School Catalogue

MEN FOR OTHERS

2011—2012 Loyola Blakefield Charles Street and Chestnut Avenue Towson, Maryland 21204-3704

Mailing Address: P.O. Box 6819 Baltimore, Maryland 21285-6819

Phone Number: 410-823-0601

Fax Number: 410-823-5277

www.loyolablakefield.org

An Exemplary School Recognized by the United States Department of Education for Excellence in Education

I

Loyola Blakefield is a member of the Jesuit Secondary Education Association and the Association of Independent Maryland Schools.

Loyola Blakefield is accredited by the Association of Independent Maryland Schools and approved by the Maryland State Department of Education.

“Loyola Blakefield does not discriminate for any reason, including race, creed, color, or national origin, in the admission of students or in the administration of its policies.” Men For Others

“MAN GIFTED WITH CONSCIENCE, INTELLIGENCE AND POWER IS INDEED A CENTER...CALLED TO GO OUT OF HIMSELF...TO GIVE HIMSELF TO OTHERS. ONLY HE WHO LOVES FULLY REALIZES HIMSELF AS A MAN.” Pedro Arrupe, S.J. Former Superior General of the Society of Jesus CORPORATE TITLE THE LOYOLA HIGH SCHOOL OF BALTIMORE , I NC .

2 Contents

Mission Statement 4 History and Facilities 6 Board of Trustees 7 Administration and Staff 8 Faculty 11 Academic Affairs 13 Curriculum 23 Student Services 43 Student Regulations 46 Admissions 52 Financial Information 53 Mothers’ Club 54 Fathers’ Club 54 Alumni Board Officers 54

3 Mission Statement

Loyola Blakefield is a Catholic, college preparatory school, established by the Jesuits and imbued with the RELIGIOUS spirit of Ignatius Loyola to educate men to serve others. The Loyola Blakefield graduate moves toward a The ideal of the Loyola graduate is a man of integrity, harmonious blend of religious faith and spiritual who, because he strives “to find God in all things,” is values. He begins to understand that spiritual values open to growth, dedicated to academic excellence, are ultimately more fulfilling than material religious, committed to diversity, loving, and dedicated possessions. He has a basic knowledge of the major to work for a just world. doctrines and practices of the Catholic church. He begins to accept his personal spirituality and to clarify his religious beliefs with a view to confirming his OPEN TO GROWTH relationship with God through a religious tradition

The Loyola Blakefield graduate accepts as his and worshipping community. responsibility the obligation to develop his talents, to grow emotionally, socially, physically and spiritually as well as intellectually. He seeks opportunities to stretch COMMITTED TO DIVERSITY mind and imagination and to develop spiritual values. The Loyola Blakefield graduate grows beyond his own biases and personal prejudices. In a manner consistent with Catholic teaching, he comes to understand the enriching and liberating value of DEDICATED TO ACADEMIC human variety, to embrace diversity, and to cherish EXCELLENCE human differences.

The Loyola Blakefield graduate respects his intelligence as God’s gift, and so develops it to the LOVING best of his ability, knowing that its ultimate use is in the search for truth in the service of others. The The Loyola Blakefield graduate is beginning to see Loyola graduate prepares himself to pursue further God at work all around him. He moves beyond self- education. He has begun to hone his critical powers, interest and self-centeredness. He comes to to improve his ability to think logically and appreciate that he shares with others a God-Given, analytically, and to develop the powers of imagination common humanity; which leads him to celebrate and creativity. He has developed the confidence to similarities, to cherish differences, to respect others, think independently and the courage to speak to act with compassion and mercy, to direct his time confidently. and energy to helping others grow, and to care for God’s world and its creatures.

4 DEDICATED TO WORK FOR A IGNATIAN MISSION AND JUST WORLD IDENTITY

The Loyola Blakefield graduate develops a The Office of Ignatian Mission and Identity assists in articulating and perpetuating the vision and compassionate understanding of the needs of his philosophy of Ignatian Education for principally the community and the world. He begins to understand adult members of Loyola Blakefield’s community. that his Christian faith, Catholic responsibility, and The co-laboring of the adult members of Loyola’s Ignatian Heritage call him to lead in service to community – teachers, staff, trustees, parents, alumni others, to act ethically at all times and to pursue – with the dedicated members of the Society of Jesus justice for each individual. He understands that being here at Blakefield is the key to perpetuating Loyola’s a man for others is Christ-like, and answers St. identity as a Jesuit school in the Ignatian tradition. Opportunities for growth in this area will help Ignatius’ call for a Leadership of Service, Ad maintain the atmosphere conducive for ongoing Majorem Dei Gloriam (For The Greater Glory of faith-based educational development. The Office of God). Ignatian Mission and Identity provides opportunities and programs for Loyola adult community members to grow in their understanding of what forms the ALUMNORUM CURA charism of a school such as Blakefield. This PERSONALIS :CARE FOR EACH understanding centers on themes that include the life of St. Ignatius, the Spiritual Exercises and Ignatian PERSON “A D MAJOREM DEI Spirituality, the History of the Society of Jesus, the LORIAM History of Jesuit Education and Key Documents, the G ” Characteristics of Jesuit Education and Ignatian Pedagogy, and the History and Traditions of Loyola All adult members of the Blakefield school Blakefield. These themes capture most of what community are deemed Loyola educators and as such motivates Loyola Blakefield’s mission to be “ . . . a strive to live out the school’s mission in and out of Catholic, college preparatory school, established by the classroom. In the Ignatian tradition, a Loyola the Jesuits and imbued with the spirit of Ignatius educator understands that cura personalis compels Loyola to educate men to serve others. The ideal respect for the unique talents of each individual, and Loyola graduate is a man of integrity who, because he strives ‘to find God in all things,’ is open to growth, a genuine love and care for each student. The Loyola dedicated to academic excellence, religious, educator is a model of one who forever seeks ways to committed to diversity, loving, and dedicated to work serve students and God. for a just world.”

5 History and Facilities

The Society of Jesus established Loyola Blakefield, Blake Parlor, home to many meetings and gatherings, and formerly Loyola High School, in 1852 after St. Mary’s a small chapel are located on the first floor . Seminary closed St. Mary’s College in order to Knott Hall houses our new aquatic center, locker and concentrate on the education of future priests. On training rooms, coaching offices, our wrestling and September 15, 1852 both Loyola College and Loyola fitness centers and field house. The student commons High School opened their doors on Holiday Street features a dining hall, student and alumni lounges, hall under the tutelage of the Reverend John Early, S.J., the of alumni, conference and class room facilities, first president. In February 1855 the two schools moved to bookstore and offices for Christian service, campus Calvert and Madison Streets, the present site of St. ministry, admissions, athletics and the Dean of Students. Ignatius Loyola Academy and Center Stage. In 1921, the This building is the center of campus life for Dons schools split and the college moved to its new Evergreen current, past and future. Campus while the high school remained downtown. While this center replaces the Kennedy Field house Under the leadership of the Reverend John Dustin, S.J. which was named in honor of former registrar David and his successor, the Reverend Ferdinand Wheeler, S.J., Kennedy, the Kennedy name will live on as a part of this the high school set it sites on property north of the city new facility. The center is bordered by Hargaden Field, to find a new home. In 1933, thanks to the financial named in honor of Edward Hargaden - a long time support of a major benefactor, George Blake, the school coach and staff member - and Knott Field named after purchased the land today known as Blakefield. One year the Reverend Francis Knott, S.J. and includes a 400- later, upper classmen met there for the first time while meter track and four tennis courts. the freshmen remained downtown. By 1941, the Originally constructed over 75 years ago, Loyola downtown campus was closed and all classes moved to Blakefield’s Wheeler Hall underwent renovation and Blakefield. The school remained very much the same expansion in 2011, delivering upgrades to the building’s until 1981 when the seventh and eighth grades were mechanical, electrical, plumbing and technology added. The sixth grade was added in 1988. It was only systems. The expansion included an “end-cap” on the recently that the school changed its name officially to building’s north end, which provides a new ADA Loyola Blakefield in order to recognize all of the grades. compliant entrance, equipped with a four-story elevator, There are many buildings on Loyola Blakefield’s new internal stairwell and classroom space. The scenic sixty-acre campus. The first to be constructed in expansion and “transformation” of our flagship 1933, was Wheeler Hall named for Father Ferdinand academic building ushers in a new era in Blakefield’s Wheeler, S.J. It houses the Mary Creaghan Library, the history. The air-conditioned building will contain a state Science Department, Modern and Classical Languages of the art language lab, writing center and audio/visual and the English Department. The recreational lounge in media center. Additionally, the Rev. Lloyd D. George, the basement, today known as the Father Lloyd George, S.J. Lounge will be transformed into an updated S.J. Lounge, was refurbished and expanded in 1996 and meeting area with retractable seating and technology is the home of many Blakefield events year round. enhancements. Adjacent and connected to Wheeler is Burk Hall, built Graduation, each year, is held in the hollow, a natural in 1996. It houses the offices of Upper School Principal, outdoor amphitheater bordered by evergreen and Upper School Assistant Principals, Guidance, College dogwood trees and located between Burk and Xavier Counseling and the departments of Religious Studies, Halls. The Statue of St. Ignatius offering his sword to the Art, History, Mathematics and Computer Science. The blessed Mother at Montserrat was erected in honor of Chapel of Our Lady of Montserrat, which seats up to alumni killed in action during World Wars I and II. It is 250 persons, is also located in Burk Hall. located outside Xavier Hall near the hollow in an area Sheridan Hall, named in honor of the Reverend John known as the grotto, another popular gathering place Sheridan, S.J., is the home to our sixth, seventh and for students. eighth grades. The first seventh grade students were In May, 2002, Loyola Blakefield celebrated its 150th seated in September, 1981, followed by the first sixth anniversary. Our mission then and now is: grade students in September, 1988. Originally known as To graduate young men who are: Dedicated to St. Mary’s Hall, Sheridan underwent renovations in 1996 Academic Excellence, Open to Growth, Religious, and 1997 when Fine Arts moved to Burk Hall. Committed to Diversity, Loving and Dedicated to Work Xavier Hall, located in the middle of the campus, is the for a Just World. home to the Jesuit Community. It also houses the offices of In short, to build “Men for Others.” the President, Development, Finance, and Physical Plant. These are the true benchmarks by which we measure our educational success. 6 Board of Trustees

Mr. William J. Baird, III ‘82

G. Scott Barhight, Esq.

The Honorable J. Norris Byrnes ‘56

Mr. Daniel P. Cahill ‘81

Rev. Michael P. Caruso, S.J.

Mr. Joseph A. DeSantis ‘82

Mr. Thomas M. Galloway

Rev. Thomas P. Gaunt, S.J.

Mr. Lawrence E. Julio ‘80

Rev. Bruce A. Maivelett, S.J. ‘76

Mr. Joseph N. Mariano ‘76

Mr. Charles A. Meehan, Jr.

Mr. Anthony G. Moag ‘78

Ms. Jeanne M. Murphy

Mr. Matthew D. Murphy ‘01

Mr. Francis H. Otenasek ‘82

Reverend Thomas A. Pesci, S.J.

