Islands, South and Central America, from prehistory through contemporary periods.

8. Can students see themselves in the curriculum? Again, share examples.

Not only does the Visual Arts curriculum encourage exploration of the students themselves but it also empowers them to create something that wasn’t there before. Teachers balance the instruction of technical skill with the tools necessary for communication and exploration of personal identity. In all divisions, students participate in the creation of literal and abstract self- portraits, placing themselves within the curriculum. In deeper ways, the Visual Arts department asks students to explore who they are and what they value. For example, in the Drawing class taught in the Upper School, students are asked in a sketchbook assignment to identify three important themes in their lives. In 9th grade, students are challenged to develop a logo and branding for their ePortfolio that represents their personality. One of the main goals of this department is to have students participate in the discovery of who they are as people.

GarrisonGarrison ForestForest SchoolSchool 20210 AIMSAIMS Evaluation Evaluation 20172017

9. Is diversity an organic and intentional part of curriculum planning and development?

The Visual Arts teachers create a framework to guide art making that shows the great variety of student voices in the GFS community. Through diversity in artist exemplars, the most organic and intentional diversity within the curriculum is the sharing of student peer art works and voices.

AP Art History has a global curriculum, intentionally addressing the diversity of art from prehistory to the 21st century and providing a wide range of examples and interpretations for the works of art studied. Slides, readings, videos, posters and exhibitions transmit the breadth of the diversity. Furthermore, the diversity of the GFS student body provides additional and diversified enrichment for the class.

SCIENCE

7. Are different cultures and perspectives represented across the curriculum? Please give us examples.

Different cultures and perspectives are represented in some units in the Science curriculum, but not in every science class. The Science department uses these perspectives to provide “Windows and Mirrors” in the curriculum, a concept embraced by all GFS faculty and staff and taught through a professional development program in 2016-17. For example, in the Lower School, 1st graders are involved in a cross-curricular Egypt project, and 2nd graders learn about Alaska’s indigenous people while studying the Iditarod. In Middle School, 6th graders complete a Women in Science Project, which often highlights scientists who are female and/or people of color. Upper School Physics and Animal Science classes includes problem sets that reflect a wide- range of cultural norms. Also, in AP Environmental Science, there is an environmental justice/injustice focus in the class.

8. Can students see themselves in the curriculum? Again, share examples.

Students are given some opportunities to see themselves in the curriculum. Lower School students in each grade make connections between their lives and the world around them, such as Kindergarten exploring the types of habitats that humans use. 2nd graders learn about humans as vertebrates, 3rd graders explore landforms near their homes and 4th graders learn about human adaptations. The popular 9th grade Biology Women in Science project showcases the struggles and contributions of a female scientist across an array of STEM fields, chosen by the student and highlighted in a student-produced video.

GarrisonGarrison ForestForest SchoolSchool 20311 AIMSAIMS Evaluation Evaluation 20172017 9. Is diversity an organic and intentional part of curriculum planning and development?

Diversity is not an organic part of curriculum planning and development in the Science program, but teachers do intentionally integrate diversity in some parts of the curriculum by showcasing different cultures and perspectives in some units, as mentioned above. In addition, teachers intentionally provide students ways to see themselves (mirrors) and to examine other cultures (windows), such as the Women in Science projects described above.

EDUCATIONAL TECHNOLOGY AND LIBRARIES

7. Are different cultures and perspectives represented across the curriculum? Please give us examples.

GFS works to develop cultural competency its community. The Educational Technology curriculum supports this initiative through the Digital Citizenship curriculum, teaching and practicing responsible and ethical use of technology for community members to engage appropriately with people from other cultures and perspectives. Students in the Lower School engage with students from other countries in regular Mystery Skypes, where two classrooms skype and try to guess what country each other are located in. Middle School students participate in a Digital Kindness Week, which promotes respect for different opinions and healthy dialogue.

The library collections are updated constantly to represent new perspectives and cultures. Through teacher suggestions and professional reading and sharing, the librarians work to build digital and print collections that reflect a global society and its many facets. Recently, the Middle School/Upper School librarian’s added mysteries with protagonists of color to the school collection for 8th grade students and added books on more diverse female scientists for the 9th grade Women in Science project.

8. Can students see themselves in the curriculum? Again, share examples.

The Educational Technology and Library department seeks out examples of women and underrepresented groups to add as resources. When using a research or author example, the librarians look for examples that include a balance of representation of women, men and underrepresented groups. The department uses posters and other signage that show women and underrepresented groups using technology in sophisticated ways. It is the goal of the Garrison Forest libraries to provide students with reading materials and project examples in which they can see themselves. The book and database collections are updated constantly and research examples and sources are reevaluated with the arrival of each assignment. The librarians are also open to suggestions from teachers and students regarding additions to the collections.

GarrisonGarrison ForestForest SchoolSchool 20412 AIMSAIMS Evaluation Evaluation 20172017

9. Is diversity an organic and intentional part of curriculum planning and development?

The Educational Technology and Library department is committed to supporting important and necessary diversity work. The department constantly reviews library resources, including articles used for discussions, videos and images, to determine if they are representative of the school community and the wider world. Diversity is a deliberate part of curriculum planning and collection development in the libraries. The librarians also serve as consultants for teachers interested in adding diverse reading selections into their courses.

Educational Technology takes advantage of resources that show women and underrepresented groups using technology. For example, the department looks for video tutorials delivered by women programmers and seeks resources that show the contribution to technology from underrepresented groups.

ENGINEERING

7. Are different cultures and perspectives represented across the curriculum? Please give us examples? Engineering design projects organically give rise to cultural and personal perspectives through students’ ability to make choices based upon their own views. Many projects require students to view situations through the perspectives of others. In the Preschool, students take inspiration for their projects from a book of photographs of buildings from around the world. The 6th grade Building Design project emphasizes an understanding of the region that their building is to be located. Students must consider the geography of the region as well as cultural norms. The textbook for the Upper School Engineering elective was chosen because it deliberately incorporates articles written about and by engineers with diverse cultural and gender backgrounds. Many of the design challenges are open to encourage projects which reflect the beliefs and values of the individual student. Women in Science and Engineering (WISE) students benefit from working in an extraordinarily diverse research university and building cross-cultural competency through crafting connections with Johns Hopkins University mentors from around the world and learning about educational paths, views on STEM and career and research goals, that are, in part, framed by country of origin and other cultural perspectives.

8. Can students see themselves in the curriculum? Again, share examples. Students frequently receive opportunities for self-expression within the context of engineering and design projects. For example, Middle School students engage in a project in which they produce a primitive electronic speaker and design the housing for that speaker. Some have turned the speaker into headphones, built cases to house the speaker or attempted to build cone-shaped

GarrisonGarrison ForestForest SchoolSchool 20513 AIMSAIMS Evaluation Evaluation 20172017 housing to amplify the speakers. The multiplicity of problem-solving approaches reflects the diversity of thinking in the students. The 3rd grade students design and 3D-print gifts for Mother's Day. Many students create jewelry, and each design represents their interpretation of their mother’s tastes and preferences. This was a culminating free-style project at the end of the 3D-design unit in which the students learned several basics of TinkerCad and completed three to four other designs. The 4th and 5th grade students designed and built a full-size model of a plant (real or imaginary) programmed to respond to some form of external stimulus in the February 2016 STEAM Week. Some of the parameters of the project were predetermined (it had to be a plant programmed with at least one input and one output); however, the students were given a wide variety of building materials, switches and actuators, with very few limits on the look or complexity of the final design. Additionally, using felt, LEDs, conductive thread, embroidery thread and batteries, 5th grade students design a light-up badge which symbolizes their personality. Upper School Engineering students design laser-cut-boxes which reflect their personalities.

9. Is diversity is an organic and intentional part of curriculum planning and development? Diversity is a consideration when designing the Engineering curriculum, but is not a major focus of the curriculum. See #7 for a detailed description of how other cultures and perspectives are included in the curriculum.

WORLD LANGUAGES

7. Are different cultures and perspectives represented across the curriculum? Please give us examples?

Exploring the cultures associated with a language is at the very core of all language classes. With a variety of cultures comes a variety of perspectives. Students are encouraged to acquire an increasingly deeper knowledge of other cultures and to contrast them with their own culture and the cultures of their classmates. Discussions are encouraged. Specific rules have been established to create fruitful discussions, such as respecting others’ opinion, listening carefully, being brave about one’s own opinion, being open-minded and daring to change perspective after a discussion. Teachers make a conscious effort to include various cultural perspectives in the material they teach (readings, movies, news broadcasts, documentaries, etc.). Students are encouraged to bring their own diversity to the class and express perspectives that are important to them.

México, Honduras, Perú, Nicaragua, Chile, Costa Rica, Paraguay, Spain, Bolivia, El Salvador, Argentina and the Maya people are part of the Lower School textbook themes. Definitions of family mirror the Lower School students’ families and socio-economic realities are examined by learning about the differences and similarities among citizens of those countries. In Middle

GarrisonGarrison ForestForest SchoolSchool 20614 AIMSAIMS Evaluation Evaluation 20172017 School, students explore Chinese, Francophone, Hispanic and classical cultures, traditions and customs. Teachers make an intentional effort to include a variety of cultural, religious and gender perspectives in the courses. Upper School students are encouraged to bring their own perspective to the topics they research and to challenge themselves to explore topics that are unfamiliar. Teachers make intentional efforts to include a variety of cultural, religious and gender perspectives in the courses.

8. Can students see themselves in the curriculum? Again, share examples.

In order to give students the best chance to see themselves in the curriculum and to share who they are with their classmates, teachers encourage them to be brave about sharing their own perspective. Also, teachers give students a certain autonomy in the topics they want to research, discuss and present. There are several language and cultural clubs in the Upper School where students can see themselves and make their teachers and peers aware of their points of interest.

Lower School books reflect students culturally and racially. There are books and projects that highlight diverse families and gender non-conforming students. Lesson plans strive to include all families reflected in presented work. Many topics taught in the Middle School are influenced by students’ curiosity. Students choose project topics based on interest. Students see themselves as represented in other teenagers in different countries. Areas of shared interest such as music, food, hobbies, clothing, etc. provide a connection and appreciation across cultures. Students communicate with boarding students from China and Mexico using target languages. In the Upper School, students studying Chinese actively communicate with GFS Chinese boarding students using the target language. Additionally, they participate in foreign travel or summer immersion language camps. On campus, language tables are being organized weekly for practicing interpersonal communication skills between students who learn a language and native student and faculty speakers.

9. Is diversity an organic and intentional part of curriculum planning and development?

Diversity is an organic part of curriculum but more intentional areas of inclusion must be addressed and added. Racial diversity is evident in all areas of modern language as the discipline explores cultures around the world. Genderfluid language is employed in explaining gender nouns and adjectives in Spanish, French and Latin. The need to address gender-specific nouns in romance languages opens the door to discussions of gender beyond grammatical gender.

In the Lower School, images that are used reflect the racial and cultural makeup of the countries and people represented by the language spoken. Vocabulary centered on home life and work include various socio-economic scenarios. Lower School curriculum follows Responsive Classroom and Culturally Responsive Teaching guidelines to ensure students’ lives are

GarrisonGarrison ForestForest SchoolSchool 20715 AIMSAIMS Evaluation Evaluation 20172017 represented and honored in the classroom. Middle School curriculum does not reflect a Eurocentric perspective in Spanish and French classrooms, but rather a global approach. Cambridge Latin Course includes ancient examples of diversity and provides historical perspectives on this issue.

PROGRAM

22. Is diversity a goal in recruiting new teachers? If so, what strategies are used to increase or maintain diversity on the faculty?

One of the key strategic goals of the school and its Strategic Plan, approved in 2015, is recruiting and retaining diverse faculty. To support this vital effort, in February 2016 the school invited a consultant from Nemnet, a national diversity recruitment agency, to speak to all Department Chairs, Divisional Leaders and Administrative Assistants who are involved in hiring. After this training, Division Heads worked with the Director of Diversity and Inclusion to develop an articulated hiring process that attempts to increase the number of candidates of color in the hiring pool for every GFS opening, faculty or staff. Having more people cull resumes, forming a search committee for each search, posting openings with recruitment firms focused on diversity, attending various hiring fairs focused on diversity and visiting Historically Black Colleges and Universities to recruit candidates for openings when time allows are all strategies currently employed by the school.

23. Please analyze ongoing efforts by the administration, including the Head of School, to accomplish the school’s diversity goals.

The administration and Head of School are personally and professionally committed to achieving the school’s diversity goals as outlined in the 2015 Strategic Plan. GFS is working to increase the numbers of faculty, staff and families of color and increase multicultural viewpoints and perspectives in the K-12 curriculum.

The Board of Trustees is working to develop the school’s policies on supporting transgender and gender diverse students. The administration invited a speaker to train faculty and the Board in supporting gender diverse students. There is a commitment to continuing to hold all-faculty diversity training sessions five to six times per year.

The school sends faculty and students to the NAIS People of Color Conference and to the White Privilege Conference. There are on-going student and faculty affinity groups for faculty of color and white allies. The school also hosts a Schools Seeking Educational Equity and Diversity (SEED) group that facilitates important conversations on race, gender, class and equity with faculty and staff.

GarrisonGarrison ForestForest SchoolSchool 20816 AIMSAIMS Evaluation Evaluation 20172017

School Climate

6. Does the school provide opportunities for students to discuss differences among themselves, including racial, ethnic, socio-economic, gender and sexuality, religious?

Divisionally, there are age-appropriate opportunities for students to discuss differences in race, class, gender, religion and more. Students may discuss these issues in decision-making classes, debate and dialogue classes, and in their core curriculum classes, such as English, Language and History classes. Outside of school, students may discuss these topics in affinity groups, Student Diversity Leadership Council, in cultural groups such as the Asian Students Association or Black Students Association, gender and sexuality identity groups such as Spectrum, dinner language tables and more. In addition, College Counseling’s Transitions courses for 12th grade discuss these issues in the context of financial aid and college. GFS also provides opportunities for Upper School students to attend the national and regional Student Diversity Leadership Conference. Middle School and Upper School students learn about racial and socio-economic differences by participating in the Middle Grades Partnership program.

7. Who leads the conversations in 6 above? What training, if any, have they had in leading these kinds of discussions?

Faculty, Counselors and diversity practitioners lead these conversations. Faculty have had some training in dialogue facilitation, and Counselors have professional training in facilitating communication and expression of thoughts and feelings with individuals and groups. Affinity group leaders have had some group facilitation training as well. Many affinity group facilitators have additional training including Diversity Leadership Institute, Diversity Directions, the White Privilege conference and the People of Color Affinity Group trainings.

11. Do adults effectively work and learn together? Please give examples.

Garrison Forest faculty and staff work very well together. Some examples include the English faculty working with College Counseling on college essay writing and all faculty working with College Counseling to understand the content of college admissions assessment as it intersects with their respective curriculum. The 10th grade Career Explorations course is developed by faculty and staff from many different departments. In Science, all teachers who teach the same courses work together on classes as the content and assessments are the same. Teachers who teach the same course but different levels work together on content and depth. Members of Art and Science departments collaborate on “maker space” in the Creative Co-op. The IT team works with individuals and departments, trouble shoots, sets up web conferences and offers tutorials to all faculty and staff. P.E. teachers work in teams for teaching Preschool through

GarrisonGarrison ForestForest SchoolSchool 20917 AIMSAIMS Evaluation Evaluation 20172017 Middle School gym classes. Art teachers work closely, sharing ideas and resources, attending PD together, coordinating entries for art competitions and supporting one another with complex projects, mounting art exhibits and transporting equipment or art. The Counselors meet regularly for peer supervision and to collaborate around curriculum. The Upper School Counselor collaborates with advisors and Student Life Team (Head of Upper School, Dean of Academics, Dean of Students, Director of Health Center and Director of Resident Life) on a weekly basis to address issues/concerns affecting students and community. The Academic Resource Coordinator and Upper School Counselor meet weekly to explore supports needed for students struggling academically. The Middle School grade-level teams plan interdisciplinary activities for students and meet regularly to discuss students’ progress, strengths and challenges.

13. Please explore whether and to what extent the school’s climate is consistent with its stated mission. Are there areas of inconsistency? Are there areas of especially strong consistency?

This is the stated GFS mission: At GFS, students are prepared in and out of the classroom to thrive in a complex, changing world by challenging them to strive for academic excellence and to grow into informed, independent and creative thinkers who cultivate an authentic and resilient sense of self, grounded in respect and integrity. GFS also works to create a diverse and inclusive community built on a spirit of caring and inspiring young women to lead and to serve with passion, purpose and joy.

In general, GFS is successful at meeting this mission. There will always be areas of inconsistency, and the school is committed to addressing them. One area of inconsistency is the difficulty in ensuring that LGBTQ students, students of color, working and middle-class students, international students and others feel valued and included. A second area of inconsistency is the need to develop a comprehensive leadership development program for students. A final area of inconsistency is the challenge to develop independent and resilient thinkers because of the reluctance to allow students to fail.

School and Community

4. Describe the school’s philosophy regarding socio-economic, ethnic and racial diversity. Please use Financial Aid data to answer this question.

The Statement of Respect is as follows: The Garrison Forest School community is deeply committed to equity, honesty, kindness and respect as part of the educational experience. To this end, we:

• Celebrate diversity both within our community and our curriculum.

GarrisonGarrison ForestForest SchoolSchool 21018 AIMSAIMS Evaluation Evaluation 20172017 • Are concerned for the well-being of all people. • Seek to build the self-esteem of all people. • Aspire to promote the understanding of all people.

We recognize the dignity and worth of all individuals. To protect their rights we confront bias, prejudice and discrimination. Garrison Forest School does not condone any behavior which is inconsistent with these tenets. We believe that it is unacceptable for our spoken and written language and behavior to demean anyone’s physical characteristics, as well as anyone’s ethnic, gender, personal, racial, religious or sexual identities. We, as individuals, must take responsibility for our words and deeds and respect all people.

The above Statement of Respect may be found in every classroom on campus, on the website, in Admission materials, and most importantly, in the actions of the faculty, staff and students. Garrison Forest School’s Office of Diversity and Inclusion and the faculty, staff, parent and student diversity groups cultivate and maintain a welcoming climate on campus for all to be appreciated and accepted for who they are, as they are. Integrating multicultural perspectives into all aspects of the school creates a rich learning community and optimal environment for the school community to grow and learn together The GFS curriculum, co-curricular activities and community involvement strive to reflect the racial, religious, cultural diversity not only of its students, faculty and families, but of the world around them. 5. Describe any significant changes in the ethnic composition of the student body in recent years. Describe and discuss any unusual circumstances.

A significant increase in the school’s international boarding student population began in the mid- 1990s with students from across Asia and the Middle East enrolling in the school. In the past five years, GFS has continued to grow its international boarding student population and currently has 29 out of 74 boarders from China. A significant number of students from Mexico enroll for their 8th grade year. The school continues to work closely with independent consultants representing several countries, and the Head of School has recently traveled to China to meet with current and prospective families. GFS’s African-American population has remained at approximately 17% of the total student body for the past three years.

6. Describe the composition of the student body in ways that are meaningful to your school. How does the composition of the school’s population reflect the school’s stated mission?

Garrison Forest’s stated mission is to prepare students in and out of the classroom to thrive in a complex, changing world. (See #3 for complete language.) The student body reflects GFS’ mission because it represents a diverse group of students who are independent, creative thinkers who embrace the collaborative, global world. With a student body hailing from seven countries and 12 states, the GFS students see friends first, then nations. Furthermore, 17% of the student body is African-American. Students interact with people with different backgrounds, traditions,

GarrisonGarrison ForestForest SchoolSchool 21119 AIMSAIMS Evaluation Evaluation 20172017 languages and perspectives in and out of class. The community created here builds understanding and empathy and celebrates the richness of diversity at GFS. By interacting with each other every day, GFS students from Korea and Germany, from Montana to Maryland truly learn how to thrive in the “complex, changing world” described in the school Mission Statement. 7. How does the racial/ethnic and socio-economic diversity of the student body compare to that of the local community?

Given the demographics of Baltimore County, the school recognizes that that there is underrepresentation of African American, Hispanic and Asian students. GFS would like recruit additional students of color, particularly Asian and Hispanic students, to better reflect the GFS community and provide a rich learning environment for all students.

GFS has not collected data on its students' gender identity and expression, sexuality, religion and other personal identifiers.

8. Describe the school’s efforts to achieve and maintain a diverse student body.

GFS works to achieve and retain a diverse student body. The Admission Office travels to regions throughout the country and works with national and international consultants to build the student body. Admission staff attends numerous school fairs, including those focused on Hispanic families and African American families. In the past two years, the Head of School has made two annual trips to Asia and one to Mexico to visit current families and recruit new families. GFS partners with several nonprofit educational organizations to grow the diversity of its student body, including: Samuel Ready Scholarships; New Jersey SEEDS; Baltimore Educational Scholarship Trust (B.E.S.T.); and ASSIST (American Secondary Schools for International Students and Teachers). GFS is planning new marketing and enrollment strategies to increase the number of Hispanic and Asian American families and students at the school. Online, print and social media marketing materials reflect the diversity of the school.

The Office of Diversity and Inclusion supports student cultural and affinity groups, cultural celebrations and dinners and cultural competency trainings for faculty and students to create and maintain a welcoming, supportive environment.

12. In what ways are parents informed about the school’s diversity goals? How are parents involved in supporting diversity at the school?

Parents support diversity at GFS by embracing the school’s Mission, Statement of Respect and Core Values by supporting activities, both curricular and co-curricular, designed specifically to help build understanding across differences. Parents are encouraged to take part in opportunities for dialogue, to share their experiences and broaden their perspectives to build connections

GarrisonGarrison ForestForest SchoolSchool 21220 AIMSAIMS Evaluation Evaluation 20172017 among all members of the school community. Every divisional handbook restates the school’s commitment to diversity and reinforces the importance of creating a community based on kindness, honesty and respect.

In 2015, the school developed and created the Strategic Plan with input from all members of the community, including current parents. Diversity is one of the school’s six strategic imperatives outlined in the plan and clearly states to the community that Garrison Forest School will “work to build an inclusive and welcoming community where all are valued and have the necessary skills to contribute to an increasingly complex, diverse and global community.” Specific diversity goals and action steps toward achieving these goals are outlined in the plan. Parents are updated on diversity goals and programs at regular Parent Association (PA) meetings, which are open to the parent community, through emails about goals and multicultural events from the Director of Diversity and Inclusion and in numerous posts on GFS social media highlighting diversity. In addition, the Parent Diversity Committee and Parent Diversity Liaison work directly with the Office of Diversity and Inclusion to plan, implement and support school-wide diversity initiatives. For example, the popular, annual Multicultural Potluck is sponsored by the PA and brings together families, faculty and staff across the divisions to share food and enjoy music, dance and theater performances that represent various cultures and regions from around the world.

13. In what ways are diverse families supported?

GFS continues to make positive strides toward supporting diverse families. In 2015, the former part-time position of Director of Multicultural Programs was elevated to a full-time position and renamed Director of Diversity and Inclusion. Since 2015-16, six affinity groups and four cultural groups have been created in addition to existing diversity-oriented groups, providing students, faculty, staff and parents an opportunity to build connections and process events or happenings in a safe space. This is particularly important in helping GFS students develop a strong sense of identity.

18. Does alumni leadership reflect the diversity of the school? What efforts are in place to involve racially and ethnically diverse alumni?

The Alumnae Board comprises 16 members who bring diversity with regards to race, ethnicity, age and sexual orientation. New members are recruited annually, with the recruitment process involving all members of the current Board with input from the Development Office. Term limits were instituted in 2013 to ensure that the Board continually reflects the diversity at GFS and its alumnae. Last year, the Director of Diversity and Inclusion was invited to speak at a meeting to foster a dialog about the current diversity initiatives at GFS, including where there have been weaknesses in the past and the ways in which alumnae can support diversity efforts. In 2016-17,

GarrisonGarrison ForestForest SchoolSchool 21321 AIMSAIMS Evaluation Evaluation 20172017 the Director of Diversity and Inclusion, in collaboration with the Director of Alumnae Relations, hosted the first-ever Alumnae of Color affinity group for discussion. This group also had a social event during the 2017 Reunion Weekend, and more events and meetings are planned. GFS social media and articles and alumnae profiles in the annual Garrison Forest School Magazine reflect the diversity of alumnae.

Personnel g. Does the administrative Leadership Team reflect the diversity within the greater school community? What efforts have been made to diversify the administrative Leadership Team?

Garrison Forest has made significant gains in diversifying the Leadership Team with the appointment of three members of color in the 2015-16. Of the Leadership Team’s 14 total members, two administrators are Asian American, one is African American and one is Mexican American born in Mexico. The diversity in the school community is reflected in the Leadership Team. However, most GFS families of color are African American, with Asian international students representing the second largest minority group. The Leadership Team is underrepresented regarding African American administrators and does not currently have any Asian international administrators. Data has not been collected regarding religion, sexuality, ability, class and other personal identifiers.

Admissions and Marketing b. Using the information and data provided in IA above, analyze school enrollment the past five years, paying particular attention to significant changes – in enrollment, applications, and yield; in student composition, including gender, race, and ethnicity; in acceptance rates; and in attrition rates. If the school enrolls boarding or homestay students, include here any trends involving those students, and please also complete Section VII.

Over the past five years, the school’s enrollment has gradually decreased, with a more significant drop for the 2016-17 school year. The most significant declines in enrollment were in the Preschool and Lower School. These declines can be attributed partially to demographics and the changing needs of families with young children. Other factors in the overall decline include the number of applicants who applied for financial aid. For the 2016-17 school year, Garrison Forest had twice the previous year’s number of families who completed the application process and qualified for aid, but were not given any aid. A nearby competitor school opened a Pre- Kindergarten program, and GFS experienced a higher rate of Preschool attrition as families left the Preschool a year early to attend this nearby coed school. The attrition rate was also higher in the Upper School for girls moving from 9th grade to 10th grade over the past two years.

GarrisonGarrison ForestForest SchoolSchool 21422 AIMSAIMS Evaluation Evaluation 20172017 The school has seen a steady increase in the number of families across the divisions who are applying and qualifying for significant financial aid and it is not possible to meet the need of many of these families. Even if a family is given a grant, it is often not enough to make it possible for the student to attend Garrison Forest.

Boarding applications have remained strong as has boarding enrollment. For the fall of 2016-17, the school had the largest class of 9th grade boarding students in the past ten years. This group of students also is more diverse in terms of the number of domestic boarding students and the states they represent, as well as international locations. Boarding applications have increased dramatically in the past three years. Applications from China account for most of the increase in applications. In the past three years, applications from China have doubled. However, the school was not able to accept any more Chinese students; these applications skew the acceptance and yield numbers especially in the Upper School.

Financial Management p. What institutional financial resources has the school committed to support diversity? Are these resources adequate to implement the school’s diversity goals?

Beginning July 1, 2015, GFS created a new, full-time position for a Director of Diversity and Inclusion; this position is committed to supporting both faculty/staff and student diversity and reports to the Head of School. In addition, faculty representatives on the GFS Diversity Leadership Council are paid a stipend in addition to their regular base salary to develop age- appropriate diversity programs in each of the divisions. GFS has committed significant budget dollars to support diversity initiatives to include attendance at the People of Color Conference (for both faculty, staff and students), Multicultural Potluck Dinner, an enhanced evening program celebrating various holidays for the boarding and day communities and many similar activities throughout the year.

In 2015-16, Garrison Forest committed more than $3.8 million in financial aid to families who demonstrated financial need, which promotes ethnic and socio-economic student diversity.