Mrs. Anne H. Price

Mr. Joseph A. Sullivan, Chair

Mr. Paul A. Tiburzi ‘73

Mr. Charles E. Tildon, III ‘81

Mrs. Patricia S. Utz

7 Administration and Staff

Administration Mr. Gregory Baker, N.S.C.A. Reverend Thomas A. Pesci, S.J., B.A., M.A., M.Div., P.D. Director of Fitness Center President and Head of School Mr. Jeremy D. Parr, M.S., A.C.T. Mr. Anthony I. Day, M.Ed., M. Lit. Athletic Trainer Principal Mr. Keith A. Schertle, B.S. Mrs. Gail P. Kujawa, M.Ed. Aquatics Director Middle School Assistant Principal Campus Ministry Mr. Charles T. Levering, M.A. Mr. Joseph V. Cordella, Jr., M.A. Upper School Assistant Principal Director Mr. John E. McCaul, M.A.T., M.A. Reverend F. Joseph Michini, S.J., M.A., M.Div. Upper School Assistant Principal Chaplain Mr. John M. Stewart, M.Ed. Deacon John E. Ames, Jr., M.S Dean of Students Assstant to the Director Mr. Robert J. McQuitty, M.B.A. Ignatian Service Director of Finance and Facilities Mr. Benjamin P. Horgan, B.A. Director of Financial Aid Director Reverend F. Joseph Michini, S.J., M.A., M.Div. Diversity Chaplain Mr. Bernard A. Bowers, B.A. Director Mr. John H. Weetenkamp, III, M.L.A. Director of Ignatian Mission and Identity Fi nancial Operations Mr. C. Pickett Riehl, C.P.A. Admissions Business Manager Mr. Michael R. Breschi, M.Ed. Director Guidance Mr. Brennan T. Prodey, M.Ed. Mr. Brant A. Hall, B.S. Director Assistant to the Director Mr. Brett R. Lankford, M.Ed. Alumni and Development Guidance Counselor T.B.A. Director of Development Mrs. Susan L. Buswell, M.S.W. Guidance Counselor Mr. Timothy J. Sullivan, M.A. Director of Alumni Relations College Counseling Mrs. Kathryn McL. Mathias, M.Ed. Miss Sarah A. Frederick, B.S. Director Director of The Annual Fund Mr. Stephan P. Breit, M.Ed. Mrs. Jamie Schertle Counselor Coordinator of Data Records and Stewardship Mrs. Laurie A. Thompson, M.Ed. Mrs. Lindsay T. Purpura, B.S. Counselor Development Associate Mrs. Michelle M. Schaekel, B.A. Mr. Robert J. Robinson, M.S. Counselor Director of Communications/Marketing Mr. R. Patrick Maggio, M.A.L.S. Athletics Counselor Mr. Michael T. Keeney, M.Ed. Director of Athletics Mr. Robert J. Wright, M.Div. Counselor Mr. William D. Korrow, M.Ed. Assistant Director Library Mrs. Theresa K. Darr, M.L.S. Mr. Brant A. Hall, B.S. Director Assistant to the Director Murray Learning Services Mrs. M. Frances Finnegan, M.S. Director 8 Dr. Wendy Cotter, D.D.S. Support Staff Learning Specialist - Upper School President’s Office Mr. Thomas P. Durkin, M.M.S. Mr. Stephen J. Kucharski, B. F. A. Learning Specialist - Upper School Database Administrator Mr. J. Craig Lurz, M.A. Mrs. Eileen Clark Learning Specialist - Upper School Special Assistant Ms. Jennifer L. Pearson, M.S. Upper School Office Learning Specialist - Upper School Mrs. Kathy Roeder Administrative Assistant for Principal Mrs. Karen L. Taneyhill, M.Ed. Learning Specialist - Middle School Mrs. Denise M. Hershel Administrative Assistant for Upper School Assistant Principals Physical Plant Mr. Kenneth L. Benway Mr. Joseph M. McFadden, B.S. Director Of Operations Registrar

Mr. Jeffrey W. Simmons Middle School Office Service Manager Mrs. Chantal K. Cross, B.S. Administrative Assistant for Middle School Assistant Principal Mr. Donald Hilton Operations Administrator Dean of Students’ Office Mrs. Sheila Brune, B.S. School Nurse Administrative Assistant Mrs. Kimberly A. DeMario, R.N. Mr. Jeffrey W. Glorioso, M.A., M.Ed. School Store Assistant for Middle School Mrs. Bobbie McKenna Manager Mr. Gregory T. Baker, N.S.C.A. Assistant Summer School and Camps Mr. Brian K. Abbott, B.S. Director Admissions Office Ms. M. Patricia London Technology Administrative Assistant Mr. Stephen J. Morrill, B.S. Director Athletics Office Mrs. Kimberly Federico Mr. Michael D. Lackner, M.S. Administrative Assistant Technology Coordinator Book Store Mr. Kevin F. Holler, B.A. Mr. Jose M. Albornoz, M.Ed. Network Administrator Manager Mr. Jesse L. Strickland, B.S. College Counselor’s Office Computer Support Mrs. Yvette Jenkins, M.S. Administrative Assistant Mr. Anthony Cangelosi, B.S. Technology Assistant – Help Desk Finance Office Ms. P. Jean Andrews Year Moderators Accounting Assistant and Benefits Mr. Joshua McK. Davalli, B.S. – Grade 6 Ms. Laura L. Reid, M.Ed. – Grade 7 Mrs. Stephanie F. Melchor Mr. Ryan McG. Hopkins, B.A.. – Grade 8 Accounting Assistant Mr. Ryan C. Bromwell, B.S. – Grade 9 Assistant to Director of Financial Aid Mr. Michael J. DelGaudio, M.M.S. – Grade 10 Mr. Jerry L. Roe, M.F.A. – Grade 11 Guidance Office Mrs. Kelly M. Breschi, M.M.S. – Grade 12 Mrs. Chantal K. Cross, B.S. Administrative Assistant Middle School Activities Coordinator Mr. Ryan McG. Hopkins, B.A. Library Mrs. Mary Jo Schap, B.A. Middle School After School Administrative Assistant Mrs. Amy L. Rollman Supervisor Mr. Marvin A. Thorpe II, B.S. Audio Visual Assistant

9 Departmental Extensions

Main Phone Number: 410-823-0601

ADMINISTRATIVE OFFICES Academic Departments President and Head of School 678 Principal 512 Classical Language Upper School Assistant Principals 506 Mr. Robert J. Wright, Chair 570 Dean of Students 330 English Middle School Principal 440 Mr. Sean D. Flanigan, Chair 626 Mathematics and Computer Science Admissions 680 Mrs. Gayle M. Smith, Chair 234 Alumni and Development 692 Modern Languages Athletics 364 Mr. Daniel A. Ranalli, Chair 624 Book Store 220 Performing Arts Chaplaincy 338 Mr. James A. Katchko, Chair 564 Christian Service 342 Physical Education College Counseling 510 Mr. Donald J. Kraft, Chair 369 Diversity 294 Religious Studies Financial Aid 660 Mr. Robert W. Schlichtig, Chair 638 Financial Operations 650 Science Guidance 242 Mr. Ryan C. Bromwell, Chair 482 Ignatian Mission and Identity 524 Social Studies / History Library 646 Mr. Zachary P. Dziedzic, Chair 214 Nurse 348 Visual Arts Physical Plant 696 Mr. Jerry L. Roe, Chair 488 Scheduling Voice Mail 230 (Scheduling Questions) School Store 390 Security 336 (Cell 410-979-7246) Sports Information Line 359 (Weather Related Updates) Technology 460

10 Faculty

Brian K. Abbott (2002) B.S., Towson University; David J. Dochterman (2006) B.A., Temple University, Computer Science. Performing Arts. Jose M. Albornoz, Jr. (1985) B.S., M.Ed., M.S., Loyola Charles L. Donovan (2005) B.S., Stanford University; University Maryland; Mathematics. Science. John E. Ames, Jr. (2010) B.A., Loyola University Jane M. Donovan (2011) B.A., Loyola University Maryland; M.S., University of Baltimore; Religious Maryland; M.A., Morgan State University; English. Studies. Thomas P. Durkin (1990) B.S., St. Joseph’s University Timothy N. Baier (2001) B.S., Villanova University; (Philadelphia); M.M.S. Loyola University Maryland; Science, Computer Science. (Learning Specialist) . Brendan M. Bailey (2011) B.A., M.Ed., Goucher James C. DuSel (2005) B.A., Washington and Lee College; English. University; M.A., The Johns Hopkins University; Carlos E. Bahamon (2009) B. A., Universidad del Classical Languages. Tolima; Modern Languages. Zachary P. Dziedzic (2005) B.A., Georgetown Leo F. Behrendt (2000) B. A., Loyola University University; M.A., Fordham University; Social Studies. Maryland; M.L.A.,The Johns Hopkins University; (Department Chair) . Classical Languages John A. Feeley (2002) B.A., University of Virginia; Timothy C. Bersin (1994) B.A., M.Ed., M.S.M., Loyola M.B.A., University of Baltimore; English, Social Studies. University Maryland ; Social Studies. M. Frances Finnegan (1996) B.S., Towson University; Blair T. Boehm (2009) B.A., Lafayette College; M.S., The Johns Hopkins University; Learning Mathematics. Specialist. Kelly M. Breschi (1984) B.A., Frostburg State College; Vincent DeP. Fitzpatrick, III (1979) B.A., University M.M.S., Loyola University Maryland ; Modern of Virginia; M.A., Ph.D., S.U.N.Y. (Stony Brook); English. Languages. Sean D. Flanigan (2007) B.A., Loyola University Ryan C. Bromwell (2002) B.S., University of Miami; Maryland; M.A., Ohio State University; English. Science. (Department Chair) (Department Chair) Raymond M. Brown (1984) B.A., University of J. Howard Ford (2001) B.A., LaSalle University; Virginia; M.M.S., Loyola University Maryland; English. Religious Studies. Susan L. Buswell (2010) B.S., Virginia Commonwealth Christian J. Garretson (2000) B. A,, Loyola University University; M.S.W., University of Maryland at Maryland; M. F. A., Catholic University of America; Baltimore; Guidance. Performing Arts. Linda L. Butt (1988) B.A., Towson University; M.L.S., Lloyd D. George, S.J. (1967) B.A., M.A., Fordham; Loyola University Maryland; Modern Languages. M.Div., Woodstock; English, Classical Languages. Christopher G. Caldwell (2011) B.A., Xavier Jeffrey W. Glorioso (2002) B.S., Towson University; University; Social Studies. M.A., Loyola University Maryland; Science. Deborah A. Cotter (1990) B.A., Indiana University; Charna Harris (2002) B.S., M.Ed., Towson University; M.Ed., Loyola University Maryland; Computer Science. Mathematics. Wendy Cotter (2000) B.A., University of Maryland Paul G. Henderson (2008) B.A., Washington College; (College Park); D. D. S., University of Maryland; M.A., College of Notre Dame; English. Learning Specialist. Daniel M. Hoehler (1998) B.A., John Carroll University; Erin A. Courtney (2002) B.A., Washington College; M.A., The University of Mississippi; Social Studies. Masters Equivalence, Loyola University Maryland ; Ryan McG. Hopkins (2005) B.A., Lynchburg College; Mathematics. English, Social Studies. John W. Crawford (2002) B.A., The Johns Hopkins Benjamin P. Horgan (2011) B.A., Bates College; University; M.A., Georgetown University; Social Religious Studies. Studies. John R. Innes (1969) B.A., M.A., St. Louis University; Christopher L. Cucuzzella (1986) B.S., William and Modern Languages. Mary; M.A., University of Maryland; Science. Lawrence J. Jarcewski (2005) B.A., Towson University; Rachelle Daniel (2010) B.S., Touro College; M.S., M.A., Loyola University Maryland; Mathematics. Towson University; Science. James A. Katchko (1997) B.A., Kings College; B.M. and Joshua McK. Davalli (2005) B.S., Towson University; M.M., The Johns Hopkins University; Social Studies, Science. Performing Arts. (Department Chair) Michael J. DelGaudio (1990) B.A., Boston College; M.M.S., Loyola University Maryland; Social Studies. 11 William R. Kennedy (1986) B.A., Towson University; Sebastian R. Price (2010) B.A., Wheeling Jesuit M.A., St. Mary’s Seminary; Religious Studies. University; Religious Studies. William G. Koffel (2008) B.S., Lehigh University; Isabelino S. Prieto-Alonso (2009) B.A., University of M.A.T., Loyola University Maryland; Mathematics. Salamanca (Spain); Modern Languages. William D. Korrow (1970) B.A., M.Ed., Towson Brennan T. Prodey (2005) B.A., M.Ed., Loyola University; Physical Education. University Maryland; Guidance. Donald J. Kraft (1997) B.S., University of Maryland; Daniel A. Ranalli (2005) B.A., Loyola University M.Ed., Bowie State University; Physical Education Maryland; Modern Languages. (Department Chair) (Department Chair) . Reagan Raneri (2004) B.A., Georgetown University; Michael D. Lackner (2007) B.A., Susquehanna Social Studies. University; B.S., Bloomsburg University; M.S., Towson Laura L. Reid (2004) B.S., University of Pittsburgh; University; Computer Science. M.Ed., Loyola University Maryland; Mathematics. Leandra E. Laird (1997) B.A., American International Jerry L. Roe (1984) B.S.,M.F.A.,Towson University; College; M.A., Loyola University Maryland; Visual Arts. Visual Arts. (Department Chair) Brett R. Lankford (2004) B.A., Washington College; Keith A. Schertle (1997) B.S., Towson University; M.Ed., Loyola University Maryland ; Guidance. Physical Education David M. London (1988) B.A., University of Maryland; Robert Schlichtig (2000) B.A., University Of Scranton; M.Ed., The Johns Hopkins University; Performing Arts. M.A., Fordham University; Religious Studies. J. Craig Lurz (2000) B.S., M.S., Loyola University (Department Chair) . Maryland; Learning Specialist. Alan Schott (2010) B.S., Saint Vincent College; M.S., Philip M. Macek (2000) B. A., Washington College; Temple University School of Dentistry; Science. M. S., Towson University, M.Ed., Loyola University Beth A. Schuller (2007) B.S., University of Dayton; Maryland; English. M.S., University of Maryland; Science. R. Patrick Maggio (1999) B.A., University of Steven M. Shapiro (2007) B.G.S., University of Maryland Baltimore County; M. Div., Christian Bible Maryland; M.Arch., Yale University; M.F.A., Maryland School & Seminary (Missouri); Religious Studies. Institute College of Art; Visual Arts. John E. McCaul (2007) B.S., St. Joseph’s University Gayle M. Smith (2001) B.A., M.A.T., Binghamton (Philadelphia); M.A.T., Trinity College; M.A., Catholic University; Mathematics (Department Chair) . University of America; Science. Martin A. Stewart (1983) B.S., Loyola University Janet A. McKinley (2001) B.S., University of Findlay; Maryland; M.B.A., Morgan State University; Mathematics. English. Timothy J. Sullivan (2005) B.A., Princeton University; William S. McLean (2007) B.A., Roanoke College; M.A., Middlebury College; English . M.Ed., Loyola University Maryland; Mathematics. Stephen G. Swiech (2005) B.S., Towson University; Elayne Z. Melanson ( 1999) B.A., Loyola University M.A., Loyola University Maryland; Social Studies. Maryland; Modern Language. Karen L. Taneyhill (2003) B.A., College of Notre Dame; Jennifer M. Miller (1999) B.S., Towson University; M.Ed. Loyola University Maryland; Learning Specialist. M.M.E., University of Michigan; Performing Arts. Steven F. Truitt (2003) B.S., Franklin and Marshall Joseph P. Mohler (1991) B.A., Salisbury University; College; M.A., Loyola University Maryland; Social M.A., Boston College; Religious Studies. Studies. Patricia A. O’Hara (1989) B.S., M.Ed., Towson Ulysse Tschantret (2007) B.A., University of Phoenix; University; M.M.S., Loyola University Maryland; English. Physical Education. Lakeisha S. O’keiffe (2005) B.S., Morgan State Sally F. Waller (2003) B.A., M.B.A., M.A., Loyola University; M.S., Lehigh University; Science. University Maryland ; English. Ryan D. Oshnock (2011) B.S., Wayne State University; Erin D. Warfield (2001) B.S., M.A.L.S., Loyola Social Studies. University Maryland; Mathematics. Jennifer L. Pearson (2011) B.A., Goucher College; Rachel A. Wilkinson (2005) B.A., Loyola University M.S., Unversity of Maryland; Learning Specialist. Maryland; M.L.S., College of Notre Dame; English. Virginia B. Petr (2003) B.A., M.Ed., Loyola University Frederick H. D. Wise (2001) B.A., St. Hyacinth Maryland; Visual Arts. College and Seminary; S.T.B., La Pontificia Facolta Amy L. Philipp (1997) B.A., Dunbarton College of San Bonaventura (Rome); D.Min., Graduate the Holy Cross; Religious Studies. Theological Foundation (Indiana); Religious Studies. Rosa Maria G. Pongchit (2003) B.A., College of Notre Robert J. Wright (2000) B. A., M.A.L.S., Loyola Dame; M.S., Universidad del Valle de Guatemalia; University Maryland; Classical Languages. Science. (Department Chair) Katherine L. Preis (1983) B.S., Towson University; Matthew D. Zimmerman (2008) B.A., Muhlenberg M.Ed., Loyola University Maryland; Mathematics. College; Visual Arts. 12 Academics

Serious preparation for successful college work requires that the student develop habits of organization, GENERAL REQUIREMENTS — inquiry, perseverance, self-motivation and independence. The program of studies assumes an interested and UPPER SCHOOL serious student. Unless the student is prepared to As a college-preparatory school, Loyola requires its devote at least two hours daily to study outside of students to complete successfully at least 26.5 course class time, he cannot hope to achieve the goals of the units. A minimum of six major course units must be program to any marked degree. Parents should realize completed successfully each academic year. One that students who are not applying themselves to course unit (credit) is awarded for the successful serious study are failing in their primary responsibility. completion of a course which meets every day for a full year; 1/2 course unit (credit) for the successful completion of a course which meets every day for one GENERAL REQUIREMENTS — term or every other day for a full year. In order to receive any credit for taking a course, a student must MIDDLE SCHOOL take the entire course and receive a final grade for the All Middle School students take core courses in entire course. A student who completes more than the English, Mathematics, Religion, Science, Social minimum six major course units during a given year Studies, Art, and Physical Education each year. is, nonetheless, required to complete a minimum of Students study a modern or classical language in six course units in subsequent years. In addition, grades seven and eight. They may choose German, credit courses in History of Art and Music, Physical Latin, or Spanish. Education, and Art are required. Performing Arts electives are offered all three years. A student who fails the second semester of a year In grade 6 the students are exposed to Choral Music long course automatically receives a failing grade for and Drama, or they may audition for Band. In grades the entire course. If a student fails a required course, 7 and 8, students select an elective. These include he must repeat the course successfully in summer Band, Chorus, Drama and Stagecraft, Computer school. If the course is not available during the Assisted Writing, Creative Writing, or Online summer, the student may be allowed to repeat the Journalism. course or its equivalent in the subsequent year while One of the highlights of the Middle School maintaining his ordinary course load with the Program is its expansive Christian Service component. permission of the Assistant Principal for Academics. If These young men are challenged to serve the needy a student fails an elective course, he must repeat the in age appropriate programs in the Baltimore area. course or take another in its place if the course is part The 6th graders go to Blakehurst and The Carmelite of the minimum six course units requirement. A Monastery, the 7th graders assist at Ridge-Ruxton and student who fails two course units in one school year the 8th graders lend a hand at Beans and Bread. All is liable to dismissal. Middle School students also participate in a retreat experience each year. The Middle School academic day begins at 8 am and concludes at 2:15 pm. At that time, the students in grades 7 and 8 participate on one of the 13 athletic teams or several extra-curricular activities designed especially so that each student can find his niche at Blakefield. Students in grade 6 participate in performing arts electives during this time.

13 Changing a Course DEPARTMENTAL REQUIREMENTS The last day to drop and replace a required course or — U PPER SCHOOL to move from a College Prep level to a Honors level The following are minimum requirements of for a course is September 26, 2011. The last day to Loyola’s departments: drop any elective course or to move from a Honors 4 course units in Religious Studies level course to a College Prep level course is October 4 course units in English 21, 2011. Any exceptions to this policy must have the 3 course units in Mathematics, through Precalculus 3 course units in Biology, Chemistry, Physics approval of the Assistant Principal for Academics. 3 course units in Social Studies of which one must be American History Examinations 3 sequential levels of the same Modern Foreign or To evaluate the comprehensive achievements of Classical Language 1 course unit in Physical Education students in a subject area over the course of a term or 1/2 course unit in Art or Performing Art a year, final examinations are given in all courses. 1/2 course unit in the History of Art Suitable substitutes, such as papers or special projects, 1/2 course unit in the History of Music may take the place of examinations for entire classes 40 hours of Ignatian Service or individually exempted students. Such alternative means of evaluation are subject to the approval of the The specific requirements for each academic year department head and the Assistant Principal for are available on the school’s website under the Academics. heading “Academics.” Departmental Testing Days GRADING Letter Day Departments Report cards are issued at the end of each quarter and A and D Language/History semester. The letter grades on these report cards are B and E Science/Arts/Religious Studies not necessarily averages of quarterly or semester C and F Mathematics/English grades, but an overall evaluation of a student’s success A and F Computer Science in fulfilling the objectives of a course. Student performance is rated on grade reports according to the following scale: Grade Point Average A Loyola Blakefield determines the Grade Point Average The student has consistently demonstrated a superior of its students using a traditional 4.00 system. Grades understanding of the content of the course and an in Honors and Advanced Placement courses are outstanding level of achievement. weighted. Specifically, the sum of the numerical values of the grades in any given marking period is divided A–/B+/B by the number of credits attempted. Please note: the The student has consistently demonstrated a numerical values of grades in half credit courses are comprehensive understanding of the content of the halved for GPA calculation. Only credit courses which course and a level of achievement above the average. are taken at Loyola during the regular academic year are used for grade point average determination. B–/C+/C The student has consistently demonstrated an Grade Unweighted Weighted acceptable understanding of the content of the A (93-100) 4.00 4.50 course and a level of achievement which qualifies him A- (91-92) 3.70 4.20 for a college recommendation in this subject. B+ (89-90) 3.30 3.80 C–/D B (85-88) 3.00 3.50 The student has passed, but has demonstrated B- (83-84) 2.70 3.20 neither acceptable understanding in some important C+ (81-82) 2.30 2.80 areas of the subject nor achievement which qualifies C (77-80) 2.00 2.50 him for a college recommendation in this subject. C- (74-76) 1.70 2.20 F D (70-73) 1.00 1.50 The student has failed because he has not fulfilled F (0-69) 0.00 0.00 the minimum requirements of the course. 14 Academic Honors Any Upper School student who earns two or more D marks or one or more F marks in any quarter will be Loyola Blakefield utilizes the Grade Point Average to placed on Academic Review . Any Middle School student establish First, Second and Third Honors categories. who earns one or more D or F marks will be placed These categories are as follows: on Academic Review. First Honors—GPA of 3.75 or better Any student already on Academic Review whose Second Honors—GPA between 3.50 and 3.74 grades do not improve significantly by the end of the Third Honors—GPA between 3.25 and 3.49 quarter will be placed on Academic Probation. Students with grades of D, F or I in any course are Additionally, any student who displays a precipitous not eligible for Honors. decline in achievement may be placed directly on Academic Review or Academic Probation at the Policy regarding the recording of grades on discretion of the Assistant Principal for Academics. a Permanent Record Card when an elective course is dropped and no other course is Process of Academic Review picked up in its place. A letter is sent home with the student’s report card informing parents of the Academic Review status If a student drops an elective course prior to the earned by their son and the Academic Review process. allowed date, nothing will be recorded on the This process includes: Permanent Record Card. • The student and his parents will meet the If a student drops an elective course after that date, student’s Guidance counselor to discuss the a “W” (withdraw) will be recorded. student’s academic achievement and to identify Grades earned up to that point will remain strategies for improvement. Parents are informed recorded and a “W” will be issued for the remaining that if significant improvement does not occur, grade periods. their son will be placed on Academic Probation . • The student will meet every 2-3 weeks with his National Honor Society and National Junior Guidance counselor to ensure that the Honor Society improvement plan is being followed. The Guidance counselor will also communicate with Loyola Blakefield’s local chapters of the National the student’s teachers as needed to monitor the Honor Society have two purposes. They recognize student’s progress. second semester eighth graders and juniors who best • The student will attend all study sessions (e.g. the exemplify scholarship, leadership, service, and Math/English tutoring labs or supervised study character. More importantly, the National Honor halls) deemed appropriate until the end of the Society is a service organization to the school academic quarter or until the Assistant Principal community. believes that there is a significant improvement In the Upper School, the minimum quality point in his deficient course(s). average requirement for consideration is 3.75. Leadership, service to the school and the community, Process for Academic Probation and character play an important role in the A letter is sent with the student’s report card determination of a candidate for membership. informing parents of the Academic Probation status Through discussion, feedback from faculty, and earned by their son and the Academic Probation evaluation of written documents provided by the process. This process includes: candidate, a faculty committee determines which • The Student and his parents will meet with the candidates best fulfill the requirements for Assistant Principal for Academics and the membership. student’s Guidance counselor to discuss the A more thorough discussion of the criteria for student’s performance and to identify strategies admittance to the National Honor Society is available for improvement (including strategies for on the school’s web site. productive use of after school time). Parents are Academic Review and Academic Probation informed that unless significant improvement occurs within the next marking period, the At Loyola Blakefield, Academic Review and Academic student may be separated from the School. Probation serve as cautionary measures to impress • The student will meet at least once every other upon the student the seriousness of his academic week with his Guidance counselor to ensure that status, to help identify strategies for improvement, and any strategies identified in the parent meeting to provide consistent support for such improvement. 15 are consistently followed and implemented. The required. In such cases the original grade will appear Guidance counselor will communicate with the on the student’s transcript and Permanent Record student’s teachers as needed to monitor the Card. The remediated grade will be recorded on the student’s progress. student’s Permanent Record Card. Students who • The student will attend all study sessions (e.g. the successfully remediate a course at another institution Math/English tutoring labs or supervised study may be required to pass a Loyola Blakefield halls) deemed appropriate until the end of the Department exam to demonstrate sufficient mastery academic quarter or until the Assistant Principal of the material or for placement purposes. for Academics believes there is a significant improvement in the deficient course(s). Credit for College-level Work