GarrisonGarrison ForestForest SchoolSchool 21523 AIMSAIMS Evaluation Evaluation 20172017 ______

VI. SCHOOL AND COMMUNITY ______

PREPARED BY: Peggy Bittner, Director of Alumnae and Parent Relations, Co-Chair Nick Burns, Upper School History, Co-Chair Vasi Argeropolos ’17, Upper School Student Lindsey Callaway ’17, Upper School Student Liza Corbin Cole ’98, President, Alumnae Association Sarah Elzinga, Middle School History Anna Waters Gavin ’00, Alumnae Board Chrissy Grant, Lower School Academic Resource Coordinator Liz Kokinis, Current Parent Alex McMahon ‘82, Current Parent Kellie McGowan, President, Parent Association Jessy Molina, Director of Diversity and Inclusion Debbie Oleisky, Upper School Science Teacher Andrea Perry, Director of James Center and Dean of Special Programs Madison Qualls ’21, Middle School Student Anna Riley ‘21, Middle School Student Bryna Stoute, Preschool Teacher

HOW PREPARED (PROCESS):

This committee is unique in that it membership includes faculty, staff, students, parents and alumnae. The committee chose to divide the questions based on everyone’s personal and/or professional role within the school, though each member was given the opportunity to contribute information to all questions. The Co-Chairs synthesized all responses into a draft, which the committee reviewed and revised and wrote strengths, weaknesses and recommendations at a final meeting.

A. History and Culture

1. Briefly describe the history of the school, including any events and/or changes that had a significant effect on the course of its history.

Garrison Forest School has a long tradition as a leading independent school. Founded in 1910 in the Greenspring Valley, it opened with approximately 30 boys and girls, two of whom were boarding students. Mary Moncrieffe Livingston, the sister-in-law of the Rector of nearby St.

GarrisonGarrison ForestForest SchoolSchool 2161 AIMSAIMS EvaluationEvaluation 20172017 Thomas’ Church, was its first Headmistress. The school started in a rented house in Pikesville and moved to its current location in 1912. Miss Livingston emphasized the value of the individual and the importance of the character development of each person. She chose the motto Esse Quam Videri, which means “To Be Rather Than To Seem,” and led the school until her retirement in 1929. From 1929 to 1960, under the leadership of Co-Headmistresses Jean Marshall and Nancy Offutt, Garrison Forest gained a national reputation as both a day and boarding school for girls. During those years, a new dormitory, athletic facilities and the Chapel were built. An infectious spirit and a deep commitment to education were the keynotes of this era. Miss Offutt wrote “that students want to be held accountable, want to be asked to meet high standards; that there is in everyone a little of the youth who cried ‘Excelsior’; that discipline to be effective must be recognized as having a purpose; that failure is never the end; that education itself is an isosceles triangle – parents, children, teachers - and that no lack of understanding must be allowed to break the ‘sides’ of communication.” These long-held convictions form the basis of Garrison Forest’s philosophy of education. A new vision emerged with Archibald “Tad” Montgomery, III, who served as Headmaster from l (1960-1968). He brought to the school an emphasis on excellence in the development of fundamental skills, critical thinking and awareness of the surrounding world. To that end, he sought to attract and keep “a strong and talented faculty, a faculty who possess not only the intellect, but also the character, faith and sense of responsibility which the school shall strive to build in our students. Garrison Forest School wants to inspire people toward a consciousness of their obligation to serve their community and their country.” A construction boom began during Lawrence “Larry” Hlavacek’s tenure (1968-1978), including a merger with The Valley School, which returned preschool-aged children to the school. The founding model was a coed Primary program with a day and boarding program for girls through 12th grade. Garland Theater, Marshall-Offutt and the Indoor Riding Ring were built. Garrison Forest received a chapter of the Cum Laude Society, and to emphasize the importance of understanding the world beyond the Garrison Forest campus, the Independent Senior Projects were introduced into the senior year curriculum. The school reached a new level of academic prominence with the vision and strong guidance of its sixth Head, Agnes “Aggie” C. Underwood (1978-1989). Her vision was dedicated to the soul, the spirit and the intellect with the understanding that the school was guiding and training future leaders. Renewing the commitment to the mission of educating girls, she also hired the first College Counselor. During this time, the new Elinor Purves McLennan ‘56 Library was built with a lecture hall and a computer center, and the Frederick W. Whitridge Athletic Pavilion and Tennis Courts were added to augment the athletic facilities. Elsa “Midge” Bowman (1990-1994) reaffirmed the importance of educating girls. As Head of School, she underscored the essential value of building girls’ self-esteem and character and fostering a commitment to service. She created the Office of Cultural Awareness and appointed

GarrisonGarrison ForestForest SchoolSchool 2172 AIMSAIMS EvaluationEvaluation 20172017 faculty and staff committee to write the school’s Statement of Respect in 1993. In addition, Phase I of the Capital Campaign was launched. The libraries in both the Upper and Lower Divisions were computerized. Following G. Peter O’Neill, Jr. (1994-2014) guided Garrison Forest into becoming an increasingly diverse community, where technology and modern facilities would allow the students to communicate more fully and learn about the world more completely. During Peter’s tenure, the Molly Mundy Hathaway ’61 Fine and Performing Arts Center, daycare for faculty and staff children, the D. & J. Smith Equestrian Center, the Elizabeth B. Searle ’74 Athletic Center, Alumnae Hall, two additional faculty residences and the new, Silver LEED-certified Middle School were completed. In addition, the Lowe School was expanded and updated. In 1998, the campus-wide technology network was established. During Peter’s tenure, the school completed a $25 million capital campaign, the endowment grew from three million to over $35 million, annual giving topped $1 million per year and Garrison Forest celebrated its centennial in 2010. Additionally, three marquee programs of the school were developed under his leadership: the ground-breaking research mentorship partnership with The Johns Hopkins University, the Women in Science and Engineering program; the Elsie Foster Jenkins ’53 Community Service Fund to provide fellowship stipends to select students for in-depth community outreach; and the James Center, which incorporates the school’s experiential programs in STEM, service outreach, leadership development and financial literacy under one umbrella. Dr. Kim Roberts’ (2014-2017) tenure established important new initiatives and underscored the tenets that have made Garrison Forest such an exceptional school for 107 years. She led the community-wide creation of the Garrison Forest Core Values (Be Authentic, Be Brave, Be Compassionate, Be Curious and Be Spirited) and developed the Strategic Plan to guide GFS into its second century. Campus innovations during her tenure include three high-tech “maker spaces” called the Creative Co-op, the new Lower School Playground and the Outdoor Classroom. Diversity and inclusion were key elements of her leadership and vision for GFS, and programming in these areas were enhanced significantly, including the creation of the first-ever full-time Director of Diversity and Inclusion (previously, the diversity position was part-time). From the opening day in 1910 as an independent school with 30 girls (day and boarding) and boys (in primary grades only), Garrison Forest School has grown into an all-girls’ Kindergarten- 212th grade day and boarding school (8th-12th grades) with a coed preschool. For 2016-17, 572 students are enrolled, 74 of which are full- time boarding students. 2. Describe and analyze the school’s culture. How has the school’s culture evolved over time? What changes have significantly affected the school’s culture? How does the school’s culture relate to the times in which we live?

Garrison Forest strives to create an open and caring community that enables any student from any country or background feel safe, respected, appreciated and valued. At GFS, students are deeply known by their teachers and peers and celebrated for their unique gifts and encouraged to

GarrisonGarrison ForestForest SchoolSchool 2183 AIMSAIMS EvaluationEvaluation 20172017 be their authentic self, a tenet inherent in the school motto. The school culture seeks to challenge students without overwhelming them by striving for the appropriate balance of nurture and structure. A warm spirit, a global student body and a dedicated faculty make this a welcoming environment for any young person to grow and learn. Since GFS is a residential community, the students have constant access to caring adults. The boarding component allows GFS to be more than a school; it is a home.

Garrison Forest is also a culture that encourages community service across all divisions. In fact, Service League, the name of the Upper School service outreach organization, is the school’s longest running, student-founded club. It was created in World War II to help soldiers abroad and families on the home front; today, GFS service encompasses every division with robust programs and reflective opportunities. Though not required, most students participate in community service, which allows them to go beyond themselves and the campus and to engage in the larger world.

The school is open to new ideas and continually strives to adapt to a rapidly changing world. Diversity, in terms of student body, faculty and staff, is a priority, and GFS includes one of the more diverse communities among the Baltimore region’s independent schools. As a community, the school is working to develop a climate that is more intentional about engaging in challenging conversations about race, class and equity. Several student and faculty and staff groups create important venues for discussion and the new 9th grade course, Dialogue and Debate, which began in 206-17, is helping students gain the needed skills to feel comfortable with difficult conversations and understand how to discuss and debate with respect and a clear sense of humanity. In addition, diversity programming has increased in recent years to expand and encompass programming to represent an array of racial, religious and cultural backgrounds.

3. Please explore whether and to what extent the school’s culture is consistent with its stated mission. Are there areas of inconsistency? Are there areas of especially strong consistency?

Garrison Forest’s motto, Esse Quam Videri, “To Be Rather Than To Seem,” has inspired the school’s community since its founding in 1910. The motto inspires the school’s stated mission of preparing students in and out of the classroom to thrive in a complex and challenging world by: • Challenging them to strive for academic excellence and to grow into informed, independent and creative thinkers. • Cultivating an authentic and resilient sense of self, grounded in respect and integrity. • Creating a diverse and inclusive community built on a spirit of caring. • Inspiring young women to lead and to serve with passion, purpose and joy.

GarrisonGarrison ForestForest SchoolSchool 2194 AIMSAIMS EvaluationEvaluation 20172017 In 2015, the GFS community created a set of five Core Values to further articulate the motto and mission and to encapsulate its tenets on an individual level to be understood and embraced by students from Preschool through Upper School. These Core Values are Be Authentic, Be Brave, Be Compassionate, Be Curious and Be Spirited.

The Statement of Respect, established in 1993, and calls on everyone in the GFS community to have a deep commitment to equity, honesty, kindness and respect, with a shared goal and purpose to make these ideals integral to the Garrison Forest experience. The school community continually reflects upon and endeavors to embody the tenets of the Statement of Respect, whether through daily interactions with each other or as inspiration for curricular enhancement. (See #4 below for the complete Statement of Respect.)

With each inspirational aspiration – the school motto, Mission Statement, Statement of Respect or Core Values – Garrison Forest strives live up to these interwoven values more fully and to create a better school. By inculcating and internalizing these words through deeds and action throughout the GFS community and into the broader world, students will lead authentically, passionately, purposefully and joyfully.

B. Students

4. Describe the school’s philosophy regarding socio-economic, ethnic and racial diversity. Please use Financial Aid data to answer this question.

The Statement of Respect is as follows: The Garrison Forest School community is deeply committed to equity, honesty, kindness and respect as part of the educational experience. To this end, we:

• Celebrate diversity both within our community and our curriculum. • Are concerned for the well-being of all people. • Seek to build the self-esteem of all people. • Aspire to promote the understanding of all people.

We recognize the dignity and worth of all individuals. To protect their rights we confront bias, prejudice and discrimination. Garrison Forest School does not condone any behavior which is inconsistent with these tenets. We believe that it is unacceptable for our spoken and written language and behavior to demean anyone’s physical characteristics, as well as anyone’s ethnic, gender, personal, racial, religious or sexual identities. We, as individuals, must take responsibility for our words and deeds and respect all people.

The above Statement of Respect may be found in every classroom on campus, on the website, in Admission materials, and most importantly, in the actions of the faculty, staff and students. Garrison Forest School’s Office of Diversity and Inclusion and the faculty, staff, parent and

GarrisonGarrison ForestForest SchoolSchool 2205 AIMSAIMS EvaluationEvaluation 20172017 student diversity groups cultivate and maintain a welcoming climate on campus for all to be appreciated and accepted for who they are, as they are. Integrating multicultural perspectives into all aspects of the school creates a rich learning community and optimal environment for the school community to grow and learn together The GFS curriculum, co-curricular activities and community involvement strive to reflect the racial, religious, cultural diversity not only of its students, faculty and families, but of the world around them. 5. Describe any significant changes in the ethnic composition of the student body in recent years. Describe and discuss any unusual circumstances.

A significant increase in the school’s international boarding student population began in the mid- 1990s with students from across Asia and the Middle East enrolling in the school. In the past five years, GFS has continued to grow its international boarding student population and currently has 29 out of 74 boarders from China. A significant number of students from Mexico enroll for their 8th grade year. The school continues to work closely with independent consultants representing several countries, and the Head of School has recently traveled to China to meet with current and prospective families. GFS’s African-American population has remained at approximately 17% of the total student body for the past three years.

6. Describe the composition of the student body in ways that are meaningful to your school. How does the composition of the school’s population reflect the school’s stated mission?

Garrison Forest’s stated mission is to prepare students in and out of the classroom to thrive in a complex, changing world. (See #3 for complete language.) The student body reflects GFS’ mission because it represents a diverse group of students who are independent, creative thinkers who embrace the collaborative, global world. With a student body hailing from seven countries and 12 states, the GFS students see friends first, then nations. Furthermore, 17% of the student body is African-American. Students interact with people with different backgrounds, traditions, languages and perspectives in and out of class. The community created here builds understanding and empathy and celebrates the richness of diversity at GFS. By interacting with each other every day, GFS students from Korea and Germany, from Montana to Maryland truly learn how to thrive in the “complex, changing world” described in the school Mission Statement. 7. How does the racial/ethnic and socio-economic diversity of the student body compare to that of the local community?

Given the demographics of Baltimore County, the school recognizes that that there is underrepresentation of African American, Hispanic and Asian students. GFS would like recruit additional students of color, particularly Asian and Hispanic students, to better reflect the school community and provide a rich learning environment for all students.

GarrisonGarrison ForestForest SchoolSchool 2216 AIMSAIMS EvaluationEvaluation 20172017 GFS has not collected data on our students' gender identity and expression, sexuality, religion and other personal identifiers.

8. Describe the school’s efforts to achieve and maintain a diverse student body.

GFS works to achieve and retain a diverse student body. The Admission Office travels to regions throughout the country and works with national and international consultants to build the student body. Admission staff attends numerous school fairs, including those focused on Hispanic families and African American families. In the past two years, the Head of School has made two annual trips to Asia and one to Mexico to visit current families and recruit new families. GFS partners with several nonprofit educational organizations to grow the diversity of its student body, including: Samuel Ready Scholarships; New Jersey SEEDS; Baltimore Educational Scholarship Trust (B.E.S.T.); and ASSIST (American Secondary Schools for International Students and Teachers). GFS is planning new marketing and enrollment strategies to increase the number of Hispanic and Asian American families and students at the school. Online, print and social media marketing materials reflect the diversity of the school.

The Office of Diversity and Inclusion supports student cultural and affinity groups, cultural celebrations and dinners and cultural competency trainings for faculty and students to create and maintain a welcoming, supportive environment.

9. What are the arrangements for the orientation of new students?

Each division provides parents and students with a comprehensive Orientation program at the start of each school year. The Preschool, Lower School and Middle School programs are covered in a single day in the week leading up to the first day of school. Every newly enrolled family is assigned a current family as a “buddy family” for the year, typically one who has a student in the same class/grade. This connection allows new families to get to know a family in the community right away, ask questions about the school and connect their student(s) to others in their class/grade.

For all new 9th grade students (day and boarding) and any new students in 10th, 11th or 12th grade, Orientation is a half-day program the day before classes begin. Upper School orientation includes time to connect with new and returning students, faculty, advisors and the Upper School Dean of Students. Students are matched with a peer, typically a 12th grader who becomes their “Big Sister” and welcomes them to the Upper School. Big Sisters gives their Litter Sisters an in- depth tour of campus, highlighting buildings and places for student support including the Health Center, Business Office and School Store before attending an ice cream social.

GarrisonGarrison ForestForest SchoolSchool 2227 AIMSAIMS EvaluationEvaluation 20172017 Orientation for new boarding students is a multi-day program the weekend prior to the start of school to acclimate new students to GFS. Current Upper School day and boarding students volunteer to serve on the Orientation Team to greet new students and their families as they arrive. Residential Life faculty also play a significant role throughout the beginning of the school year.

10. Given the composition of the student body, how does the school meet the needs of all groups? Is the school more successful meeting the needs of any one group? If so, why?

The school aims to create support systems that meet the needs of all students. The school offers Counseling with full-time licensed clinicians in each division, Health and academic support services through the Academic Resource Center (ARC). ARC staff in Lower School through Upper School work with students and faculty to meet the needs of students with learning challenges. In the Middle School and Upper School, teachers serve as academic advisors to a small group of advisees that meets regularly. The Director of Diversity and Inclusion works with a variety of offices (Counseling, academic departments, Residential Life, etc.) and all divisions to ensure a welcoming, inclusive community and to provide programming educate and celebrate around diversity and to develop the tools to build compassion, empathy, and understanding. Students have access to College Counseling beginning in 9th grade with seminars to aid in the transition to college. The Upper School maintains affinity groups for students of color, LGBTQ students, international students and white allies. The Residential Life program provides comprehensive support to our boarding community.

Students of color, international students and LGBTQ students may need additional support because they are currently underrepresented in the student population. The school is working to attract and retain additional faculty and staff who reflect the identities of these students and to develop curriculum that promotes understanding and connection across difference.

C. Parents

11. Describe how parents are involved in the life of the school.

GFS encourages parents to be partners in the educational process, though the nature in which parents are involved varies by division. Parents in the Preschool, Lower School and Middle School volunteer as room parents by organizing events and activities for their child’s class throughout the year. Upper School parents serve on a communications committee which works to strengthen the lines of communication between students, parents and administration. Across all divisions, parents play a key role in the Admission process as Parent Ambassadors, greeting visitors, leading tours and connecting with prospective families.

GarrisonGarrison ForestForest SchoolSchool 2238 AIMSAIMS EvaluationEvaluation 20172017 Every parent or guardian is a member of the Parent Association (PA), which offers a wide range of volunteer opportunities to support the students and faculty and help promote parent connections through community service, community education, multicultural events and special programs. The range of choices helps to meet the varying interests and schedules of the parent community while cultivating a more diverse group of volunteers. The PA officers work closely with administrators and staff to plan activities, manage the PA budget and further the strategic goals of the school.

Additionally, parent volunteers play an active role in welcoming new and prospective families to GFS. Newly enrolled families are immediately welcomed into the school community by current parents who volunteer as host families for the international and national boarding students or as a “buddy” family for day students. Throughout the school year, parents are involved in many different school activities ranging from athletic events to theater productions by providing support such as transportation and meals.

Parent also support the school financially through The Fund for Garrison Forest (annual fund) at a rate of 78% participation in 2015-16. Parents serve on the Board of Trustees and hold annual fund leadership roles, with a Parent Grade Fund Agent for each grade.

12. In what ways are parents informed about the school’s diversity goals? How are parents involved in supporting diversity at the school?

Parents support diversity at GFS by embracing the school’s Mission, Statement of Respect and Core Values by supporting activities, both curricular and co-curricular, designed specifically to help build understanding across differences. Parents are encouraged to take part in opportunities for dialogue, to share their experiences and broaden their perspectives to build connections among all members of the school community. Every divisional handbook restates the school’s commitment to diversity and reinforces the importance of creating a community based on kindness, honesty and respect.

In 2015, the school developed and created the Strategic Plan with input from all members of the community, including current parents. Diversity is one of the school’s six strategic imperatives outlined in the plan and clearly states to the community that Garrison Forest School will “work to build an inclusive and welcoming community where all are valued and have the necessary skills to contribute to an increasingly complex, diverse and global community.” Specific diversity goals and action steps toward achieving these goals are outlined in the plan. Parents are updated on diversity goals and programs at regular PA, which are open to the parent community, through emails about goals and multicultural events from the Director of Diversity and Inclusion and in numerous posts on GFS social media highlighting diversity. In addition, the Parent Diversity Committee and Parent Diversity Liaison work directly with the Office of Diversity and

GarrisonGarrison ForestForest SchoolSchool 2249 AIMSAIMS EvaluationEvaluation 20172017 Inclusion to plan, implement and support school-wide diversity initiatives. For example, the popular, annual Multicultural Potluck is sponsored by the PA and brings together families, faculty and staff across the divisions to share food and enjoy music, dance and theater performances that represent various cultures and regions from around the world.

13. In what ways are diverse families supported?

GFS continues to make positive strides toward supporting diverse families. In 2015, the former part-time position of Director of Multicultural Programs was elevated to a full-time position and renamed Director of Diversity and Inclusion. Since 2015-16, six affinity groups and four cultural groups have been created in addition to existing diversity-oriented groups, providing students, faculty, staff and parents an opportunity to build connections and process events or happenings in a safe space. This is particularly important in helping our students develop a strong sense of identity.

14. Analyze the school’s formal and informal relationship with its parents. Please address the following questions and any others the school deems relevant: In what ways do the school’s enrollment contract, Student/Parent Handbook, and other formal school documents structure the relationship, including the rights and obligations of parents within the school community? What are the limits of parent involvement and decision–making? How are those limits communicated to parents? Does the school have a clearly stated and understood process to address parent concerns?

Garrison Forest encourages parental engagement in every school division, firmly believing that parental involvement is essential to the educational process. The PA includes parents from all divisions with one to two parent representatives for each class from Preschool through Middle School and representatives for the Upper School. There are annual Parent Visiting Day events in each division for parents and guardians to “shadow” their child(ren) for the day and experience a day in the life of GFS. The GFS website includes a dynamic, password-protected online parent and student directory to encourage families to make connections with one another outside of school.

The school encourages regular communication and open and honest dialogue with parents. The school sees this relationship as a true partnership and maintains an open-door policy to parents who have concerns. Questions, suggestions and involvement by parents are an integral part of their student’s educational process. Parents may call, email or schedule a meeting at any time with faculty, advisors, Division Heads, coaches or other administrators, faculty and staff. Parents have access to phone numbers as well as email addresses of faculty and administrators. Academic Advisors are a conduit of information between the school and the parent and

GarrisonGarrison ForestForest SchoolSchool 22510 AIMSAIMS EvaluationEvaluation 20172017 Academic Notes are electronically sent to the parent if there is a concern that needs to be addressed. There is no official parent grievance procedure.

GFS sends frequent electronic communications to its parents. Each Sunday, every parent receives a division-specific e-newsletter from the Division Head, detailing upcoming events, important news and items of parental interest. These e-newsletters link to recent web news articles for the respective division and include photos of school events. Faculty and staff who need to inform parents of an event or topic use these weekly communications to share information. Periodically, parents receive stand-alone e-blasts on PA events, schoolwide events such as the Multicultural Potluck event of the PA-sponsored Susan G. Komen Race for the Cure. Beginning in May and continuing until school starts, returning and new parents receive detailed information on the Magnus electronic student medical record program and important “back to school” information (Orientation schedules, supplies, summer reading and math requirements, etc.). In 2016-17, the Head of School instituted a monthly, themed e-newsletter just for parents that featured a GFS program each month with corresponding photos and news highlights. Parents also receive periodic e-newsletters on the Parents Fund and the annual Garrison Forest School Magazine in August. In the Preschool and Lower School, classroom teachers send weekly e- newsletters highlighting that topics and skills learned that week, and many teachers, coaches, club or class advisors send event- or program-specific emails to parents. Additionally, the better communicate with the boarding community parents, the Director of Residential Life began a quarterly e-newsletter in winter 2017 to showcase boarding program updates, enhancements and activities. The Chinese teacher maintains a WeChat group with Chinese parents to share information on school events.

Parents have awareness of the school rules and culture. The school’s enrollment agreement has a policy statement, which parents or guardians must read and sign:

Garrison Forest School believes that a positive and constructive working relationship between the School and student's parents or guardians is essential to the fulfillment of the school's mission. Therefore, the school reserves the right not to continue enrollment or not to re-enroll the student if the school concludes that the actions of parents or guardians make such a positive and constructive relationship impossible or seriously interfere with the school's accomplishment of its educational purposes. Also, this right may be exercised if the school concludes that the needs or demands made by or on behalf of the student or the parents or guardians place an undue burden on the school's resources. The decision of Garrison Forest School in these regards shall be final. In executing this Agreement, the parents or guardians and the student agree to accept all rules and regulations of the school currently in effect or issued during the school year.

GarrisonGarrison ForestForest SchoolSchool 22611 AIMSAIMS EvaluationEvaluation 20172017 Each division has a student/parent handbook clearly stating school rules and expectations in a detailed format. Parents sign the Handbook Acknowledgement form, which states that they have read the policies therein. Parents sign course selection sheets in the Middle School and Upper School and are also required to sign permission slips for field trips off-campus.

15. Describe and analyze the school’s Parents Association, if one exists. How does it support the school’s mission? Its faculty? Its administration? How are decisions made regarding the use of funds raised by the Parents Association? Are Parents Association finances audited each year by the school’s audit firm? Analyze the Parents Association by–laws in terms of its mission, nominating process, and relationship to the school’s Board of Trustees and administration. Do the Parents Association and its leadership reflect the diversity of the school? Consistent with the school’s overall diversity, are Parents Association meetings and events designed to be appropriate for people of different socio–economic, cultural, and racial backgrounds?

The Parent Association (PA) is organized into four main committees: Community Action; Community Education; Community Support; and Diversity and Inclusion. Each committee has a parent liaison who leads the committee and works closely with a faculty/staff liaison to ensure that all activities fall within committee-specific initiatives and enhance the school’s efforts. This structure was developed in 2015 to be more purposeful in its activities and actions and to align with the strategic direction of the school.

Decisions regarding the use of PA funds are made by the PA President with guidance from the Parent Association Executive Committee and Director of Parent Relations. Committee budgets are based on predicted activities as well as the previous year’s actual expenses. In addition to the funding of the committee events and activities, the PA presents an annual monetary gift to each Division Head to use at his or her discretion. The PA is funded through annual dues of $55.00 per family. While the school is audited annually, PA finances are not included in the annual audit. The Assistant Head of School for Advancement and the Director of Alumnae and Parent Relations review the annual PA budget, monitor expenses and work in collaboration with PA officers to allocate funds.

The PA mission is to support the leadership of the school and the GFS community. PA officers are nominated by a committee comprising the current PA President and Vice President, the PA Past President, a current PA member, the Director of Parent Relations and Assistant Head of School for Advancement. Thoughtful consideration is taken during the nominating process to ensure that nominees are representative of all divisions and reflect the diversity of the school community. The Head of School has a transparent relationship with the PA Executive Committee, meeting monthly with the President and Vice President to discuss happenings within the school community from both an administrative and parent perspective. The Head of School

GarrisonGarrison ForestForest SchoolSchool 22712 AIMSAIMS EvaluationEvaluation 20172017 attends some PA meetings and provides a brief update on school happenings, fostering an open dialog for topics and questions to be discussed. The PA President serves as an ex-officio member of the Board of Trustees, taking part in Board activities, discussions and meetings and actively contributing as a member and representative of the parent community.

The PA also continues to discuss and identify ways to ensure that every member of the parent community can attend monthly PA meetings and/or have access to the minutes of those meetings so that they are aware of events, activities and decisions. Towards this end, the PA has solicited parent preferences surrounding meetings times; meetings now are held at 8:15 a.m. and kept to an hour in length to accommodate working parents and parents with young children. An appreciation for dates and events that are important to a wide range of cultures and religions also is shown when setting the calendar of PA meetings, events and activities.

16. What are the strengths of the school’s relationship with its parents? What are the areas for improvement? How might the relationship be strengthened in the future?

Communication is one of the greatest strengths of Garrison Forest’s relationship with its parents. Over the past year, positive changes have been made in both the methods and the frequency of parent communication. Each Division Head sends a weekly email consistently formatted across divisions. In addition, the Head of School send monthly e-newsletters specifically for parents and communicates as needed in response to school, regional or national events. For the past three years, the Head of School has hosted a State of the School meeting in February for parents to update them on the school’s strategic direction and new initiatives and to create a space for open dialog. In 2015, all parents received the printed Strategic Plan. Recently, the Upper School developed a Parent Communications Committee that works closely with Upper School administration to strengthen communication between parents, students and administrators.

Partnering with parents to create meaningful school-wide engagement opportunities is an area of focus in which improvements are starting to be made. This year, the Parent Association underwent a slight restructuring, aligning smaller committees under larger umbrella categories: Community Action, Community Education, Diversity & Inclusion and Community Support. Committees now have a Faculty/Staff Liaison who serves as an adviser and partner in launching initiatives that align with the school's mission and strategic imperatives.

D. Alumni, Extended Family, and Friends

17. Do alumni support and/or participate in the life of the school? If so, in what way and to what effect?

GarrisonGarrison ForestForest SchoolSchool 22813 AIMSAIMS EvaluationEvaluation 20172017 Alumnae are represented in all facets of the GFS community, serving as members of the Board of Trustees, faculty, staff, current parents, coaches, long-term substitutes, keynote speakers, panelists and focus groups. Alumnae participate regularly in on-campus events including speed networking with the 10th grade, Career Day for the Upper School, Reunion Weekend and school- organized community service events such as annual Susan G. Komen Race for the Cure in Hunt Valley, Md. Alumnae often host current students in a mentorship and internship capacity through the Independent Senior Project (ISP) and the Elsie Foster Jenkins ’53 Community Service Fellows program, which funds students for annual summer service projects around the world. Alumnae also support the school financially through the Fund for Garrison Forest (annual fund) at a rate of 28% participation.

18. Does alumni leadership reflect the diversity of the school? What efforts are in place to involve racially and ethnically diverse alumni?

The Alumnae Board comprises 16 members who bring diversity with regards to race, ethnicity, age and sexual orientation. New members are recruited annually, with the recruitment process involving all members of the current Board with input from the Development Office. Term limits were instituted in 2013 to ensure that the Board continually reflects the diversity at GFS and its alumnae. Last year, the Director of Diversity and Inclusion was invited to speak at a meeting to foster a dialog about the current diversity initiatives at GFS, including where there have been weaknesses in the past and the ways in which alumnae can support diversity efforts. In 2016-17, the Director of Diversity and Inclusion, in collaboration with the Director of Alumnae Relations, hosted the first-ever Alumnae of Color affinity group for discussion. This group also had a social event during the 2017 Reunion Weekend, and more events and meetings are planned. GFS social media and articles and alumnae profiles in the annual Garrison Forest School Magazine reflect the diversity of alumnae.

19. Describe those resources, if any, that serve the alumni (e.g. use of facilities, special recognition, etc.)

To recognize extraordinary members of the GFS alumnae who have served the school and the larger community with distinction, the school created the Distinguished Alumna Award in 1981. This annual award, presented at the fall Leadership Recognition Dinner, is presented annually to the Alumna whose leadership and service to the school merits special recognition and appreciation. The Hall of Excellence, created by the Class of 2000 parents and grandparents, honors alumnae who have made significant contributions to society. Since 2007, GFS has inducted new members to the Hall of Excellence every other year at held in conjunction with the Leadership Recognition Dinner. All inductees have a plaque on permanent display in the Elizabeth B. Searle ’74 Athletic Center. Inductees and the annual Distinguished Alumna Award

GarrisonGarrison ForestForest SchoolSchool 22914 AIMSAIMS EvaluationEvaluation 20172017 recipient are showcased on GFS social media, the school website and in the annual Garrison Forest Magazine.

Alumnae are invited to many on- and off-campus events, from Reunion Weekend, happy hours in Baltimore, Washington, D.C., New York and other cities, alumnae-current parent gatherings, and admission-focused events. Local alumnae receive information on the numerous camps hosted at GFS, and several alumnae send their children to GFS for riding and applied music lessons.

The school communicates with alumnae through the annual Garrison Forest School Magazine with an extensive Class News program (see #20 for details on the program). Alumnae are featured heavily throughout all editorial copy, and every alumna with a valid mailing address receives a copy of the magazine. In addition, the school maintains a vibrant alumnae portal on its website, an alumnae-focused Facebook page (facebook.com/GFSalumnae) in addition to the “generic” page for the entire community (facebook.com/garriosnforestschool) and other social media.

The Chapel has been host to many alumnae memorial services and wedding ceremonies over the decades.

20. Does the school maintain an alumni database? If so, how is it used? Comment on how the school gathers and circulates alumni news.

GFS maintains two alumnae databases. The internal database, Raiser’s Edge, allows the Development Office to manage all alumnae records including fundraising history and event attendance. The externally facing database is a password protected, searchable directory on the GFS website that allows alumnae to log-in and narrow their search by name, class year, city, state and keyword.

Garrison Forest is currently in the development phase of a networking database that will serve the needs of current students and alumnae looking for internships, mentorships, career changes, and/or local/regional/global connections.

The strength of the GFS alumnae is evident in the vast and robust nature of Class News entries encompassing nearly three-quarters of the annual, 130-plus page Garrison Forest Magazine. Class News Agents are recruited for each class and are tasked with compiling entries from their classmates. Articles published in the GFS Magazine are also available in an electronic e- magazine format on the GFS website. In 2015-16, the Development Office launched a quarterly alumnae e-newsletter with a 40% open-rate which continues to connect and inform alumnae of GFS events and activities.

GarrisonGarrison ForestForest SchoolSchool 23015 AIMSAIMS EvaluationEvaluation 20172017 21. If the school has an Alumni Association, describe and analyze its activities and role within the school community. How do its activities support the school’s philosophy? How are decisions made regarding the use of funds raised by the Alumni Association? Are Alumni Association finances audited each year by the school’s auditing firm? How does the Association relate, governmentally, to the school’s Board of Trustees and administration? Are the Association’s meetings and events appropriate for people of different socio– economic, racial, and cultural backgrounds?

All alumnae are considered part of the Alumnae Association. In addition, a group of alumnae serve on a local Alumnae Board as GFS ambassadors to support initiatives that benefit the school, its alumnae, students and the greater community. Throughout the year, Board members meet with school leaders to learn about activities taking place in the classroom and across campus while providing their own insight and feedback. Board members coordinate an annual alumnae team for Susan G. Komen Race for the Cure, the main school-wide community outreach event supporting breast cancer research, as well as a clothing and accessory drive for House of Ruth of Maryland to assist victims of domestic violence. Internally, Alumnae Board members play a significant role in the recruitment of alumnae Career Day panelists, sometimes serving as a panelist themselves, while also playing an integral role as interviewers during a Speed Interviewing event for 10th grade to practice interviewing skills. They also serve as a focus group for understanding ways in Reunion Weekend may be improved or changed and they develop creative ways to garner additional support from fellow alumnae.

While the Alumnae Board does not have specific fundraising goals, they do support school-wide philanthropic initiatives, individually support the Fund for Garrison Forest (annual fund), and/or serve as a Class Fund Agent or Reunion Giving Chair. The Alumnae Board operates independently from the Board of Trustees with the President of the Alumnae Board serving in an ex-officio role, serving on the Development Committee and providing valuable insight from the alumnae perspective. Alumnae events are built on the foundation of inclusivity both locally and regionally reflecting the diverse alumnae who attended GFS.

22. In what ways are extended family and friends involved in the life of the school and in support of its students? How does the student body benefit from such involvement? How do the individual extended family and friends benefit? In what ways does the school benefit as an institution?

Grandparents and parents of alumnae are actively engaged in the life of the school and represented on the Board of Trustees, the Alumnae Board, and most recently, on the Head of School Search Committee. Preschool, Lower School and Middle School grandparents and friends are invited to attend an annual event to visit their grandchild(ren) in the classrooms. Extended family and friends are also invited to attend annual events including sports and theater

GarrisonGarrison ForestForest SchoolSchool 23116 AIMSAIMS EvaluationEvaluation 20172017 events, music recitals and art exhibits and selected student assemblies, such as the Cum Laude Induction Ceremony or the annual Elsie Foster Jenkins ’53 Community Service Fellows presentations. Grandparents are solicited twice a year to support The Fund for Garrison Forest. This support has a direct impact on the resources and opportunities their grandchild(ren) are afforded as GFS students.

23. What are the strengths of the school’s relationships with alumni, extended family and friends? What are the areas for improvement? How might these relationships be strengthened in the future?

Alumnae are actively engaged and ready to support initiatives that allow them to give back to the GFS community. Close to 40 alumnae shared their professional experiences with Upper School students during Career Day in 2015-16, and 25 alumnae participated in the inaugural Speed Interviewing event that year, giving 10th grade students invaluable opportunities to sharpen their interviewing skills. Alumnae are connected to each other and treasure the relationships they fostered while students at GFS. This year, in partnership with the Director of Diversity and Inclusion, GFS is launching an Alumnae of Color affinity group.

E. The School Within Its Larger Community

24. What is the community within which the school has a perceptible effect and which in turn has a perceptible effect on the school?

The school is in the Greenspring Valley region of Owings Mills, Maryland; the broader region is the Baltimore Metropolitan area. However, Garrison Forest draws families (day students, faculty, staff, administration) from as far as southern Pennsylvania, the Washington, D.C. area and the following Maryland counties: Harford, Baltimore, Carroll, Prince George’s, Howard, Anne Arundel and Montgomery. Moreover, as a boarding school, Garrison Forest pulls from across the United States and across the globe to create its regional, national and international boarding community.

25. What are the interactions of the school community with outside agencies and institutions?

GFS seeks help to identify new students for enrollment through national placement groups such as New Jersey SEEDS and A Better Chance. Students in all divisions regularly benefit from connections with external agencies and institutions, in classroom and school-based activities and through travel off-campus for field trips and special programs. Among the annual field trip locations: The Living Classrooms Foundation; The Walters Art Museum; The McFadden Glass Blowing Company; the National Gallery of Art;

GarrisonGarrison ForestForest SchoolSchool 23217 AIMSAIMS EvaluationEvaluation 20172017 the Baltimore Museum of Art; the Baltimore County Art Guild; the Maryland Zoo; Irvine Nature Center; Fort McHenry; and Capitol Hill for Congressional Hearings. The school’s extensive community outreach programs connect students, faculty and staff with numerous agencies in the region and world. Locally, students volunteer at Sarah’s Hope Homeless Shelter, My Sister’s Place Soup Kitchen, The Woodholme Reading Buddy Program, Our Daily Bread, local animal shelters, Donald Bentley Food Pantry, the Gateway School, the Ark Preschool for children who are homeless, and many more nonprofits. Every senior takes part in Independent Senior Projects in May of their senior year, interning at multitude of local agencies, groups and institutions. Each summer five to six Elsie Foster Jenkins ’53 Community Service Fellows conduct in-depth summer outreach, typically through an existing nonprofit of their choice. Since 2005, Garrison Forest has partnered with Johns Hopkins University (JHU) to provide innovative, nationally recognized Women in Science and Engineering Program (WISE), designed to address the underrepresentation of women in STEM. Since then, more than 200 GFS students have conducted 19,000-plus hours of research in JHU engineering, Johns Hopkins Hospital and Bloomberg School of Public Health labs. GFS’s association with JHU includes a now five-year-old education, advocacy and fundraising effort led by Upper School students and involving other independent schools on behalf of Jhpiego, a JHU non-profit focused on women’s global health issues. In 2008, Garrison Forest established The James Center to coordinate and promote co-curricular opportunities with an experiential learning and public purpose focus. The WISE program, community service/service learning programs, financial literacy/social entrepreneurship programs and leadership programs sponsored and supported by The James Center have broadened the school’s connections with external institutions and agencies including Johns Hopkins University, Jhpiego, the Center for STEM Education for Girls, the Girls Advancing in STEM (GAINS) network, Small World Initiative (a cohort of over 150 universities and schools crowd-sourcing research on antibiotic resistance), Junior Achievement of Central Maryland, M&T Bank, the National Network of Schools in Partnership and a host of non-profit organizations that welcome students as volunteers. 26. Does the school have a commitment to being a good neighbor? What does that mean in practical terms?

The school has a firm commitment to being a good neighbor and enjoys sharing its beautiful campus with the broader community. On a very practical level, the existence of the school and its 110-acre wooded campus serves as a buffer to the ever-increasing development in the surrounding area; it is a rare park-like atmosphere in a targeted “smart-growth” development area of Baltimore County. The school allows outside groups and individuals to use the facilities, including The Special Olympics, the Jack & Jill Association, athletic programs, arts groups, national and regional horse shows, summer camp programs, and more. Annually 10,000+

GarrisonGarrison ForestForest SchoolSchool 23318 AIMSAIMS EvaluationEvaluation 20172017 visitors use the GFS campus in some capacity. The growing GFS Facility and Outside Use program (campus rentals) are mission driven: those who share the campus must have philosophies that align with the school’s, with organizations supporting women’s causes receiving priority. The campus is active in the summer with a variety of camp and summer programs for Preschoolers through adults. The school also has allowed individuals with a connection to the school to use the Chapel for various events. Garrison Forest’s extensive landscaping shields the neighbors from some of the bustling activity of the campus to allow them privacy. The school has an excellent relationship with the Valleys Planning Council, attending their meetings and inviting them to attend meetings in instances when the Board has decided to consider a change to our campus. The school has avoided tensions in our neighborhood through our local involvement and through good communication with those around us.

27. What has the school done to create a positive relationship with the larger community and how effective have these efforts been? A school may want to cite examples that illustrate effective relationships. If tensions have existed around building, expansion or other changes between the school and community, the school may wish to describe the circumstances and the steps taken to ameliorate the difficulties.

Whether it be the community service program, choir and dance performances, robotics club, athletic teams or the nationally recognized Women in Science and Engineering program with Johns Hopkins, Garrison Forest students constantly are involved with people in the surrounding communities. As the students head off campus for a myriad of reasons, they became both learners and ambassadors reflecting what is best about Garrison Forest School.

Recent years have brought an increased awareness of the importance of contributing to the well- being of the Baltimore region, and led, in part, to the establishment of The James Center to support public purpose efforts on numerous fronts, most notably STEM/public health and community service. The James Center also supports GFS’s Middle Grades Partnership (MGP) effort with other independent and Baltimore City Public Schools. In 2007, GFS joined other independent schools in the Baltimore Community Foundation’s MGP program, which pairs an independent school with a Baltimore City public school in a reciprocal partnership focused on academic enrichment and connection-building for students from both communities. GFS recently completed it 10th summer working with girls from City Springs Elementary/Middle School, which educates underserved students from one of Baltimore’s most challenged neighborhoods. In 2016-17, more than 40 girls from City Springs are receiving intensive summer and year-long academic support through MGP to prepare them for success in high school and for college enrollment. They are joined by 15 GFS Middle School students for an annual Shadow Day and workshop in which they spend time in class at both schools, and in year-long project-based learning activities. Members of the teacher and parent communities from both schools also have opportunities to connect. The MGP program provides a substantive opportunity for the GFS

GarrisonGarrison ForestForest SchoolSchool 23419 AIMSAIMS EvaluationEvaluation 20172017 community to contribute within and benefit from a strong relationship with a Baltimore City education partner. Garrison Forest has created a partnership with Johns Hopkins University for a Women in Science and Engineering Program (WISE). The school participates in various local conferences and workshops involving student and faculty leadership and organization as well as student participation. These include the Baltimore Area Student Diversity Leadership Conference (hosted by GFS in fall 2016), GLSEN-Baltimore/Maryland and the GLSEN Youth Summit, and The Baltimore Girls’ School Leadership Coalition. The faculty maintains a commitment to building Habitat for Humanity houses through the local Habitat for Humanity chapter, dedicating their first home in November 2006 and working on many different homes ever since, the most recent in the underserved Govans area of Baltimore. In 1992, the Director of Admission joined with other area independent and parochial school admission directors to form the Baltimore Independent School Consortium (BISC), which is an organization with volunteer leadership from the members. The purpose of forming this allegiance was to better serve families considering independent schools in the greater region. This group meets at least three times annually to discuss announcement dates, testing dates, procedures and other issues relevant to shared goals.

In 2015-16, in conjunction with BISC and the Valleys Planning Council, the GFS community, led by the Head of School and the Board of Trustees, came together to fight an upzoning proposal by a local commercial developer to develop commercial land adjacent to the school into a 24-hour gas station and convenience store. GFS and its allies worked with local political officials, attended and presented at zoning hearings and wrote letters and emails to try to ameliorate the concern. While these efforts were not successful in changing the zooming plans, GFS continues to focus on keeping its community members healthy and safe and campus attractive as the developer’s plans are made public. The developer’s concept plan will be filed with Baltimore County soon and copies will be provided to the adjacent property owners, followed by a hearing. GFS will determine additional steps upon receipt of the concept plan. As Owings Mills continues to be developed, the school and those institutions that share its concerns will continue to focus efforts on campus safety, options for environmental remediation of the effects of an adjacent gas station and emergency preparedness.

STRENGTHS:

● Parents and alumnae are actively engaged and regularly volunteer and support school and community initiatives. ● The school offers a range and depth of co-curricular and outreach activities on a national and global scale. ● There is a caring and supportive spirit and camaraderie among students, parents and alumnae.

GarrisonGarrison ForestForest SchoolSchool 23520 AIMSAIMS EvaluationEvaluation 20172017 ● Faculty model respect and collaboration for and among each other, which creates a similar culture among students. ● GFS’s beautiful, wooded 110-acre campus provides many unique resources for the school and outside community.

WEAKNESSES:

● Divides continue to exist among the student body, particularly between day students and international students. More resources and time should be spent to build connection and understanding among students. ● Recruiting and retaining faculty of color is a challenge. ● Certain populations, particularly Asian American and Hispanic students, are underrepresented in the GFS student body. ● Retention and support of the more marginalized student populations, such as LGBTQ students, students of color, international students and students from working and middle- class backgrounds students, needs to be strengthened. ● The effectiveness of the Residential Life-related communication with boarding families needs to be strengthened. ● Lack of resources and staffing to fully engage support school-wide initiatives, particularly within the parent and alumnae communities.

RECOMMENDATIONS:

● Implement a Cultural Competency and Multicultural Curriculum Pre-K through 12th grade with a training component for faculty and staff. ● Expand diversity initiatives, enabling GFS to recruit and retain faculty of color and more effectively attract and enroll Asian American and Hispanic families. ● Increase support of LGBTQ students, students of color, international students and students from working and middle-class backgrounds. ● Develop more comprehensive educational programming and continue to build and strengthen the school’s alumnae and parent network as a resource for students for jobs, internships and other experiences.

GarrisonGarrison ForestForest SchoolSchool 23621 AIMSAIMS EvaluationEvaluation 20172017 ______

VII. BOARDING AND HOMESTAY ______

PREPARED BY: Jenna Kotarides, Director of Residential Life, Chair Amanda Berdan, Assistant to the Head of the Lower School Rachael Browne, Upper School Mathematics Teacher/Dorm Affiliate Alison Greer, Director of Admissions/Dorm Affiliate Jan Havlik, Upper School Dean of Students/Upper School Latin Ashley Trinh, Dorm Affiliate Erin Viana, Fourth Grade Teacher/Dorm Parent Aminah Wells, Upper School Counselor Diane Yu, Upper School Art Teacher/Dorm Parent

HOW PREPARED (PROCESS):

The Director of Residential Life answered all questions with input from pertinent parties prior to meeting with all committee members. The committee then met to review and revise the report and wrote the strengths, weaknesses and recommendations.

BOARDING

A. Staff

1. Describe the process for selecting and assigning boarding staff.

The Director of Residential Life solicits interest from current faculty and staff to become Residential Life Faculty and meets with all candidates during the hiring process for a conversation about Residential Life responsibilities. After an informal evaluation of all candidates interested in residing on campus, the Director of Residential Life and the Head of School meet to determine those candidates who best serve the needs of the community. Efforts are made to include at least one member of the Riding and Admission departments. The school requires that the Director of Residential Life and the Upper School Dean of Students reside on campus.

2. What orientation and training is provided for boarding staff?

The Director of Residential Life leads a one-and-a-half-day orientation for Residential Life Faculty prior to the opening of school. Logistical information, cultural competency,

GarrisonGarrison ForestForest SchoolSchool 2371 AIMSAIMS EvaluationEvaluation 20172017 social/emotional wellness and EpiPen usage are covered. In addition, four one-and-a-half-hour full Residential Life Faculty meetings are held each year covering issues of diversity and mental health. All Residential Faculty members receive CPR and Basic First Aid training and Maryland State Medication Technicians to administer medication to students.

3. How are boarding staff supervised and evaluated?

The Director of Residential Life oversees the Residential Life Faculty. Currently no system of formal evaluation exists; all current evaluations are informal and occurs in one-on-one conversations between the faculty member and the Director of Residential Life.

4. Describe the workload of boarding staff, both in and out of the dormitory. How does the school address the choices faculty may need to make in prioritizing dormitory and other duties?

Most Residential Life Faculty have full-time teaching duties during school hours, and many elect to coach sports or advise a co-curricular activity. Boarding faculty are responsible for obtaining coverage for their residential life duties should their co-curricular duties interfere with their residential life responsibilities. The school does not provide a reduction in school-day responsibilities for Residential Life Faculty.

5. Describe how dormitory staff access and communicate with advisors, counseling resources, and health services concerning boarding students.

Concerns about individual students are expressed through dorm logs completed by Dorm Parents and Affiliates each evening and Team Captain logs completed on weekends. Log access is granted to all Residential Life Faculty, Leadership Team members, School Counselors and Health Center staff. Students of concern are discussed weekly in Student Life Team meetings whose membership includes the Director of Residential Life, Head of the Upper School, Deans of Students, School Counselors, Director of Health Center and the Academic Dean.

6. What provision is made for faculty to request to move out of the dormitory? What incentives are given to encourage faculty to stay in the dormitory?

Faculty members wishing to move out of the dormitory are permitted to do so; however, no guarantee is made for alternate on-campus housing. Faculty members living in the dorm performing the duties of a Dorm Parent are provided a stipend in addition to their housing.

GarrisonGarrison ForestForest SchoolSchool 2382 AIMSAIMS EvaluationEvaluation 20172017 7. What provisions are made to take care of the health needs of boarding students?

The Health Center operates from 7:15 a.m. until 6:00 p.m. on days in which school is in session. One of three School Nurses are on-call during non-school hours. All Residential Faculty members receive CPR and Basic First Aid training and Maryland State Medication Technicians to administer medication to students. Each dormitory is equipped with a first aid kit and dorm faculty can distribute over-the-counter medication. Each Residential Faculty member has access to Magnus, the school’s online student medical records.

B. Curriculum

8. Describe the boarding curriculum. What does the school want students to learn through boarding life?

No formal boarding curriculum currently exists. The goal of the program is for boarding students to expand their interpersonal and problem-solving skills and gain exposure to those different than themselves, thus becoming highly skilled at being engaged and compassionate members of a community.

9. How does the program help students to learn about themselves and about working with others?

Each dorm serves as a home for young women from various countries, states and socio- economic backgrounds. Many roommate pairs share contrasting experiences prior to their enrollment at GFS, which builds each roommate’s understanding of personal differences. Roommate pairs are asked to complete contracts outlining how they will live cohesively with one another. Through the school’s Weekend Activity program, family-style dinner nights and dorm meetings, boarding students are asked and encouraged to converse with and learn to problem solve with each other.

10. What leadership opportunities are available to students? How are students trained to assume leadership?

Students in 11th and 12th grades can serve as a Residential Life Student Leaders (RLSL) to support to the Dorm Parents and Affiliates in the running of the dorm. RLSLs are asked to help with dinner checks, begin study hall, plan dorm meetings and to help find solutions to problems that arise in the dorms. This program is currently being refined to be better able to develop leadership skills, cultural competency and social/emotional wellness in students.

GarrisonGarrison ForestForest SchoolSchool 2393 AIMSAIMS EvaluationEvaluation 20172017 RLSLs undergo an application process that includes an essay on their leadership goals, a statement of intent addressed to the boarding community and engaging in a group interview with the Director of Residential Life and select Residential Faculty members.

11. How does the school support students as they address issues of sexuality?

The school handbook contains an intimate associates policy that indicates that the school operates on a system of trust and that students engaged in intimate relationships with other students not stay the evening in each other’s rooms. The dorms provide an open and accepting environment in which students can converse confidentially with dorm faculty and School Counselors regarding questions or concerns about sexuality. Membership in affinity groups geared toward sexuality are open to all members of the school community.

12. What are the school’s policies concerning substance abuse? What educational programs are provided for students?

Beginning in 6th grade, Middle School through Upper School students engage in the Decision- Making curriculum that discusses substance abuse, sexuality, health and wellness and many other topics. In 10th grade, students received more comprehensive drug and alcohol education by an outside education group coordinated through the Counseling Office.

Discipline with regards to substance abuse, either possession or influence, are handled on an individual basis. The school has entered into an agreement with other Baltimore area schools to support safety and health of students. A distinction is made between a disciplinary response to violation of school rules and non-punitive responses to students who may be struggling with the abuse of alcohol and drugs. Final decisions regarding infractions about alcohol and drugs are determined by the Head of School, the Division Head and the Dean of Students.

13. What opportunities do students have to attend religious services?

GFS boarding students may attend the religious service of her choice by speaking to the Director of Residential Life to arrange transportation to the worship location.

14. Describe the system for formal and informal communications with parents concerning the experience of students in the boarding program.

Formal communication comes in the form of access to the boarding calendar on which all activities are listed for the boarding community. A quarterly e-newsletter to boarding parents in collaboration with the Communications Department was initiated and emailed to all boarding parents and guardians in February. Additional issues are planned. Every boarding parent receives

GarrisonGarrison ForestForest SchoolSchool 2404 AIMSAIMS EvaluationEvaluation 20172017 the weekly e-newsletter from their child’s respective Division Head, sent every Sunday afternoon. Informal communication comes in the form of email and telephone correspondence between the Director of Residential Life and families.

C. Boarding/Day Integration

15. How are non-boarding faculty involved in the boarding program for students?

Non-boarding faculty in the Upper School are involved with students through one weekend chaperone duty three times per year and in all other divisions one time per year. Day faculty are welcomed and encouraged to join the boarding community for dinner.

16. For schools with day/boarding or boarding/day programs: a) How does the school approach the two constituencies? Is there one norm for both or separate norms?

In areas of discipline, the two constituencies are kept separate as some rules are specific to boarding life. Discipline may be approached under one norm if it is made clear that boarding and academic rules are impacting one another.

The Weekend Activities program is kept under one norm as the program is available to both day and boarding students equally. b) How are day students integrated into the boarding program?

Day students integrate into the boarding program through the activities program, which is open to all day students in the Upper School. Boarding students are encouraged to have day students spend the evening in the dorm as well. It is made clear to day families that day students may stay the evening in the dorm when extracurricular commitments make staying the night at school an attractive option. Stays longer than one night are available at a nominal fee.

Through the Junior Leadership Partnership (JLP) at the end of May when seniors are off campus for their Independent Senior Projects, 11th grade students are invited to spend two weeks in the dorms. JLP stays are contingent upon there being space in the dorm.

If a day student is participating in the GFS Women in Science and Engineering program, she may choose to live in the dorm for the semester that she is enrolled in the program.