Eligibility to Participate in Extra Curricular Activities Under special circumstances, Loyola Blakefield will Any student whose quarterly GPA falls below 2.0 is grant credit for college-level course work provided ineligible to participate in extra curricular activities the student has received prior approval from the for the entire next quarter. This ineligibility begins Assistant Principal for Academics. An official on the fifth academic day of the next quarter. A transcript indicating successful completion of course student may appeal his ineligibility status to the work is required. Assistant Principal for Academics one academic day after the mid point of the quarter. Credit by Examination Under extraordinary circumstances and with the All students returning to Loyola Blakefield in the fall approval of the Assistant Principal for Academics, a begin the new school year eligible to participate in Loyola Blakefield student may receive credit through extra curricular activities regardless of their GPA at examination. the end of the fourth quarter in the previous academic year i.e. a student who earns a quarterly Transcripts and Student Records GPA below 2.0 in the fourth quarter in one academic year will begin the next academic year eligible for all Transcripts of a student’s Permanent Record Card are extra curriculars. issued by the school office. The primary information contained in this record includes biographical data, a Separation from Loyola Blakefield listing of all courses taken along with grades earned, At times, it may be determined that a student and his the amount of credit earned for each course, and needs may not be well matched to Loyola Blakefield. standardized testing results. Honors-level courses are In such instances, the student may be separated from so marked on this record. the school at the conclusion of the academic year or All colleges and many businesses require a sooner, at the discretion of the School’s transcript of an applicant’s high school record. These Administration. transcripts are sent directly by the Assistant Principal for Academics to the school or office designated by Remediation of Failed Courses at Loyola the student. The first transcript is sent free of charge. For additional copies a $2.00 fee is charged. When a student fails a course and retakes the same Upon proper notification, parents or legal course for credit during summer school or the guardians are allowed to review a student’s complete following school year, both the original grade and the record in the presence of the Principal or the remediated grade will be shown on the student’s Assistant Principal for Academics. Transcript. If the custodial parent can show the school a court Remediation of Failed Courses at Another order denying access to the noncustodial parent, Institution then the school may deny access. Otherwise, the records must be available to both parents. A student may attend summer school at another institution with the prior approval of the Assistant FERPA Policy Principal for Academics. An official transcript Loyola Blakefield complies with the Family indicating successful completion of the course is Educational Rights and Privacy Act (FERPA), which is 16 a Federal Law that protects the privacy of student • In connection with financial aid under education records. In general, FERPA gives parents certain circumstances. certain rights with respect to education records. (The • To specified officials for audit or evaluation rights granted to parents under FERPA automatically purposes. pass to the student when the student turns 18 or • To organizations conducting certain studies enrolls in college.) These rights and related for or on behalf of the school. procedures of Loyola Blakefield are as follows: • To accrediting organizations. • In order to comply with a judicial order or • Parents have the right to inspect and review the lawfully issued subpoena. student’s education records maintained by the • To appropriate officials in cases of health School. Parents should submit to the Assistant and safety emergencies. Principal for Academics a written request that identifies the record(s) they wish to inspect. The The School also may disclose appropriately School will make arrangements for access and designated “directory information” without written notify the parent of the time and place where the consent unless a parent objects in writing. The records may be inspected. primary purpose of directory information is to allow the School to include this type of information • Parents have the right to request that the School in certain publications. Examples of such correct records they believe are inaccurate, publications include a playbill, showing the misleading, or otherwise in violation of the student’s role in a drama production; the annual student’s privacy rights. Parents who wish to request yearbook; honor roll or other recognition lists; an amendment of the student’s records should graduation programs; and sports activity sheets. write to the Assistant Principal for Academics and clearly identify the part of the record they believe is The School has designated the following as inaccurate or misleading and the information they directory information [ Note: A school may delete items believe should be included in a corrected record. If from this list or add items that would not be considered the School decides not to amend the record as harmful or an invasion of privacy if disclosed. ]: requested, the School will notify the parent of the • Student’s name decision and the parent’s right to request a • Participation in officially recognized activities hearing. and sports • Address • Parents generally have the right to consent in • Telephone listing writing to disclosures of information from a • Weight and height of members of athletic student’s education record. However, there are teams certain exceptions to the consent requirement, • Photograph including disclosures under the following • Honors and awards received conditions: • Date and place of birth • To School officials who have a legitimate • Dates of attendance educational interest in the information. A • Grade level school official is a person employed by the School or the Archdiocese as an Parents who do not want the School to disclose the administrator, supervisor, instructor, or above directory information without their prior support staff member (including health or written consent must notify the Assistant Principal medical staff); a person or company with for Academics in writing by August 1 of every whom the School has contracted to provide a school year. service ( e.g., attorney); or a parent or student serving on an official committee, such as a • Parents have the right to file a complaint with the disciplinary or grievance committee, or U.S. Department of Education concerning alleged assisting another school official in failures by Loyola Blakefield to comply with the performing his/her tasks. A school official requirements of FERPA. The name and address of has a legitimate educational interest if the the Office that administers FERPA are: Family official needs to review an education record Policy Compliance Office, U.S. Department of in order to fulfill his/her professional Education, 400 Maryland Avenue, SW, Washington responsibilities or duties to the School. DC 20202-8520 • To other schools to which a student is transferring. 17 • giving and/or receiving answers during an POLICY ON INTEGRITY assessment using unauthorized sources of Honor Statement: information including programmable calculators, “cheat sheets,” text messaging, writing on shoes, As a member of the Loyola Blakefield community, I will act apparel or the body with integrity in all my endeavors as I seek to know, love, • leaving the classroom during an assessment and serve God. I will speak truthfully and act in a manner to gain answers or to provide others with answers appropriate for the occasion. I will respect the property of the Unauthorized Visibility of an Open Book, school and of community members. A Loyola Don does not lie, cheat, or steal and discourages Notes, or Review Sheet those who may. Once an assessment has begun, it is the student’s Academic Honor Pledge responsibility to insure that any materials that might be useful in the taking of the assessment be On my honor, I have neither given nor received unauthorized completely out of sight. If any such materials are assistance on this work. found to be in sight during an assessment, it will be interpreted as the student having received Violations of Academic Integrity unauthorized assistance on the assessment. Students are also responsible to insure that no writing appears The school regards any breach of integrity as a on their desktops that might be useful in the taking serious matter. Some possible types of academic of an assessment. violations and the school’s policies for dealing with them are listed below. Intentional absence Plagiarism Intentionally being absent from school or class to The intentional or unintentional taking of the ideas avoid taking an assessment or turning in an or writings of another and presenting them as one’s assignment is an infraction. own without attribution is not permitted. This Use of study guides includes the use of research papers, term papers or critiques previously handed in to this or any other The unauthorized use of Monarch, Cliff, or other institution, materials accessed from the Internet or notes, videos, DVDs, study guides or electronic other electronic sources (e.g. phone, email, etc.), information is not permitted. encyclopedias, dictionaries or any other source. Additionally, presenting an author’s exact wording Other Kinds of Violations without marking it as a quotation is considered plagiarism, even if the source is cited. Lying to a member of the Loyola faculty or staff and forging a parent signature are honor violations. Copying Policy for Addressing Issues involving Homework and all other “written” assignments Academic Integrity should always be in one’s own words. The following are examples of violations involving copying: Violations include a range of honor violations including • copying from another person lying to a teacher, forging a parent’s signature, as well as • copying or receiving unauthorized help on any cheating and plagiarizing. assignment or project • copying or obtaining answers by the Internet or First Violation other electronic sources 1. After a determination of an honor violation, the Assessments Assistant Principal for Academics notifies a parent of the student of the honor violation and instructs The following are examples of violations involving the parent that, by policy, the parent(s) and “testing” instruments: student must meet with the Assistant Principal to • discussing the content or format of any assessment discuss the incident and its consequences. At this device with a classmate who has not completed the meeting the parent and student are informed that particular assessment should another violation occur, the student will likely be expelled. 18 2. As applicable, the student receives a zero for the infraction will be considered by the Assistant assignment. If the honor violation does not involve a Principal in determining if the combination of the graded assignment (e.g. forging a parent signature, infractions should be declared an honor violation . lying to a teacher), the student receives a detention to be determined by the Assistant Principal. 3. The student serves a full one day in-school suspension. During this suspension the student will ACCEPTABLE USE POLICY FOR make up any missed work from that class day THE LOYOLA BLAKEFIELD (including tests and quizzes) and write a reflection essay on the concept of honor and its application ONLINE COMMUNITY to the incident and/or any additional topic This Acceptable Use Policy (“AUP”) governs access deemed appropriate by the Assistant Principal. The and use of any hardware, software, network, internet, student will turn this essay into the Assistant website or other computer system device or resource Principal for discussion before the end of the day that Loyola High School of Baltimore, Inc. (“Loyola of suspension. The student will also meet with his Blakefield”) may make available to you (including the guidance counselor to discuss both the incident MyLoyolaBlakefield.org website), whether you access and the reflection paper. As appropriate, the or use those resources while on campus or from a student will continue to meet with his guidance remote location. Loyola Blakefield computer and counselor. network-related resources are collectively known as 4. On the day of his return to classes following his the Loyola Blakefield Online Community or the suspension, the student will be responsible for “LBOC.” taking any tests or quizzes that are scheduled for that day. By accessing the LBOC, you affirm that you have 5. The student is suspended from all participation in read and accept the terms and conditions of this all extra curricular activities for ten school days. AUP, which we may update from time to time. Your Second Violation (over the course of a continued use of the LBOC after changes to the AUP student’s high school career at Loyola have been published to the Loyola Blakefield website Blakefield) or the last email address on file with Loyola Blakefield constitutes your acceptance of the updated 1. After a determination of an honor violation, the AUP. This AUP will help you understand the types of Assistant Principal for Academics notifies a parent activities that are allowed within the LBOC and of the student of the honor violation and instructs provide information about how the LBOC can the parent that, by policy, the parent(s) and improve your experience as a student, parent, student must meet with the Assistant Principal and the Principal to discuss the incident and its alumnus, faculty/staff member, or otherwise a user of consequences. the LBOC. 2. As applicable, the student receives a zero for the assignment. Responsible Activities 3. As a consequence of a second infraction, it is Your use of the LBOC must, in every case, be: likely that the student will be expelled. (a) in support of and consistent with the educational and research objectives of Loyola Blakefield; and (b) Academic Infraction if you are a student assigned by a faculty member. Some academic violations may not rise to the level of Loyola Blakefield encourages all LBOC users to an honor violation . In such instances, at the discretion of the Assistant Principal of Academics, a student will comply with the laws of the United States relating to be given an academic infraction . Students receiving an copyright. Information on copyright law is available academic infraction will incur a significant grade from the U.S. Copyright Office at reduction on the assignment (including the http://lcweb.loc.gov/copyright . possibility of a grade of zero), be required to remediate the assignment, and have the infraction If you discover an LBOC security problem, you recorded. Should another minor academic infraction must immediately notify either the Academic occur, the imposition of the earlier academic Technology Coordinator (x320) or the Director of 19 Technology (x460). It is a violation of this AUP for files, or programs designed or intended to you to fail to report a security problem, to disrupt, damage or limit the functioning of any demonstrate a security problem to anyone other than software, hardware, or telecommunications a faculty member, or in any way to encourage others equipment or damage or obtain unauthorized to take advantage of a security problem. access to any data or other information of any third party; Prohibited Activities 15. links to material that does not comply with this You may not use the LBOC to access, view, upload, AUP; post, or otherwise distribute or facilitate distribution 16. constitutes vandalism to, or improper use of, of any message, file, data, communication, text or the LBOC; or other content (“Content”), or take any action, that: 17. violates the license or other terms and 1. violates any Loyola Blakefield rule or policy, conditions applicable to any software or other such as the Policy on Integrity; component of the LBOC, or any website or 2. is unlawful, threatening, abusive, harassing, other resource accessed by means of the LBOC. defamatory, libelous, deceptive, fraudulent, invasive of another’s privacy or tortious; Without permission from both technology and 3. contains actual or masked profanity, vulgarity, administrative personnel, you may not bring onto obscenity or pornography; campus, any personal computer or other personal 4. impersonates any person or entity, including computing device. any employee or representative of Loyola Blakefield, or disguises the origin of any Email Access Content; Without the prior permission and supervision of 5. you know is false, misleading or inaccurate; the Academic Technology Coordinator, the Middle 6. bullies, victimizes, harasses, degrades, or School Computer Science Instructor, the A/V Room intimidates an individual or group of Manager, or the Director of Technology, no student individuals; may use the LBOC to access any email account other 7. infringes on any patent, trademark, trade than the LBOC email account issued by Loyola secret, copyright, right of publicity, or other Blakefield. proprietary right of any party; Registration and Password 8. harvests or collects information about other Although you may access some portions of the users of the LBOC for any purpose inconsistent LBOC simply by visiting Loyola Blakefield’s website with the educational and research objectives of with a web browser, in order to access most portions Loyola Blakefield; of the LBOC you will need to log on using the user 9. constitutes unauthorized or unsolicited name and password assigned to you. You may not advertising, junk, or bulk e-mail ( i.e., “spam”), share your LBOC password(s) with any other person, chain letters, any other form of unauthorized or permit any other person to use the LBOC while solicitation, or any form of lottery or gambling; logged on under your password. You will be 10. promotes any politician, political organization responsible for all uses of the LBOC under your or purpose. account, whether or not authorized by you. You agree 11. seeks a financial or commercial benefit; to notify Loyola Blakefield immediately of any 12. alters any settings or configurations on any unauthorized use of your account or password. computer, software or other component of the LBOC, including screen savers and wallpaper; Consequences of AUP Violation 13. disrupts the use of the LBOC by others, or Your use of the LBOC is a privilege, not a right. You attempts to disable, change, bypass or otherwise are solely responsible for your use of the LBOC, affect security, access or other limitations including any Content that you may post, upload or imposed by the LBOC or Loyola Blakefield; otherwise transmit using the LBOC. You agree to 14. contains software viruses or any other codes, indemnify and hold Loyola Blakefield and its trustees, 20 faculty, staff, alumni, parents, and students (together, from, communicate to the public, perform and the “Blakefield Indemnitees”) harmless from any display the Content (in whole or in part) worldwide costs (including reasonable attorneys fees) or other and/or to incorporate it in other works in any form, damages they may incur in connection with: (a) your media, or technology now known or later developed, violation of the AUP, including (without limitation) for as long as you are a member of the LBOC. your infringement of copyright or other intellectual property rights; (b) any Content you submit, post to, Disclaimer or transmit through the LBOC and any of its web The LBOC may enable links or other access to pages, forums, chat rooms, and other features now third-party websites and resources, such as the online existing or subsequently developed; and (c) your use store that sells Loyola Blakefield-branded items. of, and/or connection to, the LBOC. If you violate Loyola Blakefield does not operate, guaranty, certify, the AUP, Loyola Blakefield may demand endorse or control any of those websites or resources; indemnification, limit or revoke your LBOC access, your use of those sites or any information obtained remove Content, or take other disciplinary or from them is voluntary and entirely at your own risk. remedial action it deems appropriate, including Moreover, Loyola Blakefield does not and cannot suspension, expulsion and legal action. review all of the Content posted or distributed on the LBOC by students, faculty members, alumni and System Monitoring & Control other users. Such Content does not reflect the All LBOC activity and Content is subject to opinions or views of Loyola Blakefield, its trustees, monitoring and inspection by Loyola Blakefield, partners, affiliates, faculty or staff, unless expressly including by, among other things, accessing personal stated otherwise by an authorized representative of folders, files, emails, and history of Internet usage. In Loyola Blakefield. its sole discretion, Loyola Blakefield may restrict LOYOLA BLAKEFIELD PROVIDES ACCESS TO access to and use of the LBOC (including access to AND OPERATES THE LBOC ON AN "AS IS" AND inappropriate materials), and may delete, remove, or "AS AVAILABLE" BASIS, AND DISCLAIMS ANY AND disable any Content whatsoever. Loyola Blakefield ALL PROMISES, REPRESENTATIONS AND may deny LBOC access to any student or other user WARRANTIES, EXPRESS OR IMPLIED, ARISING BY deemed a security risk. LAW OR OTHERWISE, WITH RESPECT TO THE Rights in Content LBOC AND ITS CONTENTS, INCLUDING AS TO Content posted to, or otherwise made accessible by, CONDITION, THE EXISTENCE OF ANY LATENT the LBOC may be protected by copyright, trademark OR PATENT DEFECTS, MERCHANTABILITY OR and other intellectual and proprietary rights laws (“IP FITNESS FOR ANY PARTICULAR PURPOSE, NON- Rights”). When you use the LBOC, you agree to INFRINGEMENT, OR ANY IMPLIED WARRANTY abide by those laws and this AUP. OF INFORMATION CONTENT OR SYSTEM INTEGRATION. LOYOLA BLAKEFIELD WILL NOT By posting or otherwise submitting Content, such BE LIABLE FOR ANY DIRECT, INDIRECT, as (without limitation) your user name, photographs INCIDENTAL, SPECIAL OR CONSEQUENTIAL or other materials, to any “public area” of the LBOC, DAMAGES (INCLUDING, BUT NOT LIMITED TO, such as message boards, blogs, forums, user pages, ANY LOSS OF FILES OR DATA), OR OTHER LOSS comments or chat rooms, web pages, and other ARISING FROM ANY USE OF THE LBOC. media now known or later developed, you: (a) represent and warrant to Loyola Blakefield that you Online Privacy have the unrestricted right to do so; and (b) grant Loyola Blakefield endeavors to protect the privacy Loyola Blakefield a royalty-free, irrevocable, non- of our students, faculty, staff, parents/guardians, exclusive right (including any moral rights) and alumni and other users of the network or website. license to use, license, reproduce, modify, adapt, However, in order to allow you to access the LBOC, publish, translate, create derivative works from, we must collect some information from you. Most of distribute, derive revenue or other remuneration this information will be preloaded through the 21 registration process at the school. Loyola Blakefield intended or may be slowed if you decline to accept reserves the right to disclose personal information cookies. when required by and in accordance with federal, state, or local laws, or in the good-faith belief that Modifying the LBOC or this AUP such action is necessary to conform with such In its sole discretion, Loyola Blakefield may modify requirements or to comply with a legal process or discontinue the LBOC, any of the features served on Loyola Blakefield. Loyola Blakefield found in the LBOC, or any services, tools, products, further reserves the right to provide each parent/ events, or other Content, with or without notice to guardian with access to the records and other you and without liability to you or any third party. In personal information of their child(ren)/ward(s), addition, from time to time, Loyola Blakefield may, in and to share student information as otherwise its sole discretion, update this AUP. Loyola Blakefield permitted in your Enrollment Contract with Loyola has no obligation to notify you of any such changes Blakefield or as required by applicable Federal or other than by posting the revised version on Loyola State laws and regulations. In addition to the Blakefield's website, sending a copy to your email information discussed above, Loyola Blakefield address on file with Loyola Blakefield, or posting a collects information concerning use of the LBOC, copy when you next log onto the LBOC. You also such as the times a user logs in and out, the pages agree that by use of the LBOC you agree to the latest visited and similar information. The information version of this AUP. 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Loyola Blakefield’s academic program has three LATIN III HONORS. After a review of grammar, this fundamental objectives: the development of basic course is designed to develop further the student’s learning skills, the integration of disciplines around a reading ability in Latin. Selections are chosen from strong core-curriculum and concentration on areas of various genres. special interest to individual students. Through initial placement in an Honors or College Preparatory level, LATIN IV LITERATURE HONORS. In this course, a serious effort is made to place students in courses students will translate selections from the poetry of which are most appropriate to their abilities and Ovid, Horace, and Catullus. Special attention will be interests without vitiating the college preparatory given to effective translating through the presentation character of the school or sacrificing the advantages of translation samples for evaluation by the students. of a core-curriculum of liberal studies. Students of Students will have the opportunity of appreciating the high ability and achievement may take Advanced craft of the Roman poets through the study of word Placement courses in which they may earn college arrangement, scansion, and literary devices. credit on the basis of examinations administered in May of each year by the College Entrance A.P. LATIN: VERGIL. This college-level course Examination Board. Loyola Blakefield reserves the involves the reading in Latin of sections of Books I, right not to offer a course due to insufficient student II, IV, VI, X and XII of Vergil’s Aeneid. Students enrollment or lack of teacher availability. become familiar with the metrical and other stylistic Students entering Loyola Blakefield are placed in devices used by the poet in his epic. Pertinent Roman Honors or College Preparatory level courses based cultural, social and political history and the study of primarily on the results of prior school performance the ancient epic as a literary genre are also and standardized testing. Placement in subsequent components of this course. At its conclusion students years is determined by departmental policy. Specific will take the College Board’s Advanced Placement departmental information and guidelines for course examination. placement are provided to students and their parents during the initial stages of the scheduling process ADVANCED CLASSICAL STUDIES HONORS. This each March. course is designed for the student who has completed the AP or Latin IV Honors level and wants to continue with Classical study. The team-taught course involves four main components: Latin prose CLASSICAL LANGUAGES composition from English (or Greek if applicable), etymological study of English words from Greek and The department of Classical Languages offers students Latin roots, selected prose readings from Caesar and the opportunity to study several years of Latin, in a Sallust, and selected poetry readings from Catullus sequence which proceeds from an intensive study of and Horace. grammar to ability in reading, translating and interpreting classical texts. GREEK I HONORS. This course introduces the student to approximately one-half of Ancient Greek LATIN I, LATIN I HONORS and LATIN 07/08. The grammar and syntax. Included are the present, future student is introduced to the basic grammar, syntax and aorist tenses in the active and passive voices of and vocabulary of the Latin language through the indicative mood; the present tense of the translations and readings. Some attention is given to subjunctive mood; present, future, and aorist the history of Rome and to classical antiquities. participles; and first, second, and third declension nouns and adjectives. The student will learn to apply LATIN II, LATIN II HONORS. A review of Latin I is these principles to sentences and passages of followed by the presentation of further grammar. increasing difficulty. English word derivatives from Transitional readings in mythology and Roman Ancient Greek will be stressed. civilization are followed by selections from Caesar’s Commentaries on the Gallic Wars and from other intermediate synthetic and original texts. 23 GREEK II HONORS. A review of Greek I material is are expanded. Extensive work on Cyber Safety occurs followed by the presentation of the remaining in this class, as well as the introduction of professional grammar and syntax of Ancient Greek. Thereafter, presentation skills, including public speaking. Legal the student will read passages of increasing difficulty and ethical use of the World Wide Web and effective from such authors as Aesop, Theophrastus, Internet searching skills are investigated. Xenophon, and Herodotus, as well as selections from the new Testament. As with Greek I, English word 7th GRADE COMPUTER ASSISTED WRITING. This derivatives from Ancient Greek will be stressed. elective course is designed for young writers with fairly Having completed the course, the student should be advanced skills in both computer use and writing. able to read any Ancient Greek text with the aid of a These skills and talents will be honed by studying both lexicon. journalism and creative writing, while also mastering various document formats. Both MS Word and MS GREEK III HONORS. This course is a reading Publisher are utilized, as well as several Web 2.0 tools course, in which a close examination of Book I of which promote interactivity and creativity. Students Herodotus is undertaken. Although the textbook will produce projects ranging from personal flyers to used in Greek I and II presents passages of moderate blogs to PSA’s to a group produced newsletter length from the ancient authors, Greek III is deep highlighting Middle School activities and interests. immersion in one author. Herodotus, the “father of history” wrote in the Ionic dialect, which differs to 8th GRADE ONLINE JOURNALISM. This elective some degree from the Attic dialect taught in Greek I course is designed for young writers with fairly and II; consequently some time is spent in advanced skills in both computer use and writing. familiarizing the student with the differences These skills and talents will be honed by investigating between the two dialects. Aside from that, the course current affairs as presented in hard copy newspapers is devoted to understanding the way Herodotus and magazines, as well as through online resources. depicts the events leading to the great conflict of the Students analyze information from various sources to Peloponnesian War. create and publish ideas in a class blog and through a group project podcast. They learn to write substantiated and documented opinion pieces and COMPUTER SCIENCE direct, factual pieces that do not involve personal interpretation. They also create a personal website. The Computer Science Department’s courses are designed to challenge the student to develop a WEB DESIGN. This Computer Science elective comfortable level of expertise with technology. The course is an introduction to HTML, modifying HTML pervasive use of computer technology in our society code, hyperlinks, web security, types of web sites, requires competency in many areas: keyboarding, publishing, tables, forms, graphics, multimedia, data processing, spreadsheet and database editing, web site development, managing a web page, management, presentation skills, and ethical and and customizing a web page. efficient use of the Internet. Computer Science courses provide our graduates with the ability to AP COMPUTER SCIENCE A. The nature of this demonstrate computer literacy on many levels. course is suggested by the words “computer science” in its title. Their presence indicates a disciplined 6th GRADE COMPUTER SCIENCE. This is a approach to a more broadly conceived subject than required course. Students learn the vocabulary would a descriptor such as “computer programming.” associated with computer and Internet use, as well as There are no computing prerequisites. the elementary operation of the computer and its Computer Science A emphasizes object-oriented peripherals, using both keystrokes and mouse clicks. programming methodology with a concentration on Cyber Safety is introduced through interactive problem solving and algorithm development and is lessons. Touch Typing is taught, with the expectation meant to be the equivalent of a first-semester college- that students attain a speed of 25 words per minute, level course in Computer Science. It also includes the adjusted for accuracy. study of data structures, design, and abstraction. 7th GRADE COMPUTER SCIENCE. This is a required course. Computer and Internet terminology and operation of the computer and peripheral devices