GarrisonGarrison ForestForest SchoolSchool 2415 AIMSAIMS EvaluationEvaluation 20172017 In the school’s host family program, day families volunteer to be local support for boarding students by providing invitations to participate in family activities (dinner, holiday celebrations, sporting events, etc.) c) What is the policy regarding student (day or boarding) use of automobiles on campus? When off campus?

Boarding students may have cars on campus with permission from parents and the Director of Residential Life. Boarding student drivers must adhere to curfew rules in addition to the rules of the law regarding minor passengers in their vehicles. Boarding student passengers must be granted permission by their parents and/or guardians to drive with both day and boarding drivers. d) What rules apply when boarding students visit day students in their homes? Is there an expectation of adult presence?

Boarding students must have permission from their parents and/or guardians to go to day student homes. Day student parents who host boarding students are expected to contact Residential Life faculty to give their permission for a boarding student to come to their home. There is no existing rule that parents must be home for boarding students to visit a day student’s home. e) How are boarding life rules communicated to day students and day parents?

There is no existing, consistent system of communication of boarding rules to day student families. Day families have access to the School Handbook, which outlines the policies for boarding students and their families.

D. Evening, Weekend, and Vacation Activities

17. Describe social events and special programs which are offered.

Activities both on and off-campus are planned for Friday and Saturday evenings as well as during the day on Saturdays and Sundays and the occasional days off from school. Activities are designed to meet a wide variety of social needs and interests with input from the students about which activities they desire.

18. What is the availability of academic facilities on evenings and weekends?

The Elinor Purves McLennan ’56 Library, the Molly Mundy Hathaway ’61 Fine and Performing Arts Center, the Elizabeth B. Searle ’74 Campus Center (with fitness areas) are open to all

GarrisonGarrison ForestForest SchoolSchool 2426 AIMSAIMS EvaluationEvaluation 20172017 students most nights and weekends. Students may not be alone in buildings. Additionally, the D. & J. Smith Equestrian Center is open most evenings and weekends.

19. How are “short breaks” handled for students who are unable to go home?

Students can remain on campus during Thanksgiving break. Residential Life faculty are stipended to supervise dorms and activities for those remaining on campus are planned. Winter and spring breaks require that students leave campus to travel home, stay with a guardian or friends or go on a school-sponsored trip.

20. How does the school provide for the needs of international students and students receiving financial aid?

International students are required to have earned a TOEFL score of 90 or better before completing the admission process as the school does not have a formalized ESL program. Once international students have enrolled and started school, they are placed into a Literature and Composition course to provide additional support in reading and writing. International students are offered extended time for testing through the first semester their first year on campus.

International students can join the International Student Association as well as participate in an international affinity group. Several residential faculty who themselves were international students or are now living abroad in the U.S. provide support and mentorship to the school’s international students.

The school works with agencies, foundations and community-based organizations to provide supplemental financial support beyond tuition for students on financial aid. The Admission Office provides minimal supplemental financial supports for co-curricular activities and events central to school culture (e.g., prom tickets, yearbook).

21. Describe the supports which are in place for international students.

Programming designed to support international students is done through joint efforts of the Director of Diversity and Inclusion and the Director of Residential Life. Programming consists of holiday celebrations and affinity group meetings. Both directors work with SAGE Dining Services to improve food options for students from a variety of backgrounds. Residential Life faculty hail from variety of countries and have diverse ethnic backgrounds.

GarrisonGarrison ForestForest SchoolSchool 2437 AIMSAIMS EvaluationEvaluation 20172017 22. What provision is made for travel to and from home?

Every attempt is made for Residential Life faculty to transport students to and from the airport, train and bus stations. If no faculty is available to provide transport, a chauffeured car is hired. On occasion a student may be permitted to use the Uber service. Students are billed for the cost of their transport.

23. What provision is made to permit students on financial aid to take part fully in all aspects of the program, including “extra fee” activities?

The Director of Residential Life works from a budget that allows for each student to participate in activities regardless of her ability to pay the activities fee.

HOMESTAY -- The school does not have a homestay option available for students.

STRENGTHS:

● GFS’s boarding program as smaller, “house-style” dorms. ● The diversity of the boarding community, adult and student, offers numerous opportunities for teaching, learning and cross-cultural connections. ● Residential Life faculty members are deeply committed to the care and well-being of the boarding students.

WEAKNESSES:

● While boarding is a priority under the Strategic Plan, the reality is that the boarding program lacks attention and resources needed to create a fully vibrant program. ● Limited and outdated dormitory and student-gathering facilities and faculty housing hinder the growth of the program for students and faculty. ● A lack of a formalized boarding curriculum does not allow for GFS to meet the boarding program’s full potential for academic and leadership learning opportunities.

RECOMMENDATIONS:

● Explore possibilities to design, fund and construct more family-friendly housing and improve current faculty housing. ● Examine avenues to improve current dormitories and construct additional on-campus gathering and study spaces for evening and weekends. ● Create and implement a boarding curriculum, which includes academic, social, wellness and leadership learning opportunities.

GarrisonGarrison ForestForest SchoolSchool 2448 AIMSAIMS EvaluationEvaluation 20172017 ______

VIII. COUNSELING ______

PREPARED BY: Lisa Fleck, Middle School Counselor, Chair Katie Baughman, Chair, Academic Resources, Upper School Coordinator Shondra Cowling, Preschool/Lower School Counselor Natalie Froman, Upper School Academic Dean, Upper School English Chrissy Grant, Lower School Academic Resource Coordinator Stephanie Metruk, College Counseling Shannon Schmidt, Middle School Academic Resource Coordinator Ann Marie Strauss, Director of College Counseling Aminah Wells, Upper School Counselor

HOW PREPARED (PROCESS): The committee first met to divide the questions among committee members, who drafted answers prior to the next committee meeting. At the second and final meeting, the committee reviewed and refined each question and wrote the strengths, weaknesses and recommendations.

A. Academic

1. Describe the school’s academic counseling for Upper School students (if applicable). What support procedures are in place for all students? Differentiate groups and ages as appropriate.

In the Upper School, the student’s Academic Advisor takes primary responsibility for monitoring student academic progress, communicating with parents and guiding students in using teacher feedback and making course selections, supported by the Academic Dean and Academic Resource Coordinator. The Academic Dean oversees each student's course selection, ensuring that she is on track for graduation with an appropriately challenging, engaging and manageable load of classes in Upper School. By a student’s junior and senior years, the Academic Dean also works closely with the College Counselors to advise the student about course selections that will best meet her goals for admission to, and study in, college.

As in the other divisions, the Upper School is served by an Academic Resource Coordinator (ARC), who is available to support the particular learning needs of all students in that division. Upper School Academic Resource Center support is available through 9th grade study skills classes, and through scheduled or drop-in individual assistance. Students may reach out for help of their own accord, or may be referred for assistance by their advisor, teacher, parent or the school

GarrisonGarrison ForestForest SchoolSchool 2451 AIMSAIMS EvaluationEvaluation 20172017 Counselor. The Academic Resource Coordinator also helps teachers to craft their instruction and assessments so that they may meet the needs of the variety of learners in each classroom.

2. What is done if a student experiences academic difficulty or needs enrichment?

When concerns are raised by teachers or parents, the ARC in each division works with classroom teachers to identify classroom strategies and resources for differentiation. In the Lower School, if students need further help, the ARC pulls small groups for intervention and/or enrichment. In the Middle and Upper Schools, the ARC works with the student’s advisor to come up with a plan which may include scheduled extra help, meetings with ARC, pairing with a peer tutor, supervised study hall or assessment by counselor. Outside professional tutoring or educational evaluation may be recommended to parents if the student is significantly academically behind and in-school interventions appear insufficient to meet the student’s needs. For students in need of enrichment, the ARC and Academic Dean (Upper School only) work with students and teachers to meet the needs through class placement, differentiated assignments and supplemental opportunities. In all divisions, the ARC works collaboratively to ensure that attention is paid to the whole student.

3. Describe how an Upper School student’s educational program is developed (if applicable). Who works with the student and approves the program? How do the student, his/her parents, and faculty participate in the planning?

The student’s Advisor is most directly responsible for guiding an Upper School student in selecting courses, charting out an appropriate four-year plan and communicating about the decision-making process with the parents. Prior to meeting with the student, the Advisor is provided with information from each academic department about the courses for which the student is recommended, based on current performance, and descriptions of all courses. Course descriptions are also available to students and parents in the online Curriculum Guide. In individual student meetings, the Advisor reviews these recommendations and helps the student to look ahead to meet prerequisites and graduation requirements with a focus on maximizing her strengths and delving into areas of specific interest. The written plan is sent home for a parental signature and the Advisor answers any questions. Throughout the process, the Academic Dean answers student, faculty and parent questions, coordinates with College Counseling to ensure good choices for a competitive admissions process and makes decisions about individualized programs (online courses, semester- away programs, course load beyond the recommended maximum).

4. How do the professional staff and faculty members, not directly involved in the counseling advising process for a given student, learn of her/his special academic needs?

In each division, the ARC and divisional Counselor share relevant information verbally at faculty meetings at the beginning of the school year. In addition, teachers have secure access to copies of

GarrisonGarrison ForestForest SchoolSchool 2462 AIMSAIMS EvaluationEvaluation 20172017 individual Accommodation Plans and summaries of student learning profiles and academic needs, including specific classroom strategies and recommendations. In the Upper School, students gather signatures of parents and teachers on their formal Accommodation Plans to learn to self-advocate and manage their own academic needs. There is ongoing dialogue throughout the school year between the ARC and teachers regarding the progress of students with testing.

5. From the standpoint of academic counseling, have the needs of the students changed in the past five years? If so, do these changes reflect different admission standards? Other factors? Has the school climate changed appreciably during this period of time?

There has been a slight increase in the numbers of students in the GFS population with diagnosed learning disorders, particularly in the Lower School. Some of this increase is attributable to heightened awareness of the value of educational testing for identifying and addressing individual learning profiles. In all grades, more students already in the program are getting evaluated. Across all divisions, the Admission Office works directly with the ARC to ensure that applicants with specific learning needs can be accommodated within the GFS program, without modifying the curricular expectations required of all students. The Admission Committee also tries to be mindful of the number of students with high need for additional support that can be supported with current staffing. While enrollment numbers have dropped somewhat in the Lower and Middle Schools, the accommodation needs for students admitted in those divisions have increased slightly. As a result, the school culture and professional development have evolved to place a greater emphasis on differentiation, which has placed greater demands on faculty for adapting materials and providing more individual or small-group re-teaching.

There also has been a rise in the number of students seeking ever more challenging course loads, in part due to an increase in standards for English language proficiency for admission of international boarding students, as many of these students face the prospect of a particularly competitive college admissions process. To meet these needs, particularly for more Advanced Placement (AP) courses within the current staffing model, the school has expanded access to online courses through the Center for Talented Youth (Johns Hopkins University) and One Schoolhouse/Online School for Girls. The school has thus adapted by tailoring students’ academic programs and class selections to their particular strengths and interests.

Overall, the range of student need has become broader, and the expectations from families and faculty for greater differentiation in the classroom and more frequent communication about student progress and placement have added to teacher workload.

GarrisonGarrison ForestForest SchoolSchool 2473 AIMSAIMS EvaluationEvaluation 20172017 6. Please analyze how school counselors have adapted to any changes identified in 5 above.

As outlined above, there is an increased overlap of academic and mental health needs school-wide. As the student body has grown to be increasingly academically diverse, Counselors have noticed an increase in the number of students with anxiety and other mental health issues. In addition, it has become more difficult for students with increased academic needs to be successful without counseling support. As a result, the academic and counseling teams meet regularly to develop a comprehensive approach to interventions that focus on building students’ confidence and self- worth. The academic and counseling teams coordinate communication with families and management of these overlapping needs. In some instances, the emotional needs of students exceed what the school can offer and students may need more intensive therapeutic services to function optimally academically. In these cases, the Counseling department works closely with the family and local school district to access social-emotional supports through the Office of Special Education and Home and Hospital services until the student can transition back into the school environment with the aid of supportive services such as outside counseling and/or school counseling.

7. Describe the school’s policies for promotion and retention. Under what circumstances is a student not offered re-enrollment? What are the procedures and policies?

In general, promotion to the next grade and the offer of a re-enrollment contract for the following school year are contingent on satisfactory academic progress. The school’s goal is to ensure that a student is appropriately placed for her own academic and personal development. If it appears that the school does not have the resources and program appropriate to that development and a student continues, for a sustained period, to fall short of the expectations necessary to complete the program satisfactorily, the family will be advised to explore alternative options and a contract may not be renewed.

The school uses a series of steps, including regular Academic Notes, grade-level team meetings (Lower and Middle Schools) or student progress faculty meetings (Middle and Upper Schools), quarterly report cards and parent conferences, as well as student support or Academic Watch plans to alert families of concerns, put targeted supports in place and provide a reasonable timeline for academic recovery or identification of a new school placement. For the student to receive a re- enrollment contract, the student must meet individualized goals that would indicate that she is now on track to be successful in the GFS program. These goals will be laid out in a letter from the Division Head, with input from the ARC, classroom teachers and Academic Dean (Upper School only).

GarrisonGarrison ForestForest SchoolSchool 2484 AIMSAIMS EvaluationEvaluation 20172017 8. How is student academic progress measured? What standardized tests are given? What use does the school make of the results of these tests for the purpose of academic counseling?

Academic progress is measured primarily through teacher-designed, classroom-based assessments, both formative and summative, which take multiple formats across all grade levels. Cumulative exams are administered once a year as an additional measure of student progress in grades 8-12. These summative assessments provide the primary basis for class-level placements for the following year. Current policies on revisions and retakes encourage students to use feedback from assessments and improve their mastery of the relevant skills and content.

The school uses the following standardized testing measures to inform instruction:

● Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) for K-9, administered three times/year in Lower School and two times/year for grades 6-9. MAP measures current skills, tracks student growth and informs areas for instruction in math, reading and language usage. Results are shared with teachers by grade and individual student. Teachers, ARC and administrators work together to analyze the data to identify skills in need of attention or areas for enrichment in the classroom. In the 9th grade, the school has begun to use MAP College Readiness benchmark measures to track student progress toward desired ACT scores in later grades. ● Otis-Lennon School Ability Test (OLSAT) for grades 2, 4, 6, 9 to provide a gauge of student reasoning ability and relative strengths (verbal/nonverbal) and to flag students who may have undiagnosed learning differences or untapped potential. ● Educational Records Bureau (ERB) Comprehensive Testing Program (CTP) given periodically (at least once every three years) in Grades 3, 5 and 8 to gain a measure of the achievement of GFS students in comparison to those at peer independent or suburban schools. ● PSAT (grades 10 and 11) to assess projected student performance on standardized college admissions tests and to target areas for group instruction or recommended individual coaching in critical reading, math, and language usage. Trends from these scores, as with MAP, are shared with faculty and relevant departments who engage in professional development related to strategies for targeted areas.

The school shares the individual student data with parents, and the ARC or classroom teacher follows up with a conference if the MAP or OLSAT indicate particular areas for concern. ARC faculty and Counselors work together to consider the possible social and emotional causes or impact when a student is struggling academically and provide appropriate counseling.

GarrisonGarrison ForestForest SchoolSchool 2495 AIMSAIMS EvaluationEvaluation 20172017 9. What use is made of any other group and individual assessments? How are results shared and used by the individual student, parents, and faculty?

The school does not provide in-house psychoeducational testing, but make referrals for outside testing when it is needed. The ARC meets with families to discuss both the need for testing and to help the families understand the results and recommendations once the report has been shared with the school. ARC faculty write a summary of the report on a student’s individual strengths and struggles and make use of those reports to recommend classroom strategies, shape student support and design individual accommodations plans. Beginning in the Middle School, students work with the ARC to understand their learning profiles and begin to build self-advocacy skills. In the Upper School, students are involved in conferences to formulate their accommodations plans and are directly responsible for gathering parent and teacher signatures on those forms each year.

B. Social and Emotional Support

10. Describe the school’s counseling program goals for social and emotional development across grade levels. This answer should include any provisions the school has made for: new student orientation; conflict management; development of interpersonal skills; how the School addresses issues of sexuality and substance abuse.

Licensed counselors are available in all three divisions for individual counseling, small counseling groups, family support, faculty support and parent education. The goal of the school counseling program is to support students in being emotionally available for their educational experience by ensuring the development of healthy coping strategies and decision-making abilities. The counseling program works to strengthen students’ sense of self and resiliency. The Counselors promote positive engagement with peers and teachers and the broader GFS community and identify mental health and social emotional issues that may impact students’ academic performance. Counselors are an integrated part of the administrative teams and Student Life teams.

Starting in the Lower School, all students participate in grade-level social skill lessons. In grades 6-9, students are enrolled in grade-level Decision-Making classes which meet once a weekly cycle. The focus of grades 10-12 is on transition issues related to college preparation and graduation. Grade 10 students receive targeted drug and alcohol programming through an outside agency. Grade 11 students take Decision-Making II, which focuses on preparations for the college application process. The 12th grade Transitions course assists with the completion of college applications and prepares seniors for the transition to college. Divisional Counselors teach Social Skills and Decision Making classes, while College Counselors teach the grade 11 Decision- Making and grade 12 Transition classes.

In addition to these classes, the school also offers the following:

GarrisonGarrison ForestForest SchoolSchool 2506 AIMSAIMS EvaluationEvaluation 20172017

New Student Orientations:

● All new GFS families, Preschool through Upper School, are assigned “Buddy families” before the summer to provide an “insider’s” welcome and answer to questions both large and small. ● New Lower School students visit and are oriented prior to their first day. They meet their teachers and the Counselor, go over schedules and attend a quarterly lunch bunch for new students starting in early fall. ● New Middle School students are welcomed and oriented by the Dean and Counselor (for 6th grade) and by their grade-level teachers/advisors (grade 7 and 8). Orientation includes games, icebreaker activities and a campus tour. The counselor also hosts a special dessert meeting with all new Middle School student in early fall. ● New Upper School and boarding students are welcomed to GFS with activities organized by the Dean of Students and Director of Residential Life with the support of the Student Orientation Team (O-Team) and Upper School faculty. New students are assigned both an advisor and a Big Sister and are introduced to Counselors as part of a panel discussion during Orientation.

Conflict Management: The Lower School utilizes the Responsive Classroom curriculum in conjunction with GFS Core Values to establish expectations for behavior and conflict management. The Middle School and Upper School utilize the Core Values, Mission Statement and Statement of Respect as a guide to establish expectations for behavior and use them in response to conflict. Students frequently seek out counseling support for issues related to conflict with peers or teachers.

Sexuality and Substance Abuse: The Counseling Department provides developmentally appropriate programming through its Social Skills and Decision-Making curriculum for students on issues related to sexual development, reproduction and substance use. Topics covered include puberty, body image and hygiene; Grades 8 and 9 receive more targeted lessons on reproductive health, STD’s and risky behavior, gender stereotypes and gender identity development and sexual orientation. In Middle School and Upper School, the curriculum includes discussions around healthy choices, substance use experiences and binge drinking and their associated risks. In 10th grade, students receive three hours of drug and alcohol education through an outside vendor.

11. Does the school employ a psychologist or similar resource? Describe procedures for involvement and the extent of services provided.

GFS does not employ a psychologist. The school has three full-time licensed, certified clinical social workers on staff (one per division) who serve as Counselors. They provide individual

GarrisonGarrison ForestForest SchoolSchool 2517 AIMSAIMS EvaluationEvaluation 20172017 counseling, small counseling groups, family support, faculty support and parent education. They communicate regularly with outside providers when appropriate and refer out for issues that exceed the scope of the school counseling program.

12. What is done if a student experiences emotional difficulty? What resources outside the school are used to support students academically, socially and emotionally?

Students experiencing emotional distress are referred to the Counselor for guidance and support. Following an evaluation of the student’s needs, the Counselor may offer confidential, ongoing counseling to the student with routinely scheduled appointments. If the student’s social-emotional needs exceed the scope of school counseling services, a referral will be made to a community mental health provider (psychiatrist or psychotherapist). If the student's needs are more academic in nature, the ARC will provide the parent/guardian with referrals for supports including psychoeducational testing, tutoring and executive functioning coaching, as appropriate.

13. What is the school’s policy regarding the confidentiality and dissemination of counseling information about students?

The school is subject to HIPPA policies and protocols regarding the release of confidential counseling information. The Counseling department obtains a release of information from the family to be able to contact an outside treatment provider for ongoing communication and consultation to support students with mental health needs. The Counselors maintain confidential client records in secure files and in a new online system through GFS’s student medical records system (Magnus). Counselors disseminate information to faculty and staff about any issues related to the safety and well-being of a student, as necessary, keeping information at a minimum. In Maryland, counselors are mandated reporters and must contact Child Protective Services in matters involving suspected abuse and neglect of a student.

14. From the standpoint of social and emotional counseling, have the needs of the students changed in the past five years? If so, do these changes reflect different admission standards? Changes in the wider culture? Other factors?

As referenced in answers to questions 5 and 6, the number of students with more complex social and emotional profiles has increased over the past five years. This is due, in part, to the fact that society is now more heavily influenced by technology and social media, which has created a more anxious and vulnerable culture. Given the increasingly public nature of students’ lives, there is a growing need for help self-regulating and making healthy decisions. Over the past decade, GFS also has had more students openly identifying on the LGBTQ spectrum and has had to be more intentional about meeting the needs of this population. Regarding admissions, the social and emotional needs of students have not changed admissions standards

GarrisonGarrison ForestForest SchoolSchool 2528 AIMSAIMS EvaluationEvaluation 20172017

15. Please analyze how school counselors have adapted to any changes identified in 14 above.

The Counselors have been more involved in digital media education and educating students and parents on how to use technology safely and appropriately. Counselors proactively seek additional training on working with LGBTQ youth and consulting with the Director of Equity and Inclusion on supports for LGBTQ students.

C. Behavior and Discipline

16. What is the school’s philosophy regarding discipline?

In the Preschool and Lower School, disciplinary policies help guide children to develop worthy values and developmentally appropriate social skills. The aim is for each student to grow in kindness, honesty, respect and consideration for others. Teachers carefully plan the classroom environment to encourage and foster cooperation and collaboration. The day is carefully orchestrated to provide the routines and consistency children need. Most importantly, the adult: child ratio is kept low enough for problems to be addressed promptly and each child’s needs to be met judiciously.

For discipline in the Middle School and Upper School, please refer to the Middle School Handbook pages 11 and 23 and the Upper School Handbook pages 54-63, respectively.

17. Describe the school’s policies and procedures relative to a student’s behavior.

Each division conducts discipline conducive and appropriate to the age of the child. Policies and procedures are designed so that the student can learn from his or her mistakes. Each incident is carefully considered by a team of people to ensure fair consequences. All factors are considered when deciding consequences – the student’s social-emotional condition, their academic needs and previous behavior.

In the Middle School and Upper School, conduct expectations are upheld through a disciplinary process that includes demerits, the Honor Board and informal interventions. The discipline process is an integral part of the school’s educational mission. It protects students as well as the full school community, promotes the development of sound values, ethical behavior and good judgment and fosters respect for self, peers, the GFS community and the broader world.

The Lower School uses Responsive Classroom practices and the school’s Core Values to set behavioral expectations. Lower School handles discipline problems on a case-by-case basis, looking at the developmental age of the child and using developmentally appropriate

GarrisonGarrison ForestForest SchoolSchool 2539 AIMSAIMS EvaluationEvaluation 20172017 consequences. When necessary, the Lower School works together with parents to implement a reasonable consequence and plan of action.

18. How are students and parents made aware of policies and rules regarding behavior?

The rules of the school are carefully outlined in each division's handbook. The handbook is available to all students and families online, and students and families attest by signature each year that they have read and will abide by those policies. After any disciplinary event, the student's parents are notified by the Division Head or Dean of Students.

19. Describe the school’s policies, if any, regarding student behavior at off campus activities sponsored and not sponsored by the school.

Regular school rules and expectations apply to off-campus, school-sponsored activities. Although Garrison Forest does not govern off-campus activities that are not school-sponsored, the school does reserve the right to intervene, mediate or support students if incidents occur involving Garrison Forest students.

D. Outplacement Counseling

20. Describe how the school assists students and parents in making decisions regarding his/her future educational/career plans beyond graduation. How do the students, parents, and faculty resource people participate?

Upper School students participate in educational and career counseling during the school day through a dedicated and targeted year-by-year curriculum and individual meetings with a designated Counselor. College Counseling organizes and hosts evening informational sessions on age-appropriate topics, which typically include speakers from colleges and universities for parents and students. Faculty support the College Counseling program through the writing curriculum and individual teachers work with the College Counselors and students during the process of developing and revising personal statements for college applications.

21. For secondary schools, describe procedures and preparation for college entrance examinations.

Decision-Making classes in grades 10 and 11 introduce the SAT/ACT/Subject testing styles and cover instructions for registration and deadlines. In 10th grade, students take a SAT/ACT Prep course over six 45-minute class meetings taught by the contracted professional test preparation company. Students in grades 10 and 11 take the PSAT in October, and students in grade 10 take a Mock ACT in May to provide both an opportunity for practice and baseline scores.

GarrisonGarrison ForestForest SchoolSchool 25410 AIMSAIMS EvaluationEvaluation 20172017

Faculty members, department chairs and the Curriculum Committee work collaboratively with College Counseling to stay abreast of content and changes in admissions tests. Faculty professional development provides an overview of admissions tests and content.

22. Secondary schools should describe staffing and procedures for the college counseling and application process.

Garrison Forest employs two full-time College Counselors and one full-time College Counseling coordinator. The College Counseling process begins in 9th grade with the introduction of the College Counselors to the freshman class via class meetings and an overview of the College Counseling program. In 10th grade, students take a Career Explorations curriculum, which includes personality and interest inventories, career research, resume writing and interview skills as well as a six-week test prep program focusing on both the SAT and the ACT. Students also are introduced to the College Counseling software package, Naviance, Family Connection. In the Decision-Making II curriculum (grade 11), the College Counselors meet with the junior class approximately 18 times over the course of the school year to deliver the curriculum, which includes: college search criteria; college admission criteria; letters of recommendation; personal statement writing; standardized testing information; and, college campus visits and interviews.

The College Counselors partner with English faculty members who teach personal narrative writing style. The year culminates in “Camp College,” a three-day intensive program for juniors to create a Common Application account and complete a draft, learn about supplemental essays for college and have their college essay draft reviewed by college admissions counselors.

In addition to the Decision-Making II curriculum, the College Counselors meet individually with students and parents beginning in December of the junior year. Typically, there are at least two student meetings and one parent meeting prior to the end of junior year and, often, many more. There is no limit to the number of meetings a student, parent or College Counselor may request.

The PSAT is administered to all sophomores and juniors in October. College Counselors hold a “Scores Back” evening session for parents/students with Capital Educators (GFS’s test prep partner) to interpret score reports.

Beginning in 2016-17, GFS began sponsoring day trips to regional colleges on the weekends through the GFS Activities office and the residential community. Open to day and boarding students and hosted by a member of the College Counseling staff, these trips offer a tour and information session at each college or university visited.

GarrisonGarrison ForestForest SchoolSchool 25511 AIMSAIMS EvaluationEvaluation 20172017 The College Counselors co-teach the 12th grade Transitions class and meet with the entire senior class approximately 12 times throughout the year. Topics include: the college application process; sending standardized test scores; completing financial aid forms; reviewing essays and applications prior to submission; and facilitating respectful and positive reactions to college admissions decisions. The College Counselors collaborate w/the Alumnae Office to offer a “Senior/Young Alumnae Tea” event in January in which alumnae currently in college return to GFS to talk to seniors about their college experiences. College Counselors also introduce and facilitate the school’s Independent Senior Project (ISP). Established at GFS in the 1970s, ISP requires seniors to secure a two-week, unpaid internship prior to graduation in a career area of interest. Following ISP, seniors present their experience to the Upper School students and faculty.

STRENGTHS:

● The school has three full-time licensed Counselors who serve all divisions and are members of the administrative and/or student life teams in each division. ● GFS has a comprehensive, K-12 life skills curriculum taught by the Counselors. ● The school has a robust and comprehensive College Counseling Department that takes a holistic approach to students and families on their individual needs. ● The school recognizes the interplay between academic progress and social-emotional functioning and relies consistently on the input of the Counseling department to address the needs of students in the classroom. ● Collaboration and communication are strong between Counseling and Academic Resource Center personnel across divisions in support of student needs.

WEAKNESSES:

● The school’s Counseling and Academic Resource Center resources are overextended by the increased educational and social-emotional needs of the student body. ● GFS uses school-administered standardized testing to inform decisions on student academic placement, differentiated instruction and advising placement. ● There is currently not a secure, centralized place to store confidential education information. ● There is no consistent system and protocol to disseminate confidential educational information. There is no confidentiality statement on school emails and letters. ● There is limited space in the Upper School classrooms and Academic Resource Center, along with limited time in both the Middle School and Upper School daily schedules, for small group work and testing. This impedes the school’s ability to serve students with various learning profiles.

GarrisonGarrison ForestForest SchoolSchool 25612 AIMSAIMS EvaluationEvaluation 20172017 RECOMMENDATIONS:

● Evaluate the academic and social-emotional needs of students and the school’s ability to adequately meet those needs with the available resources. ● Evaluate the effectiveness and benefits of the school’s standardized testing instruments. ● Establish standard protocols for storing and disseminating confidential educational information and create and adopt confidentiality statements on emails and letters. ● Clarify the academic admission and retention standards for students. ● Examine ways to reconfigure Upper School classroom spaces and the daily schedule in both Middle School and Upper Schools to better serve students with various learning profiles. ● Explore ways to design a schedule that more easily allows time for students to get the support from the Academic Resource Center and Counselors when needed.

GarrisonGarrison ForestForest SchoolSchool 25713 AIMSAIMS EvaluationEvaluation 20172017 ______

IX. PERSONNEL ______

PREPARED BY: Stacy Mohn, Controller, Chair Christine Herdson, Assistant to the Head of School Bill Hodgetts, Assistant Head of School for Finance and Operations Sue McQuiston, Sustainability Education Coordinator, Upper School Science Jessy Molina, Director of Diversity and Inclusion Andrea Vespoint, Preschool and Lower School Spanish Teacher

HOW PREPARED (PROCESS):

The committee met to review the questions. The Controller and Assistant Head of School for Finance and Operations then met to develop responses to most of the questions, and the Director of Diversity and Inclusion formulated responses to the diversity-related questions independently. The committee reconvened to review and revise the draft and write the strengths, weaknesses and recommendations. After several revisions, the committee reviewed the final report. a. Describe the benefits offered and any variations among employee groups. Attach documentation.

Please see the GFS Employee Handbook, sections VI and VII. b. What benchmarks does the school use to set its benefits program? How does the benefits package compare to these benchmarks? What aspects of the package would the school like to enhance or change?

There are multiple benchmarks that Garrison Forest uses to compare benefits. In the local Baltimore area, schools share benefits offerings informally in two separate peer groups, one for the local CFOs and one for Controllers. This information is probably the most relevant source of comparable offerings because these schools are GFS’s direct competition for hiring quality employees. In addition, GFS uses national statistics from the National Association for Independent Schools (NAIS) to compare offerings. Overall, the school has a very competitive and robust benefits package available to employees. However, for 2016-17, the Board of Trustees approved a reduction in the employer retirement plan contribution to 5% for all employees, as an attempt to help reduce the current year’s budgeted deficit. Management would

GarrisonGarrison ForestForest SchoolSchool 2581 AIMSAIMS EvaluationEvaluation 20172017 like to see this restored to the previously higher rates of 6% (for employees with less than five years of service) and 7 ½% (for employees with more than five years of service) in 2017-18. c. Present an organizational chart representing the functional relationship among the Board of Trustees, the school head, the division heads, other administrators, department chairpersons, teachers, and others.

Please see the GFS Employee Handbook, section VIII. d. What are the strengths and weaknesses of the communication between and among administrators?

There are weekly Leadership Team meetings with agenda items presented by all members of the team. The Leadership Team includes the Head of School, Division Heads from all four divisions, Director of Diversity and Inclusion, Director of Admissions, Assistant Head of School for Advancement, Assistant Head of School for Finance and Operations, Dean of Students, Director of Academic Affairs and Director of Communications. All areas of the school are represented on this team, and members of the team are comfortable to speak openly and candidly about any and all issues that are relevant. The Division Heads meet weekly in addition to these meetings to focus on academic issues, and there are many informal and scheduled meetings among the various members.

Some concerns are better addressed in smaller group discussions, and it is often difficult to engage in a strategic discussion that doesn’t have a clear conclusion or resolution in the time allowed for these meetings and with the other competing agenda items. e. Provide comprehensive written job descriptions of the roles of administrators, and others, including faculty, if available.

See required documents for this section. f. How is the school’s non-academic staffing plan formulated and revised? What staff changes have occurred over the past five years? What is the rationale for these changes? What changes are planned for the future? Why are these changes contemplated?

There is an annual process to review the school’s staffing needs, coordinated through the Leadership Team. This involves all divisions, departments, offices and programs. As positions are added, deleted or replaced, the implications are discussed and options are analyzed. The school continues to review and hire in-house for positions that are currently outsourced in housekeeping and maintenance. After several years of turnover in the Director of External

GarrisonGarrison ForestForest SchoolSchool 2592 AIMSAIMS EvaluationEvaluation 20172017 Programs and Campus Use position, management looked closely at the demands of the position, along with the desire to increase outside revenues, and developed a different staffing model for that area. A higher level, more strategic person was hired to oversee and expand the program, and an Assistant Director of External Programs and Campus Use was added to handle most of the day-to-day details.

Since the success of the boarding program is a critical part of GFS’s financial strength, the needs of the Residential Life program were reviewed, and it was determined that there is need for additional support staff. Additional support staff were added in 2016-17. g. Does the administrative Leadership Team reflect the diversity within the greater school community? What efforts have been made to diversify the administrative Leadership Team?

Garrison Forest has made significant gains in diversifying the Leadership Team with the appointment of three members of color in the 2015-16. Of the Leadership Team’s 14 total members, two administrators are Asian American, one is African American and one is Mexican American born in Mexico. The diversity in the school community is reflected in the Leadership Team. However, most GFS families of color are African American, with Asian international students representing the second largest minority group. The Leadership Team is underrepresented regarding African American administrators and does not currently have any Asian international administrators. Data has not been collected regarding religion, sexuality, ability, class and other personal identifiers. h. Please describe how the school performs due diligence by investigating the backgrounds of prospective employees. What methods does the school use to be as certain as possible that prospective employees are highly qualified and appropriate to supervise students?

In accordance with Maryland State law, GFS requires all employees to have both federal and state criminal background checks before their first day of employment. In addition, hiring managers spend extensive time speaking with professional references. Most prospective new faculty hires are required to come in and teach an observed lesson to ensure the right fit with school culture and philosophy. Beginning in 2017-18, the school will require college transcripts for all positions that require a college degree. i. Have there been significant changes in the composition of the faculty in the last five years? If so, please describe them.

There has not been a great deal of significant change in the composition of the faculty over the last five years. Average years of experience for faculty has remained fairly constant, as GFS

GarrisonGarrison ForestForest SchoolSchool 2603 AIMSAIMS EvaluationEvaluation 20172017 continues to attract and hire veteran teachers. The number of faculty of color, although lower than desired, has not fluctuated much either. However, faculty members who are new to the school (0-5 years of service) has increased from 18 in 2011-12 to 45 in 2015-16. Anytime there is a change in leadership, especially with a Head retiring after 20 years of service (as was the case in 2013-14), there will be turnover. The school has been successful replacing those who have departed with quality teachers and will continue to monitor faculty turnover and the reasoning behind their departure. j. Analyze the composition of the faculty in light of the school’s philosophy, culture, diversity goals, diversity statement, if it has one, and the needs of its students.

The school’s Mission Statement and Statement of Respect call on GFS to create, celebrate and affirm a diverse learning environment for all students. Work is continuing to ensure that all students can see themselves in the GFS faculty and curriculum, as well as gain a window into the broader world beyond Garrison Forest.

To do this, and given the demographics of Baltimore County, the school acknowledges that it is somewhat underrepresented regarding African American faculty at all levels. This is particularly true when it comes to academic faculty, as there are only two African American teachers of core academic classes, aside from a music and dance teacher. To support African American students and to combat implicit bias about race and intelligence, it is important for students to see African American teachers as mentors, role models and scholars.

The school also has a significant Asian international population that would feel more supported with additional international faculty who speak Chinese and/or Korean.

GFS has not collected data on faculty’s class, gender identity and expression, sexuality, religion and more. The school also does not seem to have enough LGBTQ faculty to adequately support the LGBTQ students. k. Describe how the school would like the composition of the faculty to be different and how the school plans to effect these changes.

Garrison Forest would like to continue to grow the numbers of faculty of color, with a focus on African American faculty in core academic areas. The school also would like to attract additional LGBTQ faculty who would be willing to serve as advisors to the LGBTQ student clubs and affinity groups, as well as provide more general support to students. In addition, as Baltimore County has a significant number of Hispanic students, it would be beneficial to the students to increase the numbers of Hispanic students and faculty.

GarrisonGarrison ForestForest SchoolSchool 2614 AIMSAIMS EvaluationEvaluation 20172017 Hiring qualified faculty of color is a priority for all division heads and the Head of School. GFS plans to make these changes by streamlining the hiring process, posting positions in varied places, maintaining a database of qualified faculty, participating in diversity career fairs, training department chairs on recruiting and retaining diverse faculty, creating a supportive and affirming school climate for faculty of color and LGBTQ faculty and working to include a finalist of color for open positions. l. For each of the last five years, please list the average percentage increase and the range of the percentage increase in faculty salaries.

2015-16: 2.5% 2014-15: 2.5% 2013-14: 3.0% 2012-13: 2.5% 2011-12: 2.5% m. Describe the school’s system for determining faculty salaries and the annual increases.

Determining faculty salaries is based on total years of teaching experience. A compensation spreadsheet is used to test various increases for all employees, just faculty or specific groups of people. These various assumptions are then worked into the long-range model to determine the impact of these increases over time. The Consumer Price Index (CPI) and the Higher Education Price Index (HEPI) are reviewed to determine relevancy. The Head of School, Assistant Head of School for Finance and Operations and Controller perform annual reviews of the full-time faculty scattergram that plots years of teaching and annual salary to identify faculty members whose salary does not line up with their peers who have similar years of teaching experience and try to adjust to bring them more in line. Annual salary pool increases, once factored into the budget for next year, are recommended by the school to the Board of Trustees at the January Board meeting. In 2015-16, a Human Resources Committee of the Board was formed to review alternative compensation models. It will take some time to do the research and determine the best suitable compensation structure for the future. n. Explain the rationale for this system. Analyze its strengths and weaknesses in light of the school’s mission and operational needs.

Admittedly, this is a simple and “traditional” model of years of teaching correlated to salary, but it speaks to the culture of the school that all faculty are compensated, within certain ranges, for total years of teaching, whether at GFS or elsewhere. There is an overall equity when everyone is compared to each other. Equity decisions sometimes are made when the scattergram review

GarrisonGarrison ForestForest SchoolSchool 2625 AIMSAIMS EvaluationEvaluation 20172017 shows some inequities. It is also the basis for determining salaries for new employees, a system that forces all salaries to be equitable.

A new Board committee, the Human Resources (HR) Committee, was formed in 2015-16 to review different compensation models and develop an alternative for GFS. A good deal of work has been accomplished to date, but the committee is “on hold” for now, waiting until other Board priorities are addressed. o. What benchmarks does the school use to set faculty salaries?

GFS uses benchmark data from several sources when setting faculty salaries. Schools in the Baltimore area share their salary data through a local survey, and the results are distributed to all participant schools. This information is probably the most relevant of all benchmarks because they are our local competitors, and in many cases, trying to hire the same qualified applicants. GFS also benchmarks and presents salary data to the Board from state (Association of Independent Maryland and D.C. Schools) and national (National Association of Independent Schools) associations. p. What salary goals does the Board of Trustees have for the faculty and administration?

The Board of Trustees has a goal that the school should be as competitive with salaries and benefits as possible in the local market, to consider some of the state and national statistics and not to lose quality employees. Comparable salary statistics are reviewed by the Board annually, with more detailed feedback by the Finance Committee. As mentioned previously, a Human Resources Committee of the Board was formed 2015-16 to review compensation models for the school.

STRENGTHS:

● GFS has a robust total compensation package, including competitive benefits and professional development opportunities. ● The school has exceptional support from Board of Trustees in valuing faculty and staff through compensation. ● The school provides a Daycare program for faculty and staff children.

WEAKNESSES:

● Diverse faculty are underrepresented. ● Annual salary increases are determined by salary pool increase, not by performance.

GarrisonGarrison ForestForest SchoolSchool 2636 AIMSAIMS EvaluationEvaluation 20172017 ● The school reduced its retirement plan contribution from 7.5% and 6.0% to 5% in 2016- 17 due to fiscal constraints.

RECOMMENDATIONS:

● Develop a strategy to strengthen the recruitment and retention of diverse faculty ● Consider other compensation models more aligned with performance and innovation ● Continue to evaluate and provide the most competitive benefits package and school contributions possible.

GarrisonGarrison ForestForest SchoolSchool 2647 AIMSAIMS EvaluationEvaluation 20172017 ______

X. ADMISSION AND FINANCIAL ASSISTANCE ______

PREPARED BY: Alison Greer, Director of Admission, Co-Chair Stacy Mohn, Controller, Co-Chair Sarah Achenbach, Director of Communications Zibby Andrews, Head of Preschool Janice Bogdan, Assistant Director of Admissions (Lower School) Deanna Gamber ’85, Assistant Head of School for Advancement Catie Gibbons, Assistant Director of Admissions (Upper School) Tara O’Neal, Assistant Director of Admissions (Middle School)

HOW PREPARED (PROCESS):

After assigning questions to committee members during the initial committee meeting, the committee members wrote an initial draft, which the committee chairs reviewed and edited. The committee reconvened for a final, collaborative edit and to write the strengths, weaknesses and recommendations.

ADMISSION a. Please provide a brief overview of admission and marketing, including organization and staffing, including volunteers, if applicable.

The Admission and Development Offices work together very closely as part of the Advancement Team under the Assistant Head of School for Advancement. The Admission Office consists of five full-time staff members: a director; three assistant directors (one each for the Lower, Middle and Upper School); and one additional staff member who manages the data, day-to-day operations and actual application files. Preschool admissions are handled by the Preschool Division Head and the Preschool Administrative Assistant. As of July 1, 2017, the Assistant Director of Admissions (Lower School) will oversee the Preschool admission process with the assistance of the Preschool Administrative Assistant.

At various points in the admission season other members of the school community are asked to take part in aspects of the admission process including welcoming visitors and reading files. The Athletic Outreach Coordinator meets with Upper School students, who are interested in playing sports in high school, during visits and connects applicants with the coaches of their sports. Division Heads are also an important part of the process, meeting visiting families and serving

GarrisonGarrison ForestForest SchoolSchool 2651 AIMSAIMS EvaluationEvaluation 20172017 on the admission committee for their respective divisions. The Communication Office coordinates advertising, mailings, event publicity and social media efforts with the Admission Office. Admission committees in each division also include the learning specialist, school counselor and select faculty.

The Admission Office also uses a large group of parent volunteers, called Parent Ambassadors, who greet visitors daily, lead campus tours, help at admission events and follow up with families as they move through the application process. Upper School students also volunteer as trained tour guides for prospective Middle and Upper School families as well as other campus visitors. Student tour guides complete an application and are selected by the admission team. Two to three experienced students act as head tour guides and assist with training and motivating the group.

Marketing is a comprehensive, year-round effort encompassing traditional print (ads in regional, national and international publications, and regional and national direct mail), digital (online directories, extensive website and social media posting, email blasts, search engine optimization and mobile “geo fencing” marketing), broadcast (extensive regional radio), public relations, word-of-mouth and outdoor advertising. All marketing efforts are part of a collaborative, ongoing strategy with Communications, Admission and the Head of School. The Communications two-person team (a Director and Associate Director) organizes and implements all efforts, working with an array of vendors and advertising representatives and an outside design firm to create ads and materials.

The Communications team manages all marketing, including extensive postings on the two GFS Facebook pages (“generic” for parents and students and an alumnae page), Twitter, Instagram, YouTube channel and alumnae-focused LinkedIn page. Communications works closely with students and faculty to gather, curate and post across the platforms to maximize effectiveness and digital reach. All marketing efforts are closely monitored through Google analytics, admission data gathered by requesting feedback from all inquiries, periodic student focus groups, etc. Students are selected to record radio testimonials and profiled in other marketing efforts. In addition, the Communications Office publishes an extensive, marketing- and mission-based magazine each August, which is mailed to all parents, alumnae, faculty/staff and donors, as well as a 700+ list of national and international educational consultants and feeder schools. Each summer, Communications works closely with Admissions to update the viewbook materials and all printed collateral for the upcoming admission season. Additionally, in May 2016, Garrison Forest underwent a complete revamp of its website (www.gfs.org) and incorporated responsive design with a focus on addressing the needs of prospective families while maintaining ever- evolving portals for internal constituencies. The website includes many professionally produced videos, updated every 2-4 years, as well as links to social media, including a robust YouTube channel (www.youtube.com/garrisonforestschool) with dozens of student-and faculty-produced

GarrisonGarrison ForestForest SchoolSchool 2662 AIMSAIMS EvaluationEvaluation 20172017 videos depicting everyday life at GFS. The website also includes a school/parent education- focused blog, “Voices From the Forest,” now in its fourth year, which offers faculty, alumnae and student blog posts around a bi-monthly theme. b. Using the information and data provided in IA above, analyze school enrollment the past five years, paying particular attention to significant changes – in enrollment, applications, and yield; in student composition, including gender, race, and ethnicity; in acceptance rates; and in attrition rates. If the school enrolls boarding or homestay students, include here any trends involving those students, and please also complete Section VII.

Over the past five years, the school’s enrollment has gradually decreased, with a more significant drop for the 2016-17 school year. The most significant declines in enrollment were in the Preschool and Lower School. These declines can be attributed partially to demographics and the changing needs of families with young children. Other factors in the overall decline include the number of applicants who applied for financial aid. For the 2016-17 school year, Garrison Forest had twice the previous year’s number of families who completed the application process and qualified for aid, but were not given any aid. A nearby competitor school opened a Pre- Kindergarten program, and the school experienced a higher rate of Preschool attrition as families left the Preschool a year early to attend this nearby coed school. The attrition rate was also higher in the Upper School for girls moving from 9th grade to 10th grade over the past two years.

The school has seen a steady increase in the number of families across the divisions who are applying and qualifying for significant financial aid and it is not possible to meet the need of many of these families. Even if a family is given a grant, it is often not enough to make it possible for the student to attend Garrison Forest.

Boarding applications have remained strong as has boarding enrollment. For the fall of 2016-17, the school had the largest class of 9th grade boarding students in the past ten years. This group of students also is more diverse in terms of the number of domestic boarding students and the states they represent, as well as international locations. Boarding applications have increased dramatically in the past three years. Applications from China account for most of the increase in applications. In the past three years, applications from China have doubled. However, the school was not able to accept any more Chinese students; these applications skew the acceptance and yield numbers especially in the Upper School. c. Compare and contrast the school’s admission and retention data in the above analysis to AIMS admission statistics for comparable schools. Please compare data for overall enrollment trends, attrition, completed applications, acceptances as a percentage of applications, and newly enrolled students as a percentage of applications.

GarrisonGarrison ForestForest SchoolSchool 2673 AIMSAIMS EvaluationEvaluation 20172017 2015-16 Overall Attrition Completed Acceptances Newly Academic Enrollment Applications as a % age of Enrolled Year Data Trends Applications Students as a % age of Applications

Garrison 615 117 341 60.4% 34.6% Forest (rate 9.3%)

AIMS 738 120 381 67% 31.2% Comparable (rate 6%) Schools

Data used was a 2015 Peer Schools Benchmarking Group on NAIS DASL. Comparison group includes Boys’ Latin School, Friends School, Gilman School, McDonogh School, Roland Park Country School, St. Paul’s School, St. Paul’s School for Girls, The Bryn Mawr School and Park School. Please note that to maintain consistency in reporting for Garrison Forest’s overall AIMS report, the same benchmark group used in other sections of this report was used for the Admission and Financial Aid Report. However, three of the schools (Boys’ Latin, Gilman and St. Paul’s School) are boys-only schools with whom Garrison Forest does not compete for applications.

In comparing Garrison Forest’s data to that of its peer schools benchmarking group, the two most noticeable differences are in attrition rate and acceptance rate. Regarding attrition, in recent years the top reasons for families leaving GFS were: family moving out of the area, financial and logistics (ex: siblings at various area independent schools and transportation logistics). Overwhelmingly, “a family move outside the area” is the most common reason for a family to leave GFS.

Regarding the acceptance rate, because of the dramatic increase in applications from China and the strict requirements for international applicants to gain admission (ex: TOEFL minimum scores), the Admission Office denied a high percentage of students who applied from China. Over the past three years, the number of applications from China doubled while the number of Chinese applicants accepted remained constant. Furthermore, because our peer schools benchmarking group does not include any traditional boarding schools, this number skews the overall acceptance rate. d. How has the school’s “market” changed in the past five to ten years? Analyze and interpret information about demographics, family financial needs, competition from other schools, and other factors you deem important. How do admission and marketing professionals stay abreast of these changes on an ongoing basis? How do current admission and marketing strategies address these changes?

GarrisonGarrison ForestForest SchoolSchool 2684 AIMSAIMS EvaluationEvaluation 20172017

Information regarding demographics, family financial needs, competition from other schools and broader national and international economic trends are all included in discussions regarding admission and marketing strategies. Quantifiable data is collected from the National Association of Independent Schools (NAIS) Trend Book, NAIS Data and Analysis for School Leadership (NAIS DASL) report, comparable schools reports and National Coalition of Girls Schools statistics. More quantifiable, as well as qualifiable, data is collected through participation in colleague roundtables, membership in the Association of Independent School Admission Professionals network and the Enrollment Management Association.

Overall, the market has changed in the number of students looking at independent and boarding schools, as well as in the ability of families to manage and afford the increasing cost of an independent school tuition (and often for more than one child). From 2006 to 2015, enrollment for nearly half of the NAIS schools declined, with the Mid-Atlantic region experiencing the largest decline in school enrollment nationally. Overall, Garrison Forest tuition has risen faster than the median family income. From 1993 to 2015, tuition increased by 196% and from 1993 to 2013, the median family income increased by only 66%.

The market also has diversified in terms of the background of families choosing to look at independent schools. These changes have had a negative impact on GFS admissions regarding the lower number of students applying from families that are able to support the full cost of tuition. Garrison Forest has seen an increase in both the number of new families applying for financial aid, the number of returning families applying for aid and the size of the grants for which they qualify.

Admission and marketing strategies to address these changes and challenges in the market include the creation of two merit scholarships ($10,000 each to a new 9th grade day student and a new 9th grade boarding student), increased marketing of Alumnae Legacy Scholarships (covers the cost difference between day and boarding tuitions for applicants who have alumnae mothers, aunts, grandmothers etc.) and an increased financial aid budget. Of course, conversations are constant among are the Admission Office, Communications Office and Business Office concerning sustainable growth in the financial aid budget, as well as efforts to recruit more full- pay families. Furthermore, increased travel locally and nationally to recruit a larger boarding pool has been a priority of the offices. e. How and by whom are budgeted enrollment targets established each year? How are these targets informed by data, both internal and external?

The process to establish budgeted enrollment targets is very detailed and involved. The Admission Office receives initial numbers from the Assistant Head of School for Finance and

GarrisonGarrison ForestForest SchoolSchool 2695 AIMSAIMS EvaluationEvaluation 20172017 Operations. The Admission Office then meets with each Division Head and looks carefully at possible attrition, application numbers for the current year and applications and newly enrolled numbers for the past several years. Additionally, the Leadership Team (top administrators) review the attrition numbers at their weekly meeting. The Admission Office makes adjustments to the projections and then looks again at the totals to establish the boarding and day enrollment targets for each grade.

The initial budgeted enrollment targets are developed within the school’s long-range model. At this point, the assumptions are based on the prior ten years of actual enrollment. Those assumptions are reviewed by the Finance Committee of the Board of Trustees. The assumptions then are shared internally with the Admission Office and each Division Head. The Admission team and the Division Heads then have several “enrollment summits,” pooling the information available at that time, reviewing attrition patterns and determining future trends based on available Admission statistics. The analysis is made grade by grade for the whole school; boarding is assessed separately. f. What admission efforts are made each year to increase (or maintain) a diverse student body?

Garrison Forest celebrates diversity in all forms, creating a welcoming and inclusive learning and social environment for students and families across all ethnic, racial, socioeconomic and sexual orientation backgrounds. Admission Office staff dedicates several weeks each fall to recruiting students from all areas of the country to continue and expand the diverse geographic composition of Garrison Forest’s boarding students. The Director of Diversity and Inclusion works closely with the Admission Office, including occasionally staffing events specifically targeting minority populations. The Admission Office partners with several local community-based organizations such as the Baltimore Educational Scholarship Trust (B.E.S.T.) program to attract high- achieving, high-need students of color. GFS collaborates with several national groups that help middle- and low-income families research and apply to boarding schools around the country, including: New Jersey SEEDS; A Better Chance (ABC); The Black Student Fund; High Jump; and the Daniel Murphy Scholarship Fund. The Admission Office supports on-campus events such as Garrison Forest’s annual Multicultural Potluck Dinner, the Mid-Autumn Festival, Martin Luther King, Jr. celebrations and Lunar New Year Celebration. g. Please analyze the admission decision-making process: Who is involved? What student information is used? What steps are taken to assure that admission decisions are aligned a) with the needs of each child, and b) the training and experience of the faculty?

GFS admission committees comprise admissions staff, faculty, school counselors and administrators. There is one admission committee each for Middle School and Upper School and

GarrisonGarrison ForestForest SchoolSchool 2706 AIMSAIMS EvaluationEvaluation 20172017 two, based on the age of the applicants, for Lower School and Preschool. The Admission Office takes the following steps to ensure that admission decisions are aligned with the needs of each child and that every accepted student is set up for success in the school’s academic program. The admission committee reviews each student’s admission file, which includes the student’s academic records (transcripts), recommendation forms, parents’ comments and/or a student essay, standardized test results and interview notes or student and faculty observations. In some cases, the Admission Director might require additional information from a family, e.g., psychological/educational testing or the Test of English as a Foreign Language (TOEFL). A file is considered incomplete or not ready to review if any of this required information is missing. To gather as much information as possible about each applicant, Garrison Forest has each child spend time on campus to get a feel for his or her fit for the GFS community, as well as giving prospective students a chance to experience the school. Garrison Forest includes school counselors and the Academic Resource Center faculty in the admissions process to ensure that Garrison Forest can meet the academic and social/emotional needs of the students that it accepts.