24 grammar, units from the eighth grade vocabulary book ENGLISH during the second semester, a greater number of writing assignments, and more in-depth discussion of The objectives of the English department are the literature. development of reading, writing, public speaking, and critical thinking skills in preparation for college ENGLISH 08: LITERATURE/COMPOSITION. The and life. student receives one period of Language Arts instruction daily. The study of grammar becomes ENGLISH 06: LANGUAGE ARTS more detailed as does the development of writing Sixth Grade Language Arts will be divided into two skills. Students demonstrate increased proficiency forty minute classes, both meeting every day. The writing sentences and writing paragraphs of courses will be subdivided into Grammar/Composition description, narration, exposition, and persuasion. and Literature/Vocabulary Development. The basic The study of literature focuses on themes and genres elements of grammar are quickly related to the of special appeal to adolescents. Vocabulary writing, which emphasizes sentence construction and development occurs through the context of the writing paragraphs of description and narration, with literature and from a vocabulary book. Public a specific focus on the theme of “Tolerance.” speaking skills are related to the reading and Developing reading and vocabulary skills are research, with a specific focus on the theme of important, as are opportunities for public speaking. “Maturation.” All these skills complement the development of critical thinking skills necessary for success at Loyola. ENGLISH 08: ADVANCED LANGUAGE ARTS. Advanced 8th Grade Language Arts is a class for our ENGLISH 06: ADVANCED LANGUAGE ARTS most able 8th graders. This course will focus on: 1) This course will instill a more intrinsic understanding the complete mastery of all fundamental rules of of the fundamentals of grammar, writing, vocabulary grammar and punctuation; 2) reading and reading comprehension. Students will be comprehension skills at a minimum of a ninth grade required to construct more intricate essays, as well as reading level; 3) vocabulary development with the identify such grammatical aspects as subordinate completion of all middle school vocabulary units, and ideas, verbals, expository paragraphs, and the the introduction of ninth grade vocabulary words; 4) progressive tenses. Reading comprehension and single-paragraph composition mastery with an vocabulary skills will be further developed through introduction to the 3-5 paragraph essay. With the use of higher level novels and various readings. successful completion of this class and recommendation of the 8th grade instructor, it is our ENGLISH 07: LANGUAGE ARTS – hope that these boys will be prepared for the English INTRODUCTION TO LITERATURE/ I Honors curriculum in the Upper School. COMPOSITION. Each student in the seventh grade receives one period of Language Arts instruction PUBLIC SPEAKING 7/PUBLIC SPEAKING 8. daily. Grammar skills are further reinforced from Through speech, students will learn leadership and sixth grade and connected to the writing. The writing confidence, as well as fluency in constructive emphasizes more complex sentence development and reasoning, logic, and diplomacy. Aspects covered composing paragraphs of description, narration, and include persuasion, demonstrative speaking, forensic exposition. Reading comprehension and critical events, and the art of the interview. thinking skills are developed by exposure to classical and modern literature in the forms of poetry, drama, 8TH GRADE ONLINE JOURNALISM. This is an fiction, and nonfiction. The basic elements of elective course. The 8th grade journalism course literature are introduced. Public speaking skills and investigates newspaper, magazine, and online vocabulary development are further developed, with journalism. Students write for publication in a class a specific focus on the theme of “Diversity.” blog, and they contribute to the Middle School newspaper. In addition to collecting and editing ENGLISH 07: ADVANCED LANGUAGE ARTS newsworthy content, they learn direct and factual Advanced 7th Grade Language Arts will continue the writing skills that do not involve interpretation. They effort to complete the three years of Middle School produce newsletters, flyers, and web pages. This class English in two years for the most able group of seventh also includes a basic understanding of MS Excel and graders. The course will cover advanced topics in MS Publisher. 25 ENGLISH I HONORS . Each student takes one ENGLISH 10 HONORS. This course is for a select period of English each day. The emphasis is on group of ninth graders who have demonstrated a clear mastering sentence and paragraph writing with an mastery of grammar, basic composition skills, and introduction to the multi-paragraph essay. Students advanced reading comprehension skills. These learn to master writing effective sentences and students will be taking the Honors American paragraphs in all modes of discourse. Vocabulary is Literature course that is taught in the sophomore year. learned in context and by using a separate textbook. Literature is important, also. Various genres are read AMERICAN LITERATURE HONORS. Although for understanding and some analysis. The aim is to similar in title and content to the college prep develop the imagination and appreciation of the course, the honors student will use a different, more written word. Public speaking skills are developed difficult text and explore in more depth the writers through recitations and research. and themes of America. The writing concentrates on composing the traditional five paragraph literary ENGLISH I. This course is designed to provide the essay. Following this, the student will learn to foundation for essential skills: grammar compose a research paper of a literary nature. comprehension and mastery; composition skills in four modes; reading comprehension and vocabulary AMERICAN EXPERIENCE. This course is designed development. The reading comprehension section of to further develop the student’s writing ability in the the course is designed to familiarize the student with multi-paragraph essay. The student also will be the four major literary genres: fiction, non-fiction, exposed to the themes and writers of American drama, and poetry. As the course progresses, the literature to increase his understanding and student is expected to improve his reading appreciation of literary and critical thinking skills. comprehension, reading pace, and both his general and literary vocabulary. BRITISH LITERATURE HONORS. The British The student will practice writing single-paragraph, Literature course explores the universality of human focused compositions in the modes of formal English experience as expressed in the literature of England essays including descriptive, narrative, expository, and from its beginnings in Anglo-Saxon poetry and epic through post World War II fiction. The course is persuasive essays. The student will learn to write a designed to broaden the students’ awareness of the thematic paragraph, one that offers a brief thesis or scope of English within our own American literary argument and then defends the statement with and cultural experience. The course provides for a textual evidence. The student will learn the close study of all literary forms as well as the process foundations of parenthetical textual citation. of development of those forms within a culture. By year’s end the student is expected to identify, During the year, the students read representative define, and explain major literary terms and works, listen to recordings and watch DVD’s and concepts. He is expected to have a basic and working video tapes. In addition, lectures and readings comprehension of the tenets of a linear narrative. provide background into the history and culture of Over the course of the year, the student develops the periods and illustrate the content and purpose of an index-card, vocabulary library; the library consists the literature. Finally, extensive attention is given to of words from both his vocabulary text and his student writing both in content and idea. Most of this general readings. In addition to the readings in his is applied through essays assigned both in tests and as textbook, the student will study five to seven literary homework. selections. Initially, there is a heavy emphasis on mastery of BRITISH EXPERIENCE. This course will link themes the fundamental rules of grammar and punctuation together from a variety of eras within British within the formal English language. Students will Literature. The focus of the class will place an study and master all the parts of speech and parts of emphasis on reading comprehension, vocabulary sentences. The students will compose and diagram all development, and an appreciation for a variety of British selections. Additionally, there is a concerted four sentence structures. Additionally, each student effort to ensure the mastery of the 3-5 paragraph will independently compose original sentences to essay within the four modes of formal essay match sentence formulas constructed by both the compositions: description, narration, exposition, and student and the teacher. persuasion. Public speaking skills will also be honed through a plethora of opportunities, including but not exclusively, debates, Power Point presentations, 26 and oral presentations of student criticisms. ADVANCED LITERARY CRITICISM HONRS. This stage productions of the play, students will be asked course takes the student further into the realm of to consider the interpretive impact of significant critical thinking and writing. In-depth analysis and choices made by the director, actors, and designers; understanding are required. Students are exposed to likewise, students will also be asked to consider what the great writings of the past and present from choices they themselves might have made in those around the world. The student is expected to master same roles. the five paragraph essay as well as the literary Other topics discussed will include the following: research paper. the historical and biographical contexts of Critical Theories: Each student will be asked to be a Shakespeare’s plays and the relevance of those critic of literature by utilizing a variety of genres contexts; the grouping of the plays under various (short story, poetry, novel, drama, essay). Students will labels (History, Comedy, Tragedy, Problem Plays); use their own values to be critics, but they will also be dramatic conventions and techniques used in the challenged to use other critical “lenses” to discuss the plays; and Shakespeare’s impact on our own 21st literature. Within the first week of the first semester, century culture. the students will be introduced to critical theories/lenses, which they will use throughout both ADVANCED PLACEMENT ENGLISH: LANGUAGE semesters of study. AND COMPOSITION Entrance is with an “A” average and recommendation of teacher. This is a INTRODUCTION TO LITERARY CRITICISM. This traditional university-level Freshman Composition course familiarizes the student with the genres of course taught primarily to seniors at Loyola short story, novel, drama, and poetry on a more Blakefield. Occasionally, a very gifted junior is allowed complex and critical level than previously to register for the course. The course emphasizes the experienced. Composition focuses on the writing of writing of essays in various rhetorical modes on the traditional and creative essays, in addition to writing a basis of samples drawn from a variety of fields and research paper of a literary nature. Vocabulary periods. The course employs a good deal of modeling continues to be studied, both from a textbook and – the use of successful essays composed by previous from reading context. Also, each student is required students to provide guidelines for a particular to give a lengthy oral interpretation of a selected assignment. This course prepares the student for the work of literature. Advanced Placement examination, which tests general skills in expository and persuasive writing. All students CREATIVE WRITING HONORS. In this course, who take the course must sit for the examination. students try their hand with the four dominant genres of imaginative writing: poetry, short fiction, drama, ADVANCED PLACEMENT ENGLISH: and creative nonfiction. The course incorporates LITERATURE AND COMPOSITION Entrance is traditional classroom learning around the creative- with an “A” average and recommendation of the writing workshop, which is based upon peer review teacher. This course is designed to help the student and revision. Students first learn workshop prepare for the Advanced Placement Literature methodology and procedure. The four units of study examination. It is designed for the student who is able are divided by quarter. After analyzing major to read and discuss works of literature and is able to representative texts, models, and techniques, students write effectively about the literary techniques then compose their own texts for workshop. demonstrated in the works. During the year the Workshopped texts are collected in a bi-annual, digital student will study several genres. The primary genre, literary magazine. Students are responsible for however, is poetry. At least half of the advanced producion and online publication of the collecion. By placement exam deals with the student’s ability to course’s end, each student will generate a creative- understand and analyze difficult poetry. Of course writing portfolio. Vocabulary work continues besides poetry, novels and dramas will be read. The throughout the year. main focus will always be on the student’s ability to analyze literature independently. It is important that SHAKESPEAREAN LITERATURE: This course will the course remain student-centered as much as examine a group of Shakespeare’s plays in relation to possible. various available film and theater productions. Students will begin each unit by reading a play and considering the text both as a work of literature in its own right and as the blueprint for a theatrical production. Then, having viewed one or more film or 27 sciences will be used to study civilization from early HISTORY AND SOCIAL man through the Egyptian, Greek and Roman eras. SCIENCES Current events are also addressed in this course. THEMES IN AMERICAN HISTORY 07. This course The History/Social Studies Department at Loyola examines the individuals, ideas, and events that have Blakefield endorses Loyola’s mission of intellectual shaped the history of the United States. Special competence by challenging its students to master emphasis is given to the development, structure, and historical content, develop social studies skills, and operation of the federal government and to the hone their analytical abilities. duties of responsible citizenship. The course also To attain our academic objective, an intellectual strives to help students gain a knowledge and agility, we insist upon an accurate grasping of the appreciation of how American history relates to facts: dates, people, and the sequence of events in present day issues. both a linear and a kaleidoscopic perspective. All students are expected to be able to trace main GEOGRAPHY 08. The course is designed to promote historical movements and to be familiar with the most global awareness. Through a variety of activities, outstanding personalities. Our pedagogical aim, to including individual projects, students will examine develop habits of the mind, is fulfilled by working the geographic, political, economic and social toward an understanding of the relationship of causes differences which characterize the global family of and effects, by viewing the sweep of historical trends, nations. Students will develop an understanding of by realizing how events of the past have had their the impact of physical features on societal effects upon the present, by broadening our development. A special emphasis is placed on the understanding of current history through analogies development of map skills. Field trips may be used, with past history, and by recognizing that a knowledge when appropriate, to supplement the overall of history empowers students in the present. curriculum of the course. The Department believes that this approach, practiced in all Department courses, helps lay the WORLD HISTORY: Designed as an introduction to foundation of knowledge and understanding that is the Social Studies, this freshmen course focuses on necessary for future study in the Social Studies as well key social studies skills as well as introducing the key as fosters a deeper understanding of the roles, threads that define major civilizations around the history, culture, economics, politics and religion play world. This course acquaints students with the in today’s world. significant events of the civilization, east and west, from the origins of human civilization through the twentieth PLACEMENT CRITERIA: Honors and Advanced century. Particular attention will be paid to the world Placement (AP) level courses are offered for all since 1945 and contemporary events and problems capable and motivated students who meet the that afflict regions around the world. This survey following criteria: For placement in an AP or Honors course gives students an appreciation for the political, level History/Social Studies Department course, a social and economic conditions that have shaped the student in an Honors or AP level class must receive a modern world and the importance of the B or better in his previous sequential History/Social interrelationships of human societies. Studies course. If a student is in a College Prep level course, a grade of A is required in the previous UNITED STATES HISTORY. This course provides sequential History class. In addition, freshman the student with a chronological survey of the events, wishing to be placed in Advanced Placement US individuals and ideas which combined to shape the History must also take a writing assessment. American nation. A special emphasis is given both to Placement decisions will be made based on a an analysis of the development of a common student’s scores in the third quarter, at the time of American identity and to an examination of the registration for the upcoming year. unique social, political and economic factors which transformed the United States from a small British ANCIENT CIVILIZATIONS 06. This course is colony to its current role as a leader in the family of designed to begin the process of learning a method nations. The scope of this course is from the Era of of historical study. Through a variety of activities, Exploration to the end of World War II. including projects and field trips, students will learn how civilization developed and expanded. Concepts in geography, history, anthropology and other social 28 UNITED STATES HISTORY HONORS. This course ADVANCED PLACEMENT COMPARATIVE uses the survey of American History as the tool to GOVERNMENT AND POLITICS. AP Comparative reinforce historical skills and perspective. There is a Politics introduces the students to the diverse world of heavy emphasis on critical reading, critical writing, political cultures and political institutions. The course research and inquiry, and other skills which are examines fundamental political concepts and global building blocks to success both in high school and issues in a comparative context. Students will analyze, college. Designed to transcend mere factual compare, and contrast the political systems of six core information, the course will choose specific elements countries: Great Britain, Russia, China, Mexico, of American heritage and explore them in depth. Nigeria, and Iran. The course is designed to prepare The scope of this course will be from the Era of the students for the AP Comparative Politics exam. Exploration through the end of the Cold War. AMERICAN EXPERIENCE IN GOVERNMENT AND ADVANCED PLACEMENT UNITED STATES RECENT ISSUES. American Experience is designed HISTORY. As an accredited Advanced Placement to familiarize students with the structure and function course, this offering provides students with a college- of the American government and with the social, level freshman survey of US history from the era of economic and political issues which have shaped exploration through the conclusion of the Cold War. contemporary America since the end of the Second It is designed to prepare students to sit for the World War. Topics include the evolution of the Cold College Advanced Placement United States History War, the Civil Rights Movement, the Korean, Vietnam examination, given each May. The course utilizes a and Gulf Wars, Watergate, Iran-Contra, and America college level text and frequent use of primary since the end of the Cold War. The objectives of the historical documents. It focuses on the skills of course are to assist the student in analyzing his critical reading, argumentative reasoning and writing, political system in a Constitutional and historical and historiography. Homework and writing projects context, and to examine how recent events and are commensurate with the Department’s developments have inexorably altered the structure of expectations of the capabilities of the A.P. student. the American Experience.

ADVANCED PLACEMENT EUROPEAN HISTORY. THE AMERICAN CIVIL WAR: This senior elective Advanced Placement European History is a course course covers the Civil War from the first shots at Fort which students in the 12th grade may elect. This Sumter in 1861 through the surrender of the Army of elective course is based upon concepts introduced in Northern Virginia at Appomattox Courthouse in previous courses and it requires intensive text and 1865. While social and political aspects of the war will non-text reading. The ability to examine historical be covered, the major focus of the course is military evidence and present clear analyses is further history. developed. Students who elect to take this course are expected to sit for the Advanced Placement WORLD WAR II. The World War II course Examination in European History. investigates the causes of, major events within, and short-term, as well as long-term consequences of the ADVANCED PLACEMENT UNITED STATES most globally destructive war in human history. The GOVERNMENT AND POLITICS. Advanced course begins with the immediate aftermath of World Placement Government and Politics is a course open War I and it’s role in creating the conditions in which to students who wish to examine closely the structure both Germany and Japan became susceptible to and operation of the American political system within dictatorial regimes, advocating aggressive expansionist the context of current events. The course requires foreign policies. Examining the major military intensive text and non-text reading, including the campaigns of both the European and Pacific theatres morning paper, classroom blogs, and other on-line and of war, the course then concludes with the fall of Nazi digital classroom resources. Students who elect the Germany and Imperial Japan, the rise of the post-war course are expected to sit for the College Board “Superpowers”, and the birth of the Cold War. Advanced Placement examinations. Homework and writing assignments are commensurate with the NATIVE AMERICAN HISTORY. This course focuses Department’s expectations of students taking upon five themes: Pre-European contact, colonial Advanced Placement courses. interactions, American westward expansion and Indian removal, the Indian Wars, and the modern world of the Native American. Additionally, there are 29 opportunities for students to work on understanding and improving the lives of the contemporary Native MATHEMATICS American through interactive projects. The Mathematics Department at Loyola Blakefield is UNITED STATES HISTORY THROUGH committed to the personal growth of the student in LITERATURE AND FILM. Using the traditional the context of the Ignatian Tradition. We intend that United States History scope and sequence, this course students will develop the integrity and skills to uses American literature and film to extend and continue on at the college level. Our department enrich students’ prior understanding of U.S. history. recognizes individual abilities at all levels, and we Topics of study will include, but are not limited to: expect all students to acquire fundamental math skills Independence and National Period, Civil War and which include critical thinking and technological Reconstruction, expansion west, the growth of big business, industrial labor and urbanization, Civil competence. We want students to acquire skills in Rights issues, and major developments in the 20th respectful collaboration and cooperation and to take century. The course will provide an introduction, responsibility for their own learning. Students will review and contextualization of historical events, eras, also develop an appreciation of mathematics through or themes and use film and literature to provide an understanding of its role in other disciplines and deeper understanding of the historical material. in society. Critical analysis skills, discussion, and heavy writing A Loyola student is expected to become competent skills will be emphasized. While course material may in the study of Algebra and Geometry. A completion include abridged versions of many literary works and of the study of Algebra I, Geometry, Algebra II and films, the full treatment of some books and films will Pre-Calculus is required of all students in the College also be part of the course. Prep Program. The sequence of courses will vary depending on each student’s ninth-grade placement. PRINCIPLES OF ECONOMICS. In this course, All students will take a full-year Geometry course no students practice careful economic reasoning as they later than the 10th grade. analyze formal economies, particular markets, and Honors and AP level placement is determined by the economic behavior of individuals. Furthermore, teacher recommendation and student achievement. the course presents personal, local, national, and In general, a student in an Honors course needs to international issues and events in order to stimulate maintain at least a B average throughout the year to students’ curiosity and to present them an be recommended for a Honors course the following opportunity to learn and practice economic year. A student in a College Prep course must reasoning. Finally, the course prepares students to maintain an A average to be recommended for a make informed decisions about savings, investments, Honors course the following year.. spending, credit, and other matters crucial to Most courses require the student to have a graphing personal finance. Students learn from a variety of calculator. The department uses Texas Instrument formats including the class text, financial daily and periodical publications, guest speakers, group calculators. projects, and peer presentations. ADVANCED MATHEMATICS 6. Students entering INTRODUCTION TO PSYCHOLOGY. This course this course must have an accelerated level of introduces students to the systematic and scientific proficiency in basic mathematical skills and their study of behavior and mental processes through a applications. Students must be able to independently review of the major subfields within psychology. process and reason mathematically. Topics include: a These include the history of psychology, research review of basic skills, real numbers, proportional methodology, perception, consciousness, learning, reasoning, two- and three-dimensional geometry, developmental psychology, personality, abnormal probability, statistics, and the use of variables in psychology, and social psychology. Students will expressions and equations. complete reading assignments (text and other handouts), written assignments (including book MATHEMATICS 6. This course is designed for reports, research paper, etc.), and participate in class students to acquire the advanced computational and discussions. reasoning skills to be successful in future mathematics courses. There is an emphasis on