STRENGTHS:

● Highly collaborative and responsive admission and outreach procedures and protocol among the Advancement (Admission, Alumnae Relations and Communication) and Business Office staff. ● Well-organized, trained and extensive Admission volunteer network of alumnae, parents and students. ● Comprehensive, personalized process for every family before and after an application, including individualized tours/visits (school day and overnight visits for boarders), conversations with faculty about particular academic interests and conversations with athletic, riding, dance and theatre faculty as appropriate.

WEAKNESSES:

● Admission database (PCR) is an inefficient, non-user-friendly system to track Admission data and involve all on-campus constituents in the admission process. Additionally, it is not effective in outward-facing communications. ● Lack of sufficient staff to manage the volume of visitors, demands of travel for boarding recruitment and database support. ● Admission Office physical space does not give a positive or strong first impressions to prospective families.

RECOMMENDATIONS:

GarrisonGarrison ForestForest SchoolSchool 2717 AIMSAIMS EvaluationEvaluation 20172017 ● Invest in a new admission database that effectively and efficiently interfaces across Garrison Forest School’s systems and meets the needs of prospective families. ● Hire additional administrative and support staff. ● Upgrade Admission spaces in Lower School, Middle School and Upper School to create a better first impression and initial welcome onto campus.

FINANCIAL ASSISTANCE a. Please provide a brief overview of the administration of financial assistance, including organization and staffing.

Financial aid is available to all qualified families of students enrolled in grades K-12. Information on the financial aid process is distributed by the Admission Director, who serves as the Financial Aid and Enrollment Coordinator, in October for the following school year to current families receiving aid and current families who have expressed interest in aid during the current school year. Families are instructed to complete the financial aid application process through FACTS Management, which includes uploading required documentation (i.e., tax returns, GFS supplemental form, paystubs). Once a family completes the application process, the school compiles the necessary information to make an award determination that includes the FACTS-calculated family need figure. Beginning in late December, the Financial Aid Committee convenes several group meetings to review the information and determine the awards. For new families, these meetings include the Assistant Head of School for Finance and Operations, Controller, Assistant Head of School for Advancement, Director of Admission and the Assistant Director of Admission for the respective division. For returning families, the meetings include the Assistant Head of School for Finance and Operations and the Controller, with input from Division Heads. b. Using the data provided above, analyze changes in financial assistance requests and awards in the past five to ten years. Please be certain to include an analysis of the use of all forms of assistance, including merit awards and tuition discounts.

Over the past five years, the school has experienced significant shifts in financial assistance requests. The percentage of students on aid has risen from 31% in 2011-12 to 39% in 2015-16. The overall financial aid budget has increased over $1,000,000, or 37%, during that same period. The school is awarding more money to more students. There also has been an increase in aid requests for GFS’s youngest students (financial aid awards begin in Kindergarten).

Allocating financial aid funds is a challenge. The percentage of the total financial aid budget awarded to newly accepted students has increased from 13.20% to over 20%, and in dollar terms,

GarrisonGarrison ForestForest SchoolSchool 2728 AIMSAIMS EvaluationEvaluation 20172017 that amount has nearly doubled. While this has been a helpful tool in attracting new students, it leaves less funds available for current students. The school is well aware of the long-term implications of this trend and has begun to adjust its strategy.

In addition, there has been an increase in the number of reconsideration requests for need-based aid, which occur after an initial award is determined. If a family is given an award it feels does not meet its needs, the family may file a request for reconsideration. In these situations, the committee typically has not met the family’s stated need as indicated during the application process. Although there are not official statistics on these numbers, estimates of families requesting reconsideration are approximately 2-3 families in 2011-12 to upwards of 12-13 families in 2015-16. c. How is financial need calculated? Is the need formula ever adjusted? If so, under what circumstances and by whom? Do awards ever exceed demonstrated need? If so, when and under what circumstances?

For current families who are new requesters, FACTS Management does an initial calculation based on the financial information that parents provide. Once the school has received the calculation from FACTS, the committee compares that to the family’s stated need. If there is a large discrepancy, the committee looks more closely at the family’s financial situation to determine if there is a need to adjust the FACTS calculation.

Once an award is determined, Garrison Forest tries to maintain a similar level of support during a family’s tenure at GFS, unless the family’s financial situation changes significantly. Typically increases to current recipient’s awards are made so that she receives the same percentage of aid compared to tuition. For example, if a family receives a 60% award and tuition is $25,000, the award would be $15,000. If tuition increases to $26,000 the next year and there are no significant changes to the family's financial situation, the award would typically remain at 60%, but the dollar amount would increase to $15,600.

It is extremely rare that awards would exceed demonstrated need. d. How are financial assistance decisions made? Who is involved?

Initial award determinations are made when the school reviews a family’s completed GFS application and FACTS Management’s family need calculation. The Financial Aid Committee reviews the initial reports. Committee membership for new families includes the Assistant Head of School for Finance and Operations, Controller, Assistant Head of School for Advancement, Director of Admission and the Assistant Director of Admission for the respective division. For returning families, the meetings include the Assistant Head of School for Finance and Operations

GarrisonGarrison ForestForest SchoolSchool 2739 AIMSAIMS EvaluationEvaluation 20172017 and the Controller, with input from Division Heads. Final award determinations are made by the committee based on demonstrated financial need. e. What steps are taken to assure confidentiality of the process?

Confidential information is available only to GFS employees involved in the decision-making process (Assistant Head of School for Finance and Operations, Controller, Director of Admission, Assistant Head of School for Advancement and Admission Director and Financial Aid and Enrollment Coordinator). The FACTS website is password protected and only the Controller, Director of Admission and Financial Aid and Enrollment Coordinator have access. If GFS uploads to FACTS any information mailed to the school (i.e., tax returns, GFS supplemental form, paystubs), the school maintains then shreds a paper copy at the end of the school year. Returning families are notified of award decisions in the enrollment agreement via the password-protected GFS parent portal. Newly accepted families are notified of their award in the acceptance letter mailed by the Admission Office and included in the secure, online enrollment agreement. f. How are financial assistance budgets established? As a % gross tuition? On a net-tuition basis? By some other method?

The basis for the financial aid budget includes several factors. First, all current students on aid awards are increased to be commensurate with the projected tuition increase so that the percentage of aid received is constant year over year. The committee then looks historically at how much has been awarded to new students, the number of new students who have requested aid and award dollars that will be released by graduating seniors. During the January Board of Trustees meeting when the initial budget is presented, the financial aid budget estimate is determined and approved. This estimate is adjusted as the number of grants are awarded and accepted by families throughout the spring. A more specific estimate is presented at the May Board meeting. Net tuition revenue is tracked and reported year over year, which is included in the budget review at the January Board meeting.

g. Please analyze the 5-year data presented in A and B above in terms of impact on student body composition over time.

Financial aid is critical to Garrison Forest’s mission of cultivating and maintaining a welcoming and inclusive climate and community and to providing access to a Garrison Forest education. With financial aid, the school supports a diverse racial and socio-economical community that encourages students to build empathy, broaden their perspectives and think critically, collaboratively and creatively. Over the past five years, the diversity of the GFS student body

GarrisonGarrison ForestForest SchoolSchool 27410 AIMSAIMS EvaluationEvaluation 20172017 composition has not changed significantly. In 2011-12, 156 students of color were enrolled versus 154 in 2015-16. Although the total number of diverse students on aid has remained somewhat constant, the average award for that group of students has increased from $14,430 to $17,000 over that same period of time.

STRENGTHS:

● The overall size of the Garrison Forest financial aid budget has increased in recent years – a trend across many independent schools – giving the school the ability to assist more current families as well as new applicants. ● The school provides a customized approach to determining awards; decisions are not based solely on predetermined formulas. ● The award determination process is collaborative and inclusive, involved members from the Business, Advancement and Admission offices and the Division Heads.

WEAKNESSES:

● The rate of growth of the financial aid budget is not sustainable long term as it relates to the overall school budget. ● The financial aid budget does not support students and families in funding additional expenses beyond tuition and technology (e.g., class rings, travel assistance, prom tickets, books, uniforms, standardized testing, school sponsored trips).

RECOMMENDATIONS:

● Continue to work in collaboration with the Board of Trustees on developing a sustainable financial aid model. ● Set aside a portion of the overall financial aid budget for student and family support in funding additional expenses beyond tuition and technology.

GarrisonGarrison ForestForest SchoolSchool 27511 AIMSAIMS EvaluationEvaluation 20172017 ______

XI. ADVANCEMENT, FINANCIAL MANAGEMENT AND SUSTAINABILITY ______

PREPARED BY: Bill Hodgetts, Assistant Head of School for Finance and Operations, Co-Chair Deanna Gamber ’85, Assistant Head of School for Advancement, Co-Chair Lindsay Frost-Bhasin, Director, The Fund for Garrison Forest Kit Jackson ’83, President, Board of Trustees Stacy Mohn, Controller Kim Roberts, Head of School

HOW PREPARED (PROCESS):

Initially, the committee met to assign questions. The Controller and Assistant Head of School for Finance and Operations met several times independently as did the Director of The Fund for Garrison Forest and the Assistant Head of School for Advancement to discuss and draft responses to their assigned questions. The Head of School wrote her responses independently. Committee members reviewed each other’s responses and provided feedback before reconvening to review the final responses and draft the strengths and weaknesses for each section.

ADVANCEMENT a. Please provide a brief overview of fundraising activities, organization and staffing, including volunteers. Be sure to include the Annual Fund, capital and endowment, planned giving, special events, etc.

Led by the Assistant Head of School for Advancement, the GFS Development Office comprises six full-time employees, including: The Director of The Fund for Garrison Forest (annual fund), the Director of Alumnae and Parent Relations and three administrative support professionals, one of whom manages the Raiser’s Edge database. Until 2013, there was a full-time Director of Planned Giving. That position will be filled in spring 2017 as the Director of Alumnae Leadership and will be responsible for alumnae major gift fundraising. In addition to managing the Development Office, the Assistant Head of School for Advancement also oversees Admission and overall advancement strategy for the school.

GarrisonGarrison ForestForest SchoolSchool 2761 AIMSAIMS EvaluationEvaluation 20172017 Currently, the office’s primary fundraising priority is The Fund for Garrison Forest, which is managed by the Director of The Fund with support from the entire Development Office. The Director of The Fund coordinates a program of communication and solicitation strategies involving direct mail, email, phone, personal visitation and peer-to-peer engagement. The annual campaign is strategically segmented, personalized and deployed for each constituency, including leadership (major) donors, parents, alumnae, reunion alumnae, faculty, grandparents and friends. The Director recruits and manages a team of more than 100 volunteers, including parents, alumnae, grandparents and faculty, to support the Fund efforts.

The Assistant Head of School for Advancement currently manages capital-and endowment- related fundraising and planned giving. GFS ended its most recent capital campaign, the Centennial Campaign, in May 2012, surpassing its $25 million goal. Since, there have been smaller, targeted capital fundraising efforts in honor of a retiring Head of School, for new capital projects (an outdoor classroom and “maker spaces”) and endowed funds established by reunion classes.

GFS does not raise general funds from special events. All events run by the office are for “friendraising,” not fundraising.

b. For the Annual Fund over the past five years, please compare the percentage of each year’s total received from a) gifts above $2,500, b) gifts $1,000 to $2,500, and c) below $1,000. Have the percentages changed? If so, why? Please also compare participation rates by constituency. Are there significant changes over the past five years?

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

TOTAL $1,376,400 $1,424,771 $1,306,060 $1,258,887 $1,277,001 RAISED

Goal $1,375,000 $1,380,000 $1,380,000 $1,300,000 $1,300,000

Percentage 72% 71% 69% 67% 70% from gifts over $2,500

Percentage 13% 14% 15% 15% 14% from gifts $1,000 to $2,500

Percentage 15% 15% 16% 18% 16% from gifts

GarrisonGarrison ForestForest SchoolSchool 2772 AIMSAIMS EvaluationEvaluation 20172017 below $1,000

Alumnae 31% 32% 31% 30% 28% Participation

Parent 78% 70% 73% 73% 78% Participation

Trustee 100% 100% 100% 100% 100% Participation

Faculty 95% 93% 93% 94% 96% Participation

Over the past five years, The Fund for Garrison Forest has seen a good deal of flux, from an all- time high of more than $1.4 million in 2012-13 to under $1.3 million in 2014-15. As noted in the chart above, one of the primary drivers of fluctuation is gifts of $2,500-plus, particularly those of more than $20,000. The school has seen a downward trend in gifts of $2,500-plus in the past five years. However, this has begun to reverse itself in 2015-16, due in part to increased giving among parents of international students.

The Development Office also has been working hard to reverse the downward trend in alumnae participation in the Fund for Garrison Forest. Reflective of a nationwide trend of decreasing participation rates among alumni, it also is due, in part, to continued growth in GFS’s solicitable base because of large graduating classes and increased efforts to find lost alumnae.

Parent participation also has seen fluctuation attributed to transitions in leadership (new Head of School, new leadership in most divisions of the school). 2015-16 saw increased stability across the administration, which helped GFS achieve a five-point increase in parent participation over the prior year. The Development Office also had an outstanding parent leadership team who supported and helped execute the multi-pronged and layered campaign approach.

Trustee and faculty participation rates remain very strong—a testament to the dedication of these two crucial stakeholder groups.

STRENGTHS:

● GFS has a strong and engaged volunteer network, particularly with alumnae and parents. ● The School maintains an excellent, collaborative relationship with the Board of Trustees. ● Development, Business and Communications offices enjoy and nurture a strong working relationship with a team approach to decision making.

GarrisonGarrison ForestForest SchoolSchool 2783 AIMSAIMS EvaluationEvaluation 20172017 ● In a challenging financial environment, Garrison Forest’s annual giving results have been successful.

WEAKNESSES:

● From 2013-14 until spring 2017, there has been reduced travel for donor stewardship. Prior to 2013-14, there was a dedicated staff member on the road. ● Insufficient staffing resources have slowed the pipeline of leadership donors for annual, capital and planned giving.

RECOMMENDATIONS:

● Add the necessary staffing to reach the school’s goals and to enhance the level of leadership donors across all areas of giving. ● Perform an audit to determine Return on Investment for all events and activities coordinated and/or planned by the Advancement Office.

FINANCIAL MANAGEMENT a. Describe the staff organization for the financial management of the school. What office facilities do they have and are they appropriately equipped? What provisions are made for bonding or fraud insurance against misappropriation of school funds?

The Business Office has seven members, including: The Assistant Head of School for Finance and Operations; Administrative Assistant for Finance and Operations; Controller; Senior Accountant; Accounts Receivable Associate; Financial Aid and Enrollment Coordinator; and Human Resource Manager. The Business Office manages the school’s business functions, human resources, re-enrollment of current students, enrollment of new students and the analysis and administration of financial aid. There are two office spaces in the same building: three of the staff are upstairs, and four are downstairs, a recent configuration allowing the Business Office to create an environment where several staff are grouped together. Prior to this change, there were two members of the Business Office isolated individually on a separate floor. The Business Office is sufficiently staffed and appropriately equipped to handle the day-to-day demands.

The school carries “Executive Risk” insurance that covers employee dishonesty, theft, forgery and fraud.

GarrisonGarrison ForestForest SchoolSchool 2794 AIMSAIMS EvaluationEvaluation 20172017 b. Describe the procedures for developing the operating budgets for the divisions and school. Who is involved? Who establishes the priorities and makes the ultimate judgments? How often is the budget reviewed?

The first draft of the budget is developed within the long-range model. The initial assumptions and impact over time are reviewed with the Finance Committee of the Board of Trustees before the budget meeting in January. With a calendar change in the Board meetings for the 2015-16 school year, the long-range model is now reviewed after the budget meeting.

In the fall of each year, budget sheets are distributed by the Business Office to all individuals with budget authority. These budget sheets contain several years of historical ending balances, the current year budget and a space for the budget manager to request a budget amount for the upcoming year for each account overseen. Budget managers then have the option of meeting with the Assistant Head of School for Finance and Operations to discuss any concerns, needs and future plans for their accounts. The Assistant Head of School for Finance and Operations and Controller develop budget estimates for the large, general and administrative expenses, benefits and all salaries. All budget sheets then are compiled into an all-school budget document that is reviewed and discussed with the Head of School. Once that process is complete, the budget is presented to the Finance Committee, at least twice, before the full Board meeting in January. The full Board, through the work of the Finance Committee and in cooperation with the Assistant Head of School for Finance and Operations, the Controller and the Head of School, establish the priorities for the budget and together make the ultimate judgments.

The Assistant Head of School for Finance and Operations and Controller review budget versus actual results on a quarterly basis and develop an internal financial statement that is distributed and reviewed at each Board meeting. c. Describe the relationship between those responsible administratively for financial management (e.g. the Business Office) and those exercising corporate responsibility (e.g. the Finance Committee of the Board).

There are four Board meetings each year. The Finance Committee meets before each of these meetings, but also meets 2-3 additional times before the January meeting when the budget is discussed. These “pre-meetings” involve the Assistant Head of School for Finance and Operations, Head of School, Controller, the Chair of the Finance Committee and occasionally another member of the Finance Committee. At the pre-meetings, the goal is to review budget projections, enrollment projections and financial assumptions used during the budget process, prior to distributing the reports to the Board.

GarrisonGarrison ForestForest SchoolSchool 2805 AIMSAIMS EvaluationEvaluation 20172017 The first Board meeting of the school year is in October. This meeting is primarily to review the results of the audit from the prior fiscal year (ending June 30) and to inform the Board of the opening of school numbers (enrollment, salaries, financial aid). The second meeting of the school year is in January, which focuses on budget development for the upcoming school year. In January, the Board is asked to approve tuitions, salary pool percentage and financial aid. At the third Board meeting of the year in March, the long-range model and school dashboards are reviewed. The full budget is approved at the final Board meeting of the year in May.

The Business Office is responsible for developing and distributing the financial reports to be reviewed by the Head of School and Board. The auditors prepare the audited financial statements discussed in the first meeting of the year in October. d. Describe the policies and procedures for collection of past due accounts.

Once a month is closed and invoices are distributed, the Accounts Receivable (A/R) Associate generates an aging report that is distributed to the Assistant Head of School for Finance and Operations and the Controller. The A/R Associate reviews the aging report at the end of every month, identifies families with past due balances and contacts them by email. There are also quarterly meetings with the Assistant Head of School for Finance and Operations and Controller to review the balances outstanding for over 90 days. Then the Controller or A/R Associate contacts those families to establish payment arrangements.

There are three key points during the year where further actions are taken. First, if a family has not paid their tuition in full or has not maintained an acceptable payment schedule, the family will be notified in December that, if a significant payment is not made, the student will not be allowed to return from winter break. Second, those families who have not fulfilled their financial obligations at the time enrollment agreements are distributed, have a hold placed on their account and are not issued an enrollment agreement for the upcoming year. Finally, once the school year comes to an end and a family still has a past due balance, that student will not be allowed to start school at the beginning of the upcoming year and all grades/transcripts are held until the balance is resolved. e. If the school has endowment funds, who is responsible for the investment management of the funds? How often is the performance reviewed? Who reviews the selection of investment managers and how frequently? How are the expenditures of restricted funds monitored?

GFS has an Investment Sub-Committee of the Finance Committee. The Sub-Committee works closely with Hirtle Callaghan (HC), an investment advisor, who manages the investment of the funds. HC uses guidelines, or target ranges, outlined in the Investment Policy Statement (IPS)

GarrisonGarrison ForestForest SchoolSchool 2816 AIMSAIMS EvaluationEvaluation 20172017 where the Sub-Committee has established acceptable percentages of the overall portfolio to be invested in any one asset class. Investment performance, investment managers and other key statistical data and benchmarks are reviewed quarterly at every meeting, which includes members of the Investment Committee, the Head of School, Assistant Head of School for Finance and Operations and President of the Board, in conjunction with the management team at HC. The school maintains a separate accounting of restricted funds and tracks all donations, gains/losses and annual draws from the endowment that go to support operations. This spreadsheet is part of the GFS Audited Financial Statement package and ties to all internal numbers that are audited; however, the auditors express no opinion on that part of the document. f. What are the policies for the school to take income from the endowment and other sources such as Annual Giving? Who sets those policies?

The school’s Finance Committee establishes the specific dollar amount, based on the spending rate, that the fund is expected to generate to contribute to GFS’s operating budget for the next fiscal year. The spending rate is 4% of the prior three year rolling average of the endowment market value as of June 30. There is an additional 1% used for plant fund expenditures. The calculation of endowment income for the operating and plant budgets is developed each January for the next fiscal year.

All Annual Giving goes to support the operating budget. Any restricted annual giving gifts or annual giving scholarship gifts received are donor restricted and are applied accordingly.

The Board sets these policies based on the feedback and recommendations provided through the Finance Committee and the Administration of the school. g. How much and what kind of federal, state or local government funds does the school receive?

Garrison Forest receives no government funding. h. What summer, evening, weekend or between-term use is made of the school facilities? Are there formal rental agreements? Describe the provisions for obtaining property and liability insurance coverage. Describe any Unrelated Business Income Tax implications.

Outside use of the school’s facilities is an expanding area of the program with demands for evening, weekend and summer use increasing substantially over the past five years. The majority of usage is mission based, allowing outside organizations the ability to offer their programs using the GFS theater, gymnasium, classrooms and athletic fields. Usage of the facilities is overseen and managed by the Director and Assistant Director of External Programs and Campus Use, in

GarrisonGarrison ForestForest SchoolSchool 2827 AIMSAIMS EvaluationEvaluation 20172017 conjunction with the Business Office. There are formal, written rental agreements that are reviewed and signed by the Assistant Head of School for Finance and Operations for every usage. Every outside group is responsible for obtaining their own property and liability insurance coverage. Once proof of insurance is received, it is reviewed by the Assistant Head of School for Finance and Operations. Unrelated Business Income Tax implications are reviewed annually with our tax accountants. i. Summarize the school’s property and liability insurance coverage.

The school has coverage as follows: Property (adjusted yearly from an appraisal company); Automobile; General Liability; Excess Liability of $40M; Workers’ Comp; Educators Legal Liability; Crime; Fiduciary; Kidnap and Ransom; International and Global Medical (for international trips); and storage tank coverages. j. Describe the provisions for funding additions and replacement of capital assets.

The annual budget has $316,000 available for capital improvements and additions. In addition, 1% of the endowment draw is restricted to plant expenditures. The school has used an outside group, the Stone House Group, to perform an extensive building-by-building analysis of each major system and the expected life of these assets. Based on this spreadsheet and the replacement cost estimates, annual capital renovations and improvements are scheduled over a five-year period. In addition, each employee with budget authorization can indicate a capital need when he or she returns the budget sheet for the next year. These expenditures are reviewed with the Head of School and the Board of Trustees Buildings and Grounds Committee. k. Describe and assess effectiveness of the school’s cash management.

The school’s cash accounts are reviewed, reconciled monthly and presented to the Board quarterly. Most cash is in an overnight sweep account, with the balance used to offset monthly bank handling fees. $2.8 million is invested in an instrument that has a slightly better yield than the GFS bank account. An end-of-year report is prepared for every Board meeting. This report involves estimating the end-of-year results for the basic revenue and expense line items of the budget and is contrasted with the budget for ending cash needs and expected income. These reports assist in confirming ending cash needs. l. Describe the procedures for evaluating and purchasing employee benefits.

The school uses the Association of Independent Schools of Maryland and D.C. (AIMS) Benefit Trust and Educators Benefit Services (EBS) as the third-party administrator for health, life and long-term disability coverages. There are 54 schools in the Baltimore/D.C. area in this group,

GarrisonGarrison ForestForest SchoolSchool 2838 AIMSAIMS EvaluationEvaluation 20172017 and EBS continually assesses the pricing and coverages of these products. GFS works with Hightower, a retirement plan consultant, for retirement fund options, performance and fee reasonableness. Schools in the Baltimore area compare benefit packages periodically. There is a “built in” comparison and evaluation system with every new hire. Prospective employees are often comparing GFS salaries to a prior employer or other offers; feedback is common on where the school falls in the range of salaries. m. Describe the procedures for evaluating and responding to regulatory requirements and changes (e.g. COBRA, ERISA, ADA, Family and Medical Leave Act).

The school’s faculty and staff handbook is reviewed annually by outside attorneys for policy consistency and regulatory compliance. Regulatory changes are discussed regularly with the school’s attorneys. Any new regulations or changes to existing ones are incorporated in this review. In addition, EBS is continually monitoring changes to health insurance, life and long- term disability insurance, and meetings are scheduled at times throughout the year, if necessary, to discuss major regulatory changes. The National Business Officers Association (NBOA) is an excellent resource through webinars, publications and the annual meeting, to keep abreast of national changes. n. What procedures are in place for the review of insurance coverage in case of liability related to student travel overseas? For the review of liability waivers?

All international trips are reviewed by GFS’s insurance company for sufficient liability and medical coverage. Orientation meetings are held with parents before every trip, and parents sign liability waivers for all international trips. Some faculty work with outside travel groups that provide and manage liability coverage. o. Are the financial resources of the school adequate to meet the needs of the school’s philosophy? What are long-range plans to provide for financial health of the school?

Garrison Forest’s financial resources are more than adequate to meet the needs of its philosophy. The $38.2 million endowment (as of the end of the 2015-16 fiscal year) generates adequate income for the operating budget, which was $1.4 million in 2015-16. Over $5.0 million of the endowment is unrestricted, offering greater flexibility in case of an extreme need. A portion of the endowment and the annual fund are restricted to financial aid, helping to leverage the important issues of access and affordability. The annual fund has remained strong throughout the last several years despite the uncertainty of the economy. Auxiliary income from evening, weekend and summer rentals generated over $240,000 of net income in 2015-16. GFS has maintained an A- credit rating with S&P, a favorable factor with the school’s debt rates. The financial reality of the 2016-17 school year has created some challenges for the budget, including

GarrisonGarrison ForestForest SchoolSchool 2849 AIMSAIMS EvaluationEvaluation 20172017 a 6% reduction in budgets for all departments, postponing of some plant and technology projects and a reduction to 5% from 6% and 7.5% for the school’s matching contribution to the retirement plan. These changes were necessitated by the recent decline in enrollment, something that is being aggressively addressed with marketing and enrollment management strategies for the 2017-18 year and beyond.

The long-range plans to provide for the school’s health include financial modeling of lower enrollment scenarios with focused attention to Admission resources and possible enhancements to the boarding program. In addition, auxiliary programs staffing has been increased to create more revenue. Finally, there is a financial discipline shared by all to minimize any increases (and only for compelling strategic reasons). p. What institutional financial resources has the school committed to support diversity? Are these resources adequate to implement the school’s diversity goals?

Beginning July 1, 2015, GFS created a new, full-time position for a Director of Diversity and Inclusion; this position is committed to supporting both faculty/staff and student diversity and reports to the Head of School. In addition, faculty representatives on the GFS Diversity Leadership Council are paid a stipend in addition to their regular base salary to develop age- appropriate diversity programs in each of the divisions. GFS has committed significant budget dollars to support diversity initiatives to include attendance at the People of Color Conference (for both faculty, staff and students), Multicultural Potluck Dinner, an enhanced evening program celebrating various holidays for the boarding and day communities and many similar activities throughout the year.

In 2015-16, Garrison Forest committed more than $3.8 million in financial aid to families who demonstrated financial need, which promotes ethnic and socio-economic student diversity. q. Describe the school’s institutional capability (staff and systems) and resources (real and projected assets) that assure financial viability for a minimum of three years.