30 problem solving and applications. Topics include: a trigonometric, exponential, logarithmic and other review of whole numbers, fractions and decimals, inverses). Solving equations, including parametric ratio, proportion, percent, basic geometry, and an equations, equations in polar coordinates and systems introduction to algebraic thinking and skills. of equations will be thoroughly covered. The approach will be graphic, with daily use of the graphing ADVANCED MATHEMATICS 7. Students entering calculator to assist in problem solving, modeling, this course must have demonstrated proficiency in exploring and visualizing the mathematics. The college the Mathematics 6 curriculum. Topics include: a prep course will cover all the material necessary for review and extension of ratio, proportion and success in Calculus. The honors course will begin with percent, geometry, probability, data analysis and topics from discrete mathematics and statistics and rational numbers. This course will also include will cover all the material more rapidly and intensively. elementary algebra topics necessary for success in Algebra I. COLLEGE ALGEBRA AND TRIGONOMETRY. This course is similar to Precalculus, yet focuses more on MATHEMATICS 7. This course is similar in content the Algebra concepts. The student will explore many to Mathematics 7 Advanced, but more opportunity new topics as well as extend those that have been will be given for review and practice of previous studied in previous courses. The goal of this course is mathematics topics. Students successfully completing to help students gain a clear, interesting, and relevant this course may be placed in pre-algebra or Algebra I understanding of the use of Algebra as well as develop with the teacher’s recommendation. an understanding of trigonometry. Many real-world applications of the topics will be studied. PRE-ALGEBRA 8. This course provides a review and reinforcement of middle school mathematics with CALCULUS I. This course is similar to AP Calculus special focus on the tools of algebra. Students will AB but will proceed through the material more make the connection between general mathematics slowly. Students will cover only the basics of topics and algebra. differentiation and integration.