There is strong Board leadership, good communication with administration and faculty and a shared sensitivity to the financial stresses of the last several years. Despite the financial realities, the strength of the program and the excellence of the teaching experience continue throughout all divisions. Garrison Forest’s mission is stronger than ever, inspiring a shared commitment to educational, fiscal and enrollment goals and underscoring the school’s most important asset – its people. Another major asset is the facilities, which have been maintained to a reasonably high standard. A Board-restricted working capital account of $1.4 million may be used for a shortfall. As mentioned, about $5.6 million of the endowment is unrestricted, a possible resource only in an extreme situation.

GarrisonGarrison ForestForest SchoolSchool 28510 AIMSAIMS EvaluationEvaluation 20172017 STRENGTHS:

● GFS is fortunate to have a high level of experience and leadership in Business Office staff and excellent working relationship with the Board, especially the Finance Committee. ● The Board brings an exceptional commitment to innovative and thoughtful reflection and problem-solving around the school’s finances. ● GFS maintains and nurtures strong partnerships with outside professional organizations and service providers. ● The school has had clean audits year after year, with operating surpluses for over 20 years.

WEAKNESSES:

● There is a strain on resources to develop solutions to the school’s current financial challenges. ● Enrollment challenges, particularly with fewer full-paying families enrolled, have created a decrease in tuition receivables.

RECOMMENDATIONS:

● Possible leadership transition in the Business Office should be considered. ● Continue to review salary and benefit options to remain competitive. ● Continue efforts to reduce receivables.

FINANCIAL SUSTAINABILITY

1. What is the school’s compensation model? How does the school evaluate the impact of its compensation model on financial sustainability and its ability to attract and retain talent?

Currently, the compensation model for salaries is the traditional “x” axis of years of experience and the “y” axis for salary. Although it is not published, it provides an overall equity model that places everyone in a certain compensation “band.” As new faculty and staff are hired, they usually fall into the appropriate salary range, compared with current employees. Occasionally, with some new hires, the school has adjusted current employees that are out of line with the new salary, keeping most all in an acceptable range. GFS is, for the most part, able to attract and retain quality people. Another component of compensation is professional development. The school has considerable funds for professional development, a priority for many employees.

GarrisonGarrison ForestForest SchoolSchool 28611 AIMSAIMS EvaluationEvaluation 20172017 Through a recently created Human Resource Board committee, banded salary models that compensate for excellence and additional work have been reviewed. There is no timetable yet to roll this new system out, but there is good data from schools that have been relatively successful with this method. The school would like to move in this direction, more closely aligning compensation with performance.

2. Discuss among yourselves and share with us your list of the 3-5 most important strategic challenges to the school’s future sustainability, both educational and financial.

● To improve overall revenue generation to better match the expense structure of the school and to realize programmatic goals. ● To fund the staffing necessary in Admission to maximize enrollment management locally, regionally, nationally and globally. ● To fund the staffing necessary in Development to maximize donor cultivation and philanthropy. ● To manage and solidify school culture in the face of changing school demographics over the last decade (more international students in the Upper School; more families on financial aid). ● To keep financial aid at a sustainable level.

3. How does the school prioritize and fund its programmatic goals?

With the development of the 2015 Strategic Plan, the Head of School and Division Heads have a clear roadmap for prioritizing programmatic goals, particularly in relation to further developing the academic and residential life programs. If funding cannot be secured through the regular operating budget, the Development and Finance Committees of the Board, along with the Head of School and two Assistant Heads, determine the feasibility of meeting those needs through targeted fundraising.

4. As a team, create a “stress test” of the operating budget assuming a worst-case scenario that focuses on the school’s vulnerabilities. Develop three-year budget projections assuming a net revenue decline of at least 25%. (You may wish to modify the 3-year projections provided in Document F above.)

The value of this exercise, other than to create a financial model for a highly unlikely occurrence, is questionable. More to the point for Garrison Forest is a slow decline in enrollment. Based on 2016-17 enrollment compared to the school’s highest enrollment in 2008-09, there has been a 19% decline over that period. Those declines were offset with some reductions of faculty and staff in 2009-10, and careful management of expenses every year. There was a 0.0% increase for all employees for one year and the salary increases have been from 2.0% to 3.0% for the last five

GarrisonGarrison ForestForest SchoolSchool 28712 AIMSAIMS EvaluationEvaluation 20172017 years. The school was not able to develop a balanced budget for 2016-17 and made several short- term decisions that significantly reduced the projected deficit. To date, GFS has not used any restricted funds to cover operating shortfalls.

A 25% decline would represent about $5.6 million in revenue for GFS and enrollment decline (realistically, the likely source of a steep decline in revenue) of 143 students. If the school would lose that many in one year, it would be incredibly difficult to balance the budget. It would be extremely difficult to make sufficient reductions to match this shortfall. Although a possibility would be the use of some or all of the unrestricted endowment, it is highly unlikely to be authorized by the Board. GFS does not have a rainy-day fund for that amount.

5. What can be learned from the “stress test”? Example questions might include: Are the school’s cash reserves adequate? Is the school’s student-faculty ratio sustainable? Is the school’s use of annual giving, endowment and auxiliary resources sustainable compared to other comparable independent schools?

The decrease in enrollment for the 2015-16 school year necessitated some significant financial modeling. The Board charged the Head of School and Assistant Head of School for Finance and Operations with managing this analysis. It was developed over the summer of 2016, with special assistance from an outside consultant with extensive experience with declining enrollments. There were several meetings with the Assistant Head of School for Finance and Operations, all Division Heads and the Director of Academic Affairs to review faculty and staff reductions commensurate with the enrollment declines. This group developed several FTE reduction scenarios, mostly over the next five years. This modeling reflected enrollments of 550, 530 and 520, compared the enrollment of 572 students for 2016-17. In effect this created a more realistic “stress test” based on possible continued enrollment decreases.

After many group meetings and discussions, it was determined that although some staff reductions would be expected if these lower enrollment numbers were reached, Garrison Forest could not cut its way out of this dilemma. It was concluded that additional revenue generating measures – aggressive and enhanced enrollment management, auxiliary program growth, long- term endowment growth – are critical to achieving balanced budgets and long-term financial sustainability.

STRENGTHS:

● GFS performed actual “stress tests” in summer 2016 due to a decrease in enrollment. ● GFS maintains a strong balance sheet and healthy endowment. ● The school developed a Strategic Plan in 2015, providing a clear road-map for the future.

GarrisonGarrison ForestForest SchoolSchool 28813 AIMSAIMS EvaluationEvaluation 20172017 WEAKNESSES:

● Decreased enrollment has impacted the operating budget, creating fewer funds for capital improvements and maintenance. ● Debt is being paid out of the operating budget. ● Steep increases to financial aid over the past five years have created an unsustainable model.

RECOMMENDATIONS:

● Address enrollment, marketing and key leadership challenges to increase inquiries, applications and enrollment across all divisions and enhance confidence in the school among all constituents. ● Continue to explore additional revenue sources. ● Continue to use financial aid strategically to attain enrollment goals and to develop a sustainable financial aid model.

GarrisonGarrison ForestForest SchoolSchool 28914 AIMSAIMS EvaluationEvaluation 20172017 ______

XII. HEALTH ______

PREPARED BY: Kristin Franzen RN, BSN, Director of the Health Center, Chair Amanda Berdan, Assistant to the Head of the Lower School Barbara Doy, Athletic Trainer Sophie Daly ’07, RN, BSN, School Nurse Jenna Kotarides, Residential Life Director Susan Richards RN, BSN, School Nurse

HOW PREPARED (PROCESS):

The Director of the Health Center answered all queries with input from applicable personnel prior to meeting with the committee. At the committee meeting, the draft was reviewed and revised, and the committee wrote the strengths, weaknesses and recommendations. a. How does the provision of health services reflect the school’s mission?

The provision of health services reflects GFS’s guiding philosophy by addressing the unique health needs of the individual student, in the context of the larger community, with responsive, nurturing care. Registered nurses, Counselors, an Athletic Trainer, faculty, residential life and nutritional services staff work as a team to meet the health care needs of all students, thereby supporting the educational, social, emotional and physical prerequisites of learning in the GFS community. b. How does the school define its responsibility for the provision of health services?

The distinct but interrelated disciplines of nursing, counseling, athletics, nutrition and academics bring their specific expertise to the provision of health services to maximize the optimal functioning of each student within the educational community. The focus and the resulting programs and interventions are guided by each profession’s expertise and goals and are coordinated by Division Heads and program directors to create a holistic approach of interrelated services and communication. Health services are adapted as changes in students’ needs are identified through ongoing assessment of the well-being of the individual and their role as a member of the GFS community.

GarrisonGarrison ForestForest SchoolSchool 2901 AIMSAIMS EvaluationEvaluation 20172017 c. Who is responsible for providing health care during the school day? What are that person’s qualifications? Please attach a copy of that person’s job description. Who supervises those responsible for providing health services?

The Health Center is staffed by registered nurses who are licensed by the Maryland State Board of Nursing. Full-time nurses have a Bachelors or Master’s degree in Nursing (i.e., BSN or MSN) in addition to other academic degrees, with a special interest and background in pediatrics and/or adolescent psychiatric nursing. The services offered by the Health Center are augmented by the expertise of an Athletic Trainer, with a Bachelor’s degree in Physical Education, a Master’s degree in Athletic Training, and a board certification by the National Athletic Trainers’ Association. The Athletic Trainer evaluates and treats musculoskeletal complaints and other injuries related to participation in athletics.

Nursing coverage is provided on site in the Health Center, Monday through Thursday from 7:30 a.m. to 7 p.m. and Friday from 7:30 a.m. to 6 p.m. In addition, the boarding community has 24- hour phone access to an on-call nurse for after-hours concerns or questions. The school works with a prescribing physician who writes and maintains students’ orders. d. What facilities are available for health services? Are they adequate for the student body? Are they accessible?

The Health Center is located on the first floor of the Shriver dormitory, accessible by two first floor entrances. It is a short walk from most buildings on campus. Students can reach Shriver without crossing any roads and by using well-maintained sidewalks. The Health Center is not wheelchair accessible; however, one entrance does have a flat entryway (no stairs) and may be used by students with mobility issues. The Health Center is allocated adequate space, including one bedroom with four beds, two bathrooms and an area used as a waiting room for students, which is adjacent to the office area with the nurses’ desks and student files. Another room is used as a private space for confidential phone calls. A refrigerator is in this room for diabetic students’ insulin, as well as other medications requiring refrigeration. Parking is adequate and close to both entrances.

The Athletic Training room is open weekdays from 10 a.m. to 6 p.m. and is located on the ground level of the Elizabeth B. Searle ’74 Athletic Center (SAC). Easily accessible to all student-athletes, the Athletic Training room is near the Middle School and Upper School locker rooms.

GarrisonGarrison ForestForest SchoolSchool 2912 AIMSAIMS EvaluationEvaluation 20172017 e. Is there a budget for health services? Is it adequate?

A budget, reviewed annually, covers anticipated costs specifically related to services offered by the Health Center. Counseling and Athletics have separate budgets with funds that could broadly be considered “health services” as well.

The Health Center budget is adequate to maintain basic supplies, limited continuing education opportunities for RNs and malpractice and licensing fees for RNs. The budget is inadequate for any significant upgrades in nursing services or supplies. f. How is the school prepared to handle a medical emergency? Please include answers to the following: i. How are injuries or medical emergencies handled at the school?

Injuries and medical emergencies are evaluated promptly by the School Nurse or Athletic Trainer. If immediate medical care is deemed necessary, students are transferred via ambulance, parent, nursing staff or school employee to an emergency department at the closest available hospital or a walk-in non-emergent clinic. For minor injuries or complaints, first aid is administered by the School Nurse, Athletic Trainer or Dorm Parent. Students’ parents/guardians are always notified by the nurse or trainer of significant complaints by phone. ii. Are emergency information and medical releases available for all students? Are they accessible to authorized personnel on a need-to-know basis?

A Medical Healthcare Power of Attorney is required upon admission to GFS and is held in each student’s medical file in Magnus, the school’s electronic student medical record system, enabling GFS to obtain medical care if a parent/guardian is not present. Additionally, a copy of each boarder’s Medical Healthcare Power of Attorney is stored in a binder in the dorm where the student resides. Emergency information is updated annually.

The Athletic Trainer has access to each student-athlete’s medical file in Magnus, providing access to emergency information, including consent to treat, if a parent/guardian is not present. iii. Provide a list of personnel qualified to administer first aid. Who provides their training?

School Nurses and Athletic Department personnel are qualified to administer first aid and CPR/AED (defibrillator): nurses, by training and licensure; the Athletic Trainer through board certification by the National Athletic Trainers Association. CPR/AED skills are maintained according to the American Heart Association recommendations by all Athletic Department staff,

GarrisonGarrison ForestForest SchoolSchool 2923 AIMSAIMS EvaluationEvaluation 20172017 Barn personnel and nurses. All residential life faculty and staff are trained in CPR and Basic First Aid by the American Heart Association. iv. Are emergency supplies/first aid kits readily available? Where are they located?

First aid supplies and AEDs are located in the SAC, the Health Center, the Barn, the tennis courts, the Upper School library, Middle School, Lower School and the Athletic Training room. Disposable gloves are available throughout campus in all buildings. Basic first aid kits are available in the Dining Hall, the dorms and for field trips or other events through the Health Center. EpiPens, inhalers, Benadryl and injectable glucagon are kept in the Health Center and may be additionally carried by adults responsible for the care of an at-risk student. There is an additional EpiPen Emergency Station in the Dining Hall that has both an adult and child EpiPen, in addition to liquid Benadryl. Students may also carry their own emergency supplies if medical orders and parental permission are on file in the Health Center. First-aid kits are available at all athletic practices and games. v. Does the individual responsible for providing health services analyze the Crisis Management Plan as it pertains to medical/health issues?

Yes, and it is posted in the Health Center in two locations. g. How are medications and emergency supplies stored?

Medications and emergency supplies are secured in a locked closet in the Health Center. The School Nurses, security personnel and the Director of Residential Life have keys to this closet. Over-the-counter medications are stored in the locked closet, excluding small amounts kept in the nurse’s desk for quick access during Health Center hours. EpiPens and Benadryl are attached to Emergency Care Plans for each child with a potential risk for allergic reactions or hypoglycemia and secured on a bulletin board by the nurse’s desk. There is also an EpiPen Station in the Dining Hall with an adult and pediatric EpiPen and Benadryl for any anaphylactic emergency. Albuterol inhalers used to treat acute asthma symptoms are supplied by parents and are also secured to the Health Center bulletin board. Insulin is stored in the refrigerator in the nurse’s private office, under proper temperature. All medications are labeled with the student’s name.

A portable emergency bag stocked with emergency supplies including EpiPens and an albuterol inhaler is located by the Nurse’s desk. The Health Center AED is mounted on the wall of the Health Center with a clearly marked AED sign.

GarrisonGarrison ForestForest SchoolSchool 2934 AIMSAIMS EvaluationEvaluation 20172017 Basic first aid supplies, all over-the-counter medications as well as permitted-as-needed prescription medications for certain students are in lock boxes secured within the dormitories with keys given to Dorm Parents. h. If a boarding school, who is responsible for administering medications after regular school hours?

After school hours, medication is administered by Residential Life faculty and staff who are certified medication technicians in the State of Maryland by the Board of Nursing. i. What health information is required from students annually?

The student is required to fill out all annual requirements on the GFS electronic student medical records system, Magnus. The annual requirements include: the Vital Health Record; • Annual Physical Exam form; • Maryland Department of Health and Mental Hygiene Immunization Certificate DHMH Form 896; • Medical Healthcare Power of Attorney (if not previously submitted from past year); • Over the Counter Medication Form; • Maryland State Department of Education Office of Child Care Medication Administration Authorization Form OCC 1215; • Athletic Consent to Treat and Acceptance of Risk; • Athletic Concussion Information; • Athletic Consent for Impact Testing and Release of Information; • Permission to Take to a Physician (boarding students only); • Permission for School Nurse to Administer Medication (boarding students only); • Permission to Receive Flu Vaccine (boarding students only); • Asthma Action Plan Form (asthmatic students only); • Food Allergy and Research Education (FARE) Form (students with anaphylactic emergency plans only); • Diabetes Medical Management Plan (diabetic students only); • Maryland State Management of Diabetes at School/Order Form (diabetic students only); • Seizure Action Plan Form (students with seizure disorders only). j. How does the school store student health information?

Magnus Online Health Portal confidentially stores all student health information electronically.

GarrisonGarrison ForestForest SchoolSchool 2945 AIMSAIMS EvaluationEvaluation 20172017 k. How is health care documented?

All health care interventions are documented in the confidential, online student medical records chart, Magnus, by the School Nurse based on guidelines of the Nurse Practice Act codes established by the Maryland Board of Nursing. Forms listed in response to Question i are used in addition to the “Nurse’s Notes” in Magnus, to create a representative, legal document.

The Athletic Trainer utilizes Magnus to maintain documentation of interventions provided.

Information regarding on-going health issues (i.e., medications, medical evaluations or treatment, general information and concerns) of boarding students is communicated in the Residential Life email log or to individual Dorm Parents and Residential Life affiliates, Faculty Advisors and Nurses by email. l. Does the school maintain a list of special health concerns, including food allergies, for students? How are student health concerns communicated to faculty and administration?

Information about students with special health concerns, including food allergies and other chronic medical and emotional health diagnoses, are maintained in Magnus. The information is then disseminated to individual faculty or staff members as needed. m. How does the school provide for the prevention and care of athletic injuries? Who is responsible for the care of athletic injuries? What are that person’s qualifications? What are that person’s duties?

The Athletic Trainer provides athletic training services and is certified by the National Athletic Trainers’ Association and licensed in the State of Maryland by the Maryland Board of Physicians. General responsibilities include, but are not limited to, the domains set forth by the National Athletic Trainers’ association: (1) prevention of athletic injuries; (2) rehabilitation and reconditioning of athletic injuries; (3) recognition, evaluation and immediate care of athletic injuries; (4) health care administration; and (5) professional development and responsibility. In accordance with Maryland State Licensure, the Athletic Trainer will provide athletic training services to student-athletes under the supervision of a supervising physician.

GarrisonGarrison ForestForest SchoolSchool 2956 AIMSAIMS EvaluationEvaluation 20172017 n. How does the school address the health education needs of its students? Describe the health curriculum. Who is responsible for teaching? Describe any school–sponsored health/wellness programs for students or staff.

Health education is taught throughout all grades as an on-going, holistic process. Age- appropriate information enriches the students’ understanding of a healthy lifestyle and general fitness based on individual needs.

Health topics are incorporated throughout the curricula of all divisions. Preschool and Lower School classroom teachers convey fundamental concepts and values emphasizing good habits, self-care, self-development and play. Middle School teachers, the Counselor and School Nurse refine and build upon Lower School content in classes specifically oriented toward a deeper understanding of the components of wellness. In Middle School and Upper School, Decision- Making courses focus on increased knowledge of personal choices and habits as cornerstones of good health. Middle School and Upper School Counselors teach material relevant to the adolescent girl’s emotional, social and physical development and cover important educational material on human sexuality and alcohol and drug use.

For faculty and staff, GFS offers afterschool aerobics classes, Garmin Vivofit competitions and Vivofit bands at reduced cost, and access to all the SAC fitness facilities before, during and after the workday. o. How do school personnel stay informed about the latest research regarding concussions, allergies, and other student health issues?

Magnus holds all concussion documents for the Nurses’ and Athletic Trainer’s use. Staff and faculty are made aware of individual student needs via email, as needed. p. What procedures and policies are in place regarding concussions?

See attached Garrison Forest School Sports Concussion Management Plan. q. What is the rationale for the school’s choices of food service? Does the school have a plan for students with severe food allergies? For boarding schools, describe the food services available to students.

The Dining Hall serves breakfast, lunch and dinner on Monday through Friday and brunch and dinner on Saturday and Sunday. Services are provided by SAGE Dining Services. Menus emphasize complete nutrition with many healthy choices from all food groups available at each meal. Nutritional information is available onsite. Hot foods, deli and salad bar items can be

GarrisonGarrison ForestForest SchoolSchool 2967 AIMSAIMS EvaluationEvaluation 20172017 combined by the diner to meet individual nutritional needs and preferences. Additionally, rice and various salads and condiments are available at lunch and dinner to supplement international and other student’s meals with traditional foods.

A nut-free table is maintained by Dining Hall staff. An EpiPen and liquid Benadryl are kept in a marked EpiPen box mounted to the wall, in the dining area to facilitate rapid treatment of allergic reactions. Students with dietary restrictions are identified by their parents/guardian who are responsible for informing the SAGE Dining Services Director of restrictions and allergies. SAGE also receives a list of all students with their allergen listed. SAGE employees make all reasonable efforts to meet the nutritional needs of all students including students with allergies. However, SAGE and GFS cannot individually supervise the identified child.

The Preschool and Lower School buildings are nut-aware buildings. Parents and students are informed of nut-aware status. r. Indicate below what periodic health screenings are administered? By whom?

Y/N Person Responsible Hearing annual Baltimore County and School Nurse Vision annual Baltimore County and School Nurse Speech Lice as needed School RN Other, specify s. What are the school’s policies with regard to serious or communicable illness?

Serious communicable illnesses require students, staff and faculty to minimize exposure to others by remaining home. School policy, which is stated clearly in the student and faculty handbooks and communicated to parents/guardians in periodic Health Center emails, states that symptoms including diarrhea, vomiting, temperature above 100 degrees or other contagious symptoms must be resolved for 24 hours prior to return to campus.

All SAGE managers are required to meet county and state regulations for sanitation compliance. Annual company sanitation certification of every Dining Hall employee ensures standards are met by all.

Boarding students, if unable to be at home, are isolated from others in private rooms or in the Health Center, and cared for by the Nurses or Dorm Parents.

Doctors at Valley Pediatrics are available for round-the-clock consultation.

GarrisonGarrison ForestForest SchoolSchool 2978 AIMSAIMS EvaluationEvaluation 20172017

A local emergent care facility administers flu shots each fall in the Health Center to faculty, staff and boarding students (with the latter’s consent from parents/guardian).

Meningitis vaccines are required for all boarding students. A student may be vaccinated by her own health care provider, consent to having vaccination given by school doctors at Valley Pediatrics or sign a waiver to withhold the vaccine. Information on meningococcal disease and the consent/waiver form is identified as Form 5 and is a part of the student’s medical record.

STRENGTHS:

● The extensive undertaking of transitioning health-related paper documents and forms onto the Magus Online Medical Record, which began in 2015-16, has been instrumental in ensuring the best possible care to all GFS students. It has allowed faster access to critical information during emergent situations and provided School Nurses to better see the “larger picture” when caring for a student through quick and easy access to previous treatment notes, medication permission slips, Emergency Contacts, etc. Magnus also provides Dorm Parent, faculty and staff real-time access to critical healthcare information required in case of emergency with a student on and off campus. Furthermore, it decreases the risk of lost or misplaced medical documents since parents can now upload these forms from home. ● The broad scope of healthcare providers accessible to students allows the students access to comprehensive care from three School Nurses, an Athletic Trainer and a doctor on call. The school pediatrician annually provides the Health Center with standing nursing orders and is available as needed for consultation. ● In 2016-17, the Health Center initiated the Certified Medication Technician Program for all Residential Life faculty and staff. ● The physical space of the Health Center facilitates various levels of care. A separate room with four sick beds and a private bathroom enable students to convalesce until they are well enough to return to school or be picked up by a parent. A second room is available as a place for private counsel, phone calls and meetings. These two highly utilized spaces, and the main office where most students are triaged and cared for, allow for safe and private care the entire student body.

WEAKNESSES:

● Though communication during the summer and opening of school to parents by the Health Center is clear on non-compliance consequences with Magnus, the enforcement falls to each division. Differences in how divisions handle non-compliance causes breakdowns and lapses in data, which hinder the efficiency of Magnus and the Health

GarrisonGarrison ForestForest SchoolSchool 2989 AIMSAIMS EvaluationEvaluation 20172017 Center and delays the distribution of specific student’s health concerns to the responsible faculty member. ● At times, the Admission Committee may unknowingly accept students who may not be able to self-manage their chronic illness appropriately. Such instances often result in disproportionate care and result in putting elevated burden on staff in addition to diminishing available resources to the rest of the student population. The school is unable to safely support and accommodate non-compliant students in a boarding setting. ● GFS has a lack of initial and annual training for Bloodborne Pathogens, EpiPen use and Sexual Harassment. ● Both the Health Center and the Athletic Training facilities need structural and technical upgrades and new equipment.

RECOMMENDATIONS:

● Division Heads should increase communications to new and returning families surrounding Magnus requirements and non-compliance consequences and follow the same protocol to consistently across divisions. ● Explore ways to expand Health Center resources to better serve the school as a whole and support the growing boarding program. ● Update the Health Center’s policy to demonstrate what the Health Center considers to be a compliant student with a controlled chronic illness that the school can manage safely and enhance collaboration between Admission and the Health Center to assure that every student admitted will have the opportunity to thrive in a safe environment. ● Provide initial and annual online training program for Bloodborne Pathogens, EpiPen use, and Sexual Harassment to all faculty and staff. ● Provide an Athletic Training Center with and ice machine and a Health Center with structural and equipment upgrades. Establish a process to identify and prioritize the needs of the Health Center and the Athletic Training Center to help inform budget decisions. Increase IT support for the Magnus Program to ensure that the Health Center will always have access to student’s medical records regardless of extenuating circumstances.

GarrisonGarrison ForestForest SchoolSchool 29910 AIMSAIMS EvaluationEvaluation 20172017 ______

XIII. INSTITUTIONAL TECHNOLOGY ______

PREPARED BY: Robert Ammons, Director of Information Technology, Co-Chair Renee Hawkins, Director of Technology, Co-Chair Jonathan Benjamin, Tech Support Deanna Boyd, Admissions Administrative Assistant Neil Handy, Network Administrator

HOW PREPARED (PROCESS):

The committee initially met to review the questions. Following the meeting, the Information Technology (IT) department gathered the current system information, reviewed the information and documented the school’s current institutional technology processes regarding electronic data security and backup. The committee reconvened to review and revise the draft and write strengths, weaknesses and recommendations.

1. How is electronic data backed-up and protected from unauthorized access?

Garrison Forest uses on-premise and Cloud data storage.

On-Premise Data: On-Premise data runs on local servers housed in the school’s data center. Data is backed up daily from secured servers to a secured backup local appliance employing a Disk-to-Disk-to-Cloud (D2D2Cloud) methodology. All data is then copied from the backup appliance to the secured cloud data center for retention and recovery.

The types of services that are on-premise are categorized as mission critical (e.g., financial data, domain controllers) or utility services (e.g., print servers, HelpDesk ticketing).

Cloud Data: Garrison Forest uses third-party vendors to operate and store electronic data solely in the Cloud such as: ● SIS (PCR): student information system. ● LMS (Moodle): learning management system. ● Email/Productivity (G Suite) for Education for email, collaboration and documents. ● Website (Finalsite): school website. ● Payroll (ADP): school payroll system.

GarrisonGarrison ForestForest SchoolSchool 3001 AIMSAIMS EvaluationEvaluation 20172017

All electronic data access is protected behind the school’s redundant firewalls. Access to all Cloud resources are protected by login to authorized personnel, and all data is backed up utilizing each vendor’s service level agreements.

Access to all systems on-premise are secured using role-based login credentials. All on-premise stored data is backed up to the Cloud, thus eliminating the need for tape backups.

All secured systems are locked in the data center with access to authorized personnel only.

2. What procedures are in place to protect all electronic personal information?

All data access is protected by firewalls and utilizes standard industry security measures. Access to any data is stored on secured network drives and accessible to authorized personnel and secured via login credentials. All authorized users are instructed to handle personal data information with confidentiality. Physical access to the data center is behind a locked door and only accessible to authorized personnel.

Once information is stored on the secured school network, all data is backed up to the on- premise backup appliance and then sent to the Cloud for retention.

3. What protocols are in place should the school experience a network disruption/disaster?

During a Network Disruption (minimal outage), such as a power outage, buildings are accessible but lack power. In the event of a disruption outage, the on-premise services will be offline for the duration of the power outage.

The following protocols are in place in the event of a network disruption: 1. IT determines the nature of the outage and the status of all IT-related services. 2. IT communicates outage to the community constituents through available resources (e.g., phone message, email, text emergency notification system) and works with the Communications Office to place message on the school website and social media, as appropriate. 3. Once the disruption has been resolved, IT verifies that all systems and hardware are up and working in the server room and all buildings. 4. IT communicates the system status to the community constituents through available resources (see #2 above).

A Network Disaster (major outage) is defined as damage to the data center building. In the event of a network disaster, IT obtains all virtual machine (VM) backups of critical systems stored in

GarrisonGarrison ForestForest SchoolSchool 3012 AIMSAIMS EvaluationEvaluation 20172017 the Cloud and restores critical services. If needed, Garrison Forest will run critical system VMs at a pre-defined offsite location and establish the necessary networking protocols to allow access to mission critical systems.

Protocols for Network Disasters: 1. IT determines the nature of the network disaster and the status of all IT-related services. 2. IT communicates outage to the community constituents through available resources (e.g., phone message, email, text emergency notification system) and works with the Communications Office to place message on the school website and social media, as appropriate 3. Once the disruption has been resolved, IT verifies that all systems and hardware are up and working in the server room and all buildings. 4. IT communicates the system status to the community constituents through available resources (see #2 above). 5. IT begins system restoration and verification of mission-critical operations.

STRENGTHS: ● GFS utilizes Cloud resources that allow for continuity of school operations and communications. The following systems maintain business continuity to these mission critical systems: PCR, Moodle, G Suite, Finalsite and ADP. ● The network is secured with data backups on premise and in the Cloud. ● The school maintains a fully staffed department of IT professionals to address the school’s technology and support needs. ● The school utilizes virtual machines to allow for efficient Cloud backup and restoration of on-premise systems.

WEAKNESSES: ● There is insufficient power backup in the event of a power outage. ● The school’s Disaster Recovery plan for offsite continuity is out-of-date. ● GFS has no policy requiring strong passwords with prompted regular resets. ● There are outdated documentation, policies and procedures for data protection and disaster recovery plan

RECOMMENDATIONS:

● Provide an external natural gas-powered generator to the Marshall-Offutt building server room to supply enough power to run the core infrastructure to keep phones, internet and core services running in the event of an outage. ● Update the IT Disaster Recovery Plan to incorporate latest technology and procedures. ● Schedule opportunities to practice and test off-site back-up and recovery plan.

GarrisonGarrison ForestForest SchoolSchool 3023 AIMSAIMS EvaluationEvaluation 20172017 ● Develop policy and training to require stronger password authentication and cyber security expectations for the entire GFS community.

GarrisonGarrison ForestForest SchoolSchool 3034 AIMSAIMS EvaluationEvaluation 20172017 ______

XIV. TRANSPORTATION, SAFETY AND PLANT ______

PREPARED BY: Dennis Machin, Director of Facilities, Chair Scott Dignan, Housekeeping Supervisor Tara Rosenbaum, Director of External Programs and Campus Use Christine Herdson, Assistant to the Head of School Debbie Ruark, Plant Coordinator Jim Shea, Director of Safety and Security Carl Wolfson, Assistant Director of Facilities

HOW PREPARED (PROCESS):

The Director of Facilities solicited input from the committee prior to reviewing questions and drafting responses at the first committee meeting. The committee worked collaboratively to determine the strengths, weaknesses and recommendations.

TRANSPORTATION

4. Does the school operate transportation vehicles? What size and type are they? Are they well maintained? Do they meet all safety regulations? Are all drivers appropriately licensed? Are driving records for all drivers checked for past serious violations? What training is required and given to all drivers?

Garrison Forest operates two 2001, one 2003 and two 2004 GMC 3500 series minibuses (seating 14 passengers), plus two minivans (2004 Toyota Sienna and 2012 Honda Odyssey). The minibuses are used for student morning and afternoon pick-up/drop-off, for student transport to and from various weekday and weekend activities during and afterschool and for student transport to and from off-campus classes, appointments and for residential life activities.

The minibuses used for student morning and afternoon pick-up/drop-off are circle checked and documented prior to leaving campus each day. All five minibuses are DOT inspected twice a year by a licensed state service company. All deficiencies found are repaired before buses are returned to service. The minivans are checked three times per week for safety and mechanical issues. All service and safety reports are maintained in separate vehicles files located in the facilities office.

GarrisonGarrison ForestForest SchoolSchool 3041 AIMSAIMS EvaluationEvaluation 20172017 All drivers are appropriately licensed. The drivers performing the morning and afternoon pick- up/drop-off duties have current driving records on file, updated annually. These drivers receive rudimentary training and demonstrate their ability to operate the vehicle safely.

5. What is the school’s policy regarding parents driving children to activities and events? Does the school review driving records of these parents in advance?

Students are expected to use school-provided transportation for all off-campus field trips and events when offered. When a trip is not on buses or for afterschool activities, Preschool and Lower School parents may drive their own children or make arrangements with other parents for transportation of their child. These arrangements are made directly between the parents. Middle School allows parent pick-up from events when necessary but requires written notification in addition to verbal communication. Upper School parents must notify the school if they wish to drive their student to an event. If other students want to ride with another parent, the parent must provide permission to the school. The Athletic Department requires submission of a Garrison Forest School Driving Permission form signed by the parent giving permission for the student to leave with an approved parent/guardian or designated parent. The form requires the parent to provide a list of names of those approved to pick up their student. The student-athlete may not leave the event until the coach has granted permission to leave. Driving records are not reviewed because the school does not make the arrangements.

SAFETY

6. Are fire drill instructions posted in each classroom? How often has the school conducted unannounced fire drills in the past 12 months?

All classrooms have detailed fire escape route maps posted, as well as an emergency procedures quick reference sheet. Detailed fire drill instructions are listed in Section 5 of the Crisis Management Plan. Fire drills for each division are conducted monthly during normal class operating times. The Baltimore County Fire Department observes an all-school fire drill conducted annually. In addition, fire drills are completed for dorm building residents twice a year during the evening hours.

7. What communications methods are used to seek assistance and transmit emergency information (e.g. public address, cell phones, pagers, two-way radios, e-mail, and website)?

Security officers carry a 24/7 cell phone and a two-way radio system that allows for immediate contact to security, maintenance and custodial staff. There are 11 emergency call boxes strategically located on campus as a way of contacting Security in the event of an emergency. A ThorGuard lightning prediction and emergency notification sirens system has been installed as a

GarrisonGarrison ForestForest SchoolSchool 3052 AIMSAIMS EvaluationEvaluation 20172017 way of notifying anyone outside to seek shelter indoors and to wait for further instructions in case of severe weather. The school uses a campus paging system with outside speakers as another form of emergency notification. An outside communications company, School Messenger, is used as a way of transmitting emergency information via text, email and phone calls to faculty, staff, residential staff only, students and parents when necessary. In addition, emergency information is posted to the Garrison Forest School website and social media and through local media when appropriate.

8. What other specific safety measures have been taken by the school?

Safe Havens International recently completed a campus-wide safety review and audit, proving GFS with an extensive report including short-term and long-term recommendations, some of which have been implemented. The Security and Safety Office provides 24/7 coverage by cell phone and a two-way radio system. Upon request, security officers provide escorts between buildings on campus. The school has roads accessing campus, each with a gate and electronic access. The lower Reisterstown Road gate is closed 24 hours/day. The upper Reisterstown Road gate is kept closed except during high-traffic hours, 6:00 a.m. to 8:30 a.m. and 2:00 p.m. until the conclusion of afterschool activities. The Garrison Forest Road gate is closed from 9:30 p.m. until 5:00 a.m. and is open during the school day to allow school business access. Electronic access is allowed for entry through any locked gates at all times with the Security cell phone posted at the upper Reisterstown Road gate. Electronic access control has been added to the Lower School, Middle School and Preschool buildings, which are locked at all times. The security department operates a vehicle with lights and signage depicting the phone number clearly. In addition, bicycle and foot patrols are conducted on campus.

9. What security measures are provided for the campus and individual buildings (e.g. security guards, restricted building access, employee identification, visitors badges, campus lighting)?

The school has visible security officers patrolling campus 24/7 who are available by cell phone and a two-way radio system. These officers make routine rounds to ensure that all doors are locked (except for those requested open for special activities). There are 11 emergency call boxes strategically located on campus. Crosswalk and stop signs with flashing lights are deployed where needed.

Electronic access control was added to the Lower School and Preschool buildings in 2014. A camera and voice system was added to the Lower School in fall 2016. The Middle School had a swipe card/code access along with a camera and voice system installed in fall 2016. Cameras were installed in the interior of the D. and J. Smith Equestrian Center; in fall 2015, coded locks were added to the barn’s tack area where expensive tack is stored. All campus entrance gates

GarrisonGarrison ForestForest SchoolSchool 3063 AIMSAIMS EvaluationEvaluation 20172017 have coded access control systems to limit access by non-GFS communities. Employees are issued name tags as a form of identification. Faculty, staff and students are provided with numbered hang tags for their vehicles. Security personnel and division administrative assistants distribute car decals for all parent and guardian vehicles so that these cars are easily identifiable as belonging to school community members during drop-off, pick-up or at any other time.

Exterior and interior campus lights are checked daily and repaired when necessary.

10. Describe security procedures at the school for after school hours, weekends and specifically related to a boarding program, if offered.

As part of the Office of Security’s 24/7 coverage, safety and security is continuous. Coverage is provided during scheduled events, with increased staff as needed for larger events. Afterschool hours and weekends, Security maintains a supporting role and is available to assist with escorts between buildings or as needed. The Director of Residential Life and the Upper School Dean of Students have the overall responsibility for residential students.

11. Do the school’s practices concerning behavior and general well-being ensure the safety of the student body? What is the school’s practice regarding permission to go on trips?

Faculty and staff are expected to be vigilant to ensure the safety of the students at all times. Administrators, residential faculty and the Office of Security work as a team communicating frequently to relay information and concerns about campus safety (via text messaging, email, safety messaging and training at faculty and staff meetings). Divisional handbooks establish policies on student behavior and are intended to promote student safety/security. When off campus, students are expected to follow the same rules of in-school behavior that are outlined in the Divisional handbook to ensure safety and well-being.

Parents in all divisions sign a general permission slip at the beginning of the school year for all trips throughout the school year. In addition, Preschool and Lower School require a more specific permission slip for each trip outlining the transportation plans. The general slip is only used, with verbal or email permission from the parents, if the specific slip is not returned to the school on time. Middle School and Upper School parents receive additional instructions and information should there be special cases where waivers need to be signed

12. Describe the school’s procedures for handling hazardous materials such as laboratory and industrial chemicals.

Art Department safety features include an acid neutralizer, two clay trap sinks, a spray booth with air filtration for sprays and photo chemicals that can be disposed of in the sinks with

GarrisonGarrison ForestForest SchoolSchool 3074 AIMSAIMS EvaluationEvaluation 20172017 running water. For disposal of a byproduct of science lab work, Flinn Scientific provides requirements and instructions through their website.

Most cleaning solutions used at GFS are LEED certified. Non-toxic yet effective qualities are a primary consideration in choosing other products used at Garrison Forest. Material Safety Data Sheets for these products are on file in buildings where cleaning products are located. There is a program in place for recycling batteries, light bulbs and ballasts.

13. Describe the procedures for regular review of risk management policies.

A parent Safety Committee was created in fall 2016 and is committed to educating students, faculty and staff about effective safety procedures and programs available on campus. GFS contracted with Safe Haven International to offer short-term and long-term safety recommendations after an extensive safety and security audit. The school’s insurance broker and property/casualty carrier perform annual reviews. Life safety reviews are performed annually of all fire alarms, elevators and sprinkler systems.

14. Describe the procedures for review of and compliance with legislative and regulatory requirements such as asbestos, ADA, underground oil tanks, lead in water, fire inspections.

Asbestos: An asbestos abatement plan has been developed, and most asbestos on campus has been removed or encapsulated. When necessary, GFS utilizes an outside environmental expert company to identify suspicious materials, make recommendations about handling any material testing positive and provide oversight of its removal as prescribed by the Department of the Environment.

ADA: Ramps were added to allow ADA access to the Centennial Courtyard and to the first floor of Marshall-Offutt, F.E. White Building, McLennan Library and the lobby of Garland Theater. New construction, as well as the Campus Center and Middle School, are equipped with elevators and follow standard ADA code requirements. Handicap parking spaces are located in all parking lots on campus.

Underground Oil Tanks: Presently there are no underground oil tanks on campus.

Lead in Water: Water testing for lead has been completed and water systems are flushed by purging fire hydrants. Water fill stations with filters capable of filtering out lead and other contaminates were installed in three academic buildings in August 2015.

Fire Inspections: Annual fire inspections are conducted in all buildings in coordination with the Baltimore County Fire Marshal's Office. A fire protection monitoring company tests all fire

GarrisonGarrison ForestForest SchoolSchool 3085 AIMSAIMS EvaluationEvaluation 20172017 alarm systems twice a year. In addition, all fire extinguishers are inspected and recharged annually. Quarterly, an independent service provider tests and certifies all sprinkler systems. Security officers perform regular interior and exterior building rounds to ensure building safety and security.

15. Describe the school’s practice regarding traffic safety on and adjacent to the campus.

Traffic control devices, some with mounted lights, are strategically placed on roads where needed. During carpool, cones are used to designate specific drop-off areas and are closely monitored by Security present during all carpool times and locations. Additional stop signs with red flashing lights mounted above them also are used. Signage has been updated to include better directions to buildings on campus.

There is a traffic light and pedestrian crosswalk with pedestrian walk/don’t walk controls at the main entrance to campus on Reisterstown Road. Deliveries are made using the southern (lower) entrance on Reisterstown Road, keeping those vehicles away from the main campus. The Garrison Forest Road entrance is configured to allow ease of car traffic on campus. All three gates have electronic key-code access.

16. Describe the school’s practice procedures regarding the dismissal of students during the school day.

When a student needs to be dismissed prior to the end of the school day, the parent must first notify the division office and in some cases also notify the teacher or advisor. Preschool, Lower School and Middle School require the parent to sign their child out in the division office. Upper School students must take their sign-out card to an administrator prior to leaving. The sign out cards are kept by the Dean of Students.

Before school and after school, Security officers provide traffic control during critical times for carpools in front of Preschool and Lower School and near Middle School and Upper School. Preschool and Lower School students are dismissed in an orderly fashion with faculty providing directions accessing carpool. Lower School students who ride afternoon buses are dismissed together and picked up in front of Lower School. All other students meet their buses in a designated location behind the Art Center.

STRENGTHS:

Plant ● GFS has a large, 110-acre, very attractive campus consisting of natural flora and fauna. This allows for outdoor education on school grounds and, more specifically, in the newly created outdoor classroom.

GarrisonGarrison ForestForest SchoolSchool 3096 AIMSAIMS EvaluationEvaluation 20172017 ● Considerable, recent renovations and upgrades have been completed on campus, including two synthetic turf fields (2008); extensive renovation of Centennial Courtyard (2009); roof redesign and replacement on the Elinor Purves McLennan ’56 Library (2011) and an upgrade of the Library’s HVAC system (2012); completed soil conservation project and installed state-of-the-art footing in D and J. Smith Equestrian Center (2013); extensive upgrade to the Garland Theater HVAC system (2014); installation of a new, glass classroom in the Library (2015); and renovation of one of two natural grass fields (2016). ● As an alternative to traditional learning spaces, GFS has added innovative teaching spaces such as the new glass classroom with moveable furniture in the Library and IdeaPaint walls in the Middle School Commons areas and the Library. ● The school has experienced facilities personnel (in-house Housekeeping and Security) with longevity.

Security ● A security audit has been performed and recommendations have been implemented. ● Recent updates and upgrades have been completed, including: restricted access to campus and certain building by use of electronic access control; and a ThorGuard lightning prediction and emergency notification siren system to notify anyone outside to seek shelter indoors and to wait for further instructions. ● A fully accessible security department, led by an experienced former police officer, provides active and visible security on duty 24/7 with phone and radio accessibility. The school security vehicle has been upgraded and is clearly marked with the security cell phone number and yellow flashing lights. ● New additions to campus communication and safety have been purchased: School Messenger is used as a way of transmitting emergency information via text, phone and email to faculty, staff, students and parents; REACH Boarding School System was implemented in 2016-17 within the Residential Life community to track students on and off campus. ● Fire, lockdown, and emergency drills are rehearsed on a regular basis by division and school-wide. ● Established a parent/security safety committee to brainstorm innovative ways to improve safety on campus and create safety programs involving students.

Transportation ● The school has created a vehicle preventative maintenance schedule. ● The Maintenance Team performs a high level of mechanical maintenance and repair. ● All school vehicles are regularly inspected for safety.

GarrisonGarrison ForestForest SchoolSchool 3107 AIMSAIMS EvaluationEvaluation 20172017 WEAKNESSES:

Plant ● It is challenging to keep up with the maintenance as delineated in the facilities audit. ● The mandated budget reductions have produced a very limited budget for emergency repairs that are not already encumbered. ● Unanticipated programmatic changes have created a greater demand physically and financially; for example, the new outdoor classroom needs to be maintained as a focal point for visiting families, which requires watering and pruning of plant material and manicuring the area.

Security ● Electronic access systems are not installed in all buildings. ● There is a shortage of updated cameras around campus.

Transportation ● GFS has an aging fleet. Budget restraints have limited replacements of vehicles.

RECOMMENDATIONS:

● Continue efforts to prioritize and fulfill the facilities’ requirements and find creative ways to finance these needs. ● Develop a plan and program for vehicle replacement. ● Establish a leadership transition team that can outline the plan for a successful transition as facilities personnel face retirement. ● Assess and evaluate the needs of the external use program to help determine if those needs can be met by the current facilities staff and when additional resources may be necessary. ● Establish a process to decide on the long-term plan of the Old Gym, the school’s aging, former athletic facility. ● Continue the process of evaluating the most effective way to install electronic access systems in all campus buildings. ● Consider additional updated cameras to provide an eye-witness account in the event of an emergency and to increase campus security.

GarrisonGarrison ForestForest SchoolSchool 3118 AIMSAIMS EvaluationEvaluation 20172017 

______

XV. SUMMARY ______

PREPARED BY: Natalie Froman, Upper School Academic Dean and English, Co-Chair Jenny Rao, Director of Academic Affairs, Co-Chair Alpana Chhibber, Upper School History Catie Gibbons, Assistant Director of Admission Erin Hirsh-Viana, Fourth Grade Meredith Klein, Middle School English Stacy Mohn, Controller Shannon Schmidt, Middle School Academic Resource Coordinator Rachel Ayers Waller, Chair, Performing Arts Department

HOW PREPARED (PROCESS):

The Steering Committee convened to review a draft of all the committee reports and discussed recurring comments and patterns in the Self-Study responses. Based on this summative conversation, Self-Study co-chairs then drafted the summary chapter and submitted to the school’s Leadership Team for review and revision.

1. Write a summary of the major themes that have emerged from the school’s self-study. Please highlight those areas for improvement that the school believes are the most important. As with other sections of the self-study, this summary must represent a consensus of opinion.

Over the past 107 years, Garrison Forest School has proactively, strategically and effectively addressed educational challenges and trends. Over the decades, the school has grown tremendously from a small, regional institution into a highly respected, internationally known day and boarding school with prominent, hallmark programs such as the Women in Science and Engineering (WISE) Partnership with Johns Hopkins University and the GFS-funded Jenkins Community Service Fellows. Though today’s curricular and co-curricular offerings and campus size and amenities are a far cry from the country school founded in 1910, what has remained constant throughout Garrison Forest’s history is its deep commitment to community, respect and collaboration – qualities that embody what is known by alumnae, faculty, staff, students and parents as “The Garrison Forest Spirit.” This spirit is evident throughout the self-study, both in the final report and in the collegiality and shared purpose with which the members of the GFS community embraced the self- study process.

This spirit and joy is at the heart of the school’s close and trusting teacher-student relationships, serving as the core from which all active learning flows. Instruction and academic achievement at GFS are highly individualized, with a dedicated and talented faculty attuned to students’ social/emotional learning as well as their health and well-being. Faculty work collaboratively with the clinical Counselors, the Academic Resource Coordinators (ARC), the Deans, the Residential Life Director and the School Nurses to assess and respond to student needs. At the departmental

GarrisonGarrison ForestForest School School 3121 AIMSAIMS Evaluation Evaluation 2017 2017  and the divisional levels, faculty collaborate within and across disciplines and academic divisions to design curriculum, strengthen the quality of instruction and explore innovative pedagogy. Counselors, ARC staff and faculty frequently convene in smaller groups to discuss each individual student’s progress, to identify areas of concern and to develop targeted action plans.

Additional major themes in the self-study are:

A commitment to professional development: Both personally and professionally, the school aims to engage faculty in an ongoing process of growth. This overall ethos of enthusiasm and curiosity sustains the program and anchors the school in its fundamental mission to educate and empower girls and Preschool-aged boys and girls. For example, overall student demographics of the school have shifted over time, creating an increasingly wide band of ability levels, learning profiles and academic needs. Through peer training and professional development around topics such as child and adolescent development, differentiated instruction and assessment and multicultural competency, the faculty has adapted instruction and curriculum. Ongoing professional development has enabled faculty to develop the awareness, knowledge, skills and fluency needed to deliver the program thoughtfully and equitably and to adapt proactively to educational challenges and students’ needs. Last year, the majority of faculty participated in outside professional development, and all faculty attended weekly departmental and/or divisional development sessions. In addition, GFS has created a “Growth and Evaluation Task Force,” currently underway, to both oversee faculty professional development and to design a coherent structure for supervision and faculty self-assessment. The GFS tradition of collaboration extends to this task force’s makeup of faculty, staff and administrators.

Service and service-learning across divisions: Students of all ages participate in school-related service learning through cross-divisional activities such as peer tutoring/mentoring and class and club events, which bring the community together in the interests of reflection and outreach. Broader service learning and experiential opportunities are funded through the James Center’s Elsie Foster Jenkins ’53 Community Service Fellowships. Each summer, four to six students are selected from a highly competitive process to participate in self-directed outreach projects locally, regionally and internationally. The school also sends students to semester-abroad programs such as CityTerm, the Mountain School and Oxbow. In June 2017, the first GFS ME to We Foundation- funded group traveled to Kenya for an immersive outreach experience.

The Garrison Forest campus as valued resource and learning lab: One of Garrison Forest’s most important resources is its spacious, 110-acre campus. The attention given to GFS’s natural surroundings and buildings allows the community to fully benefit from all its spaces and appreciate its historical significance and natural beauty. Facilities of note include the collegiate-level D. and J. Smith Equestrian Center, home to nationally known riding and polo programs, and the Elizabeth B. Searle ’74 Athletic Center. The physical campus is a classroom, serving as the literal landscape for differentiated, experiential learning across all disciplines. Examples include: 1) the new Outdoor Classroom, completed in fall 2016, and its campus community garden, where students engage in investigative and exploratory learning about environmental sustainability; 2) the Upper School visual art program’s attention to creating public art in campus spaces; and 3) the three Creative Co-op “maker spaces” across campus, which are used extensively for curricular and co- curricular programs.

GarrisonGarrison ForestForest School School 3132 AIMSAIMS Evaluation Evaluation 2017 2017 

Enhancing and enriching the diversity of the school: Garrison Forest has demonstrated its commitment to diversity by employing a full-time Director of Diversity and Inclusion to oversee programming and professional development in the areas of faculty multicultural competence, curriculum development and the implementation of hiring practices aimed at attracting a diverse pool of applicants. Also, GFS is committed to expanding the diversity of the Board of Trustees and has appointed several people of color in the last several years, including the first-ever member from among the international boarding parent population. Diversity programming across the school has increased as well.

The foundation of Garrison Forest’s strength as a teaching and learning institution and as a community is a shared commitment to innovative, forward thinking. GFS is a place where many ideas are encouraged, shared, debated and acted upon, all with the overarching goal to improve the educational and personal experience of its students. The school’s strength of visionary thinking extends to its dedication to relevant, experiential learning through various community partnerships, including the James Center, Women in Science and Engineering (WISE), One Schoolhouse/Online School for Girls, Irvine Nature Center, Woodholme Elementary and the Middle Grades Partnership. Through the school’s newest STEM opportunity, the Biochemistry, Microbiology and Public Health Research (Honors) elective, part of Yale University’s Small World Initiative (SWI) program to crowdsource the creation of new antibiotics. Garrison Forest is one of six high schools nationally to be selected for the SWI program.

Channeling these many ideas into a clear path of action with measurable goals, however, remains a challenge for the school. In 2015, two important frameworks were created to ensure the delivery of a relevant academic program and to align those programmatic goals and ideas and innovations with the school’s mission. Implemented by the Head of School and unanimously approved by the Board of Trustees in November 2015, the Strategic Plan outlines key initiatives. The community- created Core Values program connects the qualities most valued by GFS – authenticity, bravery, compassion, curiosity and spirit – and connects them in age-appropriate ways to a student’s daily life.

In 2014-15 and 2015-16, the faculty and staff, led by the Board of Trustees, engaged in an in-depth strategic planning process to create the Strategic Plan. Moving into the AIMS self-study reflective process in 2016-17 has deepened the school’s commitment to prioritize the goals of the Strategic Plan and to allocate the necessary resources in a purposeful and efficient manner. While the 2015 Strategic Plan addresses several current goals, the school needs to prioritize them and establish a plan of execution that will be affordable and effective. Of highest importance are:

• Strengthening enrollment to address evolving regional, national and international demographics, shifting demands within these markets and an increasingly tighter local market for day students. Ultimately, the school is charged with the goal of clarifying its unique identity in a challenging independent school market.

• Developing a financial sustainability model for the school;

GarrisonGarrison ForestForest School School 3143 AIMSAIMS Evaluation Evaluation 2017 2017 

• Cultivating a high-functioning senior leadership team to address recent transition in Head of School leadership and several top-level administrator retirements/departures and to prepare for a permanent Head of School for 2018-19; and

• Enhancing the long-held tradition of “The Garrison Forest Spirit,” the palpable fabric that holds the GFS community together. While the latter goal is harder to measure than the previous three, it is no less important to the school’s success.

Additionally, there is a need for increased resources to finance improvements in infrastructure, execute a clearly defined compensation model, continue to strengthen program and maintain a commitment to the recruitment and retention of a more diverse faculty and staff.

Moving forward, Garrison Forest School will need to continue to devote resources to these areas of need to align policies and processes with its strategic objectives. With its talented faculty, innovative curriculum and spirit and culture of caring, GFS is well-positioned to execute its mission, achieve its goals and continue to flourish in its second century of preparing students to lead with passion and purpose.

GarrisonGarrison ForestForest School School 3154 AIMSAIMS Evaluation Evaluation 2017 2017 Garrison Forest School 300 Garrison Forest Road Owings Mills, MD 21117 410-559-3102 gfs.org