ALGEBRA I AND ALGEBRA I HONORS. This AP CALCULUS AB. This is a college level treatment course is an introduction to sets, number systems and of differential and integral Calculus and analytic their properties, algebraic operations, functions, geometry. It is designed for highly motivated students graphing, formal mathematical structures, and of proven ability in mathematics. The permission of elementary applications. Section placement is the Department Chair is required to enroll in this determined by examination. course. The material is approached from graphical, numerical and analytical points of view. A graphing GEOMETRY AND GEOMETRY HONORS. Students calculator is required. Students are expected to take will be introduced to formal logic and proof, spatial the Calculus AB Advanced Placement Examination. properties and relationships in two and three dimensions. Students will learn by explanation and AP CALCULUS BC. This course is a continuation will learn to make and test conjectures. All students will and enhancement of Calculus I. The course covers all learn to operate the computer to facilitate their learning. of the topics of BC Advanced Placement Calculus not previously covered in Calculus I, including sequences, ALGEBRA II AND ALGEBRA II HONORS. The series, polar and parametric equations and advanced course covers a review of sets, number systems, techniques of integration. Students are expected to graphing, algebraic operations and linear functions. take the Calculus BC Advanced Placement Students will use statistics and modeling to learn the Examination. properties of quadratic, polynomial, exponential and logarithmic functions as well as trigonometric AP STATISTICS. This is a college level treatment of functions and introduction to analytic geometry. A statistics designed to lead to Advanced Placement calculator is required and functions will be analyzed credit. The students will learn to collect and analyze from numerical, graphical and analytical points of view. data, design studies and interpret results. Individual and group projects will be required. Students are PRECALCULUS AND PRECALCULUS HONORS. expected to take the Advanced Placement Statistics Students will focus on algebraic functions of all types (polynomial and rational, and especially 31 Examination. The Math Department recommends Students who complete the three level modern that AP Statistics be taken in addition to, not instead language requirement by the end of grade ten or of, an Algebra-based Math course. eleven are strongly encouraged to continue studying their language at advanced levels through elective ACCOUNTING. The goal of this course is to courses. Doing so will remove or reduce the gap introduce the student to accounting concepts, between their study of modern language in high principles and practices, and the application of school and college. accounting procedures to everyday business Students achieving a grade of “B” or better may, transactions. The course is an elective open to seniors. with departmental approval, take a course in a second modern language. INTRODUCTION TO ENGINEERING. The course will allow students to learn introducory concepts, FRENCH II HONORS. After a thorough review of methods and principles of engineering practice. The French I, students learn to express themselves in the course will focus on using an engineering perspective to view and solve a problem with an integrated passé composé, the imperfect, the future and the approach. Students will be required to design, plan, conditional tenses. They begin to use other more and communicate, while solving problems and complex grammatical structures including: pronouns, considering the ethics and professionalism that would negative expressions, demonstratives and adverbs. be required. Their vocabulary expands to address everyday topics such as school, sports, travel and family. They listen to native speakers on CD and continue their study of MODERN LANGUAGE French culture. The Modern Language Program at Loyola Blakefield FRENCH II. French II begins with a thorough review has been designed to meet the needs of students at of French I. Students learn to express themselves in varying levels of academic ability. Thus, the department the passé composé and the imperfect tenses and begin offers both standard college preparatory courses and to use more complex grammatical structures such as an honors program in modern foreign language. In pronouns, negative expressions, and prepositional both programs, however, the general goals and phrases. They develop a larger vocabulary in order to objectives of the department are to provide for an address familiar topics such as school, family, home, oral/aural comprehension level commensurate with and travel. They listen to native speakers on CD and the student’s ability, to instill a basic mastery continue their study of French culture. of the vocabulary and structure of the language and to cultivate in the student an understanding of and FRENCH III HONORS. In this course, students appreciation for the cultures of the people who speak expand their ability to use French verbs by learning the language. The department views communication the subjunctive mood and other compound tenses: in an oral and written form in the modern foreign the pluperfect, the future perfect and the past language as its ultimate goal. conditional. Vocabulary themes include: school, the Loyola Blakefield requires its students to complete workplace and emotions. Students will notice a three levels of the same modern foreign language. As greater emphasis placed on reading than before with Loyola’s middle school students complete level one the introduction of the novel, Le Petit Prince and over the course of the seventh and eighth grades, selections of poetry, plays and short stories. Students they are required to complete at least two additional will continue their listening exercises at a more levels in grades nine and ten. All incoming students advanced level and will recite passages of prose and who have studied a foreign language at other schools poetry. are given the opportunity to take a placement test. As a result of their achievement on this placement test, FRENCH III. In this course, students expand their some students may need to begin their study of a ability to use French verbs by learning the future, the foreign language at Loyola’s level one. Others may be conditional and the subjunctive. They will increase admitted into the second level of their language and their vocabulary so as to be able to address most thus would be required to complete only levels two familiar situations. They will be given greater and three. opportunities to read and to write and will continue their study of French culture to include other parts of 32 the French-speaking world. FRENCH IV/IV HONORS. This course is designed short fictional works and the occasional magazine or to apply all the skills learned during the first three newspaper article. years. Students will engage in a thorough review of French grammar and will read selections from plays, GERMAN III HONORS. Major grammar points of poetry, newspapers, short stories, and also read the previous levels are reviewed and reinforced as novel Au Revoir les Enfants as well as view the film. needed. The use of passive voice and subjunctive They will engage in listening exercises with native mood is included. Situational drills and group work speakers recorded on CDs and tape and will involve students in applying newly acquired transcribe song lyrics from CDs of the great French vocabulary and grammar. Readings, including a short singers Edith Piaf, Jacques Brel and Charles mystery novel and occasional magazine and Aznavour. French culture will be thoroughly newspaper articles, provide contemporary themes for integrated in the course. discussion and written work.

In all German courses, listening comprehension is developed GERMAN IV/IV HONORS. In this course the four through the use of CD’s, cassettes and/or videos. Writing skills language skills are developed on an advanced level. are developed through the use of workbooks accompanying the Original themes are assigned to be written on a texts. specific topic and require certain grammar and vocabulary words which have been prepared in GERMAN I/I HONORS. German I begins with a advance. Grammar points which emerge as quick-paced audio-lingual-visual program introducing problematic in written themes are re-addressed and students to the pronunciation and basic vocabulary fine points are stressed. Attention is given to and structures of the language. Recorded lessons idiomatic expressions. Students read a full-length focus on the activities of young people in various drama and this serves both as a topic for discussion cultural situations. Situational drills develop students’ and as the theme of some written essays. Additional ability to discuss these topics in speech and writing readings are taken from anthologies and newspapers and to express their own ideas and opinions in good and magazines. Students have access to the internet contemporary German. in retrieving information on current events. Recorded passages on CD, cassette or video increase GERMAN II. After a brief review of the first level listening comprehension skills. Students speak to the material, new vocabulary and grammar points are class about daily routines and recent experiences or taught. These elements are stressed in conversation describe the story portrayed in a series of pictures. and short writing assignments. Readings and Seniors enrolled in this course may, with the discussions reinforce contemporary German and recommendation of the instructor, take the German engage the students in applying new grammar Language Advanced Placement Examination. structures. AP GERMAN LANGUAGE. This course prepares GERMAN II HONORS. A thorough review of level students for the successful completion of the German one precedes treatment of new vocabulary and Language Advanced Placement Examination. It is a grammar on an intermediate level. New grammatical logical continuation of the four-skills approach concepts include use of mixed prepositions, the outlined in the description of the German IV Honors simple past tense, subordinate clauses and adjective class above. Each skill is honed to a higher degree, endings. Students apply the new vocabulary and with the expectation that students will gradually grammar while working in pairs or small groups. incorporate an ever wider variety of grammatical Writing skills are developed through use of the forms, vocabulary and idiomatic expressions in their workbook accompanying the text. speaking and writing, Qualified students read a novel during the summer preceding the course and at least GERMAN III. At the beginning of this course, one full-length drama during the course. Ample students review major elements of the first two levels- opportunities are provided for oral expression in the cases of nouns, verb tenses and word order. class and for written themes both in and outside of Additional grammar structures are learned and class time. reinforced in conversation. Basic vocabulary is extended through the reading and discussion of 33 SPANISH I / SPANISH I HONORS. history and culture of the Spanish-speaking world, In these courses, students begin to develop the four which includes an introduction to reading and basic skills of language acquisition: listening, analyzing prose and poetry. The four language skills speaking, reading and writing. Students are of reading, writing, listening, and speaking assume introduced to basic vocabulary and grammatical increased importance. This class in conducted almost structures and are able, in a limited way, to express entirely in Spanish. themselves orally and in writing in the present tense. Aspects of the cultures of the Spanish-speaking world SPANISH III. Spanish III is a continuation and will be presented. Performance-based activities and refinement of Spanish II. Students learn to express assessments will be integrated into the program, themselves in the remaining simple tenses and by which has as its goal the development of using more complex grammatical structures. Their communicative competence. vocabulary continues to expand to permit increased mastery of the four skills. They continue their study SPANISH II HONORS of culture of the Spanish-speaking world. After a thorough review of Spanish I, students will learn to express themselves in the preterite, SPANISH IV HONORS. This course is designed to imperfect, present and past perfects, the imperatives apply all the skills learned during the first three years. and the simple future. They begin to use more Students will review the grammar and learn some complex grammatical structures including pronouns, more advanced grammatical topics. A greater negative expressions, comparisons of adjectives, emphasis will be placed on reading, as students will demonstratives and adverbs. Their vocabulary read a novel, poetry, short stories, excerpts from plays expands to address a wider variety of topics including and newspaper articles. They will use the Internet to jobs, travel, food, shopping, and weather. The use of keep informed about current events in the Spanish- CDs and videos gives students the opportunity to speaking world. They will continue to develop their listen to the speech of native speakers. Students are ability to express themselves in speech and in writing given increased opportunities to practice their writing and will develop greater ability to understand the and speaking skills using performance-based and speech of native speakers. This class is conducted communicative-based activities and assessments and entirely in Spanish. they continue to learn more about culture in the Spanish-speaking world. SPANISH IV. Spanish IV is the continuation of Spanish III. After a thorough grammatical review, SPANISH II . Spanish II begins with thorough review more advanced topics are introduced. In Spanish IV, of Spanish I. Students learn to express themselves in students continue to develop each of the four skills the preterite and imperfect tenses and begin to use toward achieving the goal of increased ability to more complex grammatical structures. They develop communicate. Students are exposed to a greater a larger vocabulary to address familiar topics such as variety of reading assignments which include: dialogs, jobs, traveling, foods, the weekend, and social cultural essays, and newspaper articles. They will situations. They listen to native speakers on CDs and continue to develop listening skills by frequent use of continue their study of the cultures of the Spanish- CDs and videos. This class in conducted entirely in speaking world. Performance-based activities and Spanish. assessments will be integrated into the program. AP SPANISH LANGUAGE. AP Spanish Language is SPANISH III HONORS. Spanish III Honors offers the equivalent of a “Spanish Composition and students the opportunity to synthesize the Conversation” class, which is typically taken in the grammatical and lexical concepts taught in previous fifth semester of collegiate language studies. The years. As such, they expand their ability to course is designed to help students achieve a high communicate in both written and spoken forms. level of proficiency in the areas of reading, writing, Grammar taught in previous years is reviewed listening, and speaking. By succeeding in this, the thoroughly with a special emphasis on the subtleties students will be prepared for the Advanced of the language. Students continue their study of the Placement Examination in Spanish Language, which is administered in May. In addition to reviewing and 34 refining subtle grammar points and increasing their LOYOLA UPPER SCHOOL CONCERT BAND. The vocabulary, students will practice their listening skills Loyola Concert Band is designed to provide the student by exposure to the speech of native speakers. They with a top quality music ensemble experience. The will narrate stories and speak about complex and Concert Band will perform music in a variety of advanced themes such as those found on the classical and popular styles and perform numerous examination. They will read various genres including concerts each year both at Loyola and in the novels, plays, poems, essays, song lyrics, and surrounding area. The major emphasis of this course newspaper articles. They will write often and on a will be the mastery of the technical and artistic skills variety of themes so as to be able to form cogent and necessary to perform classical and popular music sophisticated essays. This class is conducted entirely effectively in a classically based ensemble. Students in Spanish. may sign up for Concert Band as a year course only, and the course may be repeated for credit each year as the student progresses. Admission is by audition. It is always strongly advised that all ensemble members PERFORMING ARTS continue private lessons on their own from specialists The Performing Arts Department enables students to on their instruments in addition to their have a well-rounded academic experience at Loyola participation in the ensemble. One credit course. Blakefield. Through empirical learning techniques and a discipline-based curriculum, a student LOYOLA JAZZ COMBO. The Loyola Jazz Combo class experiences the arts as a form of personal expression is designed to provide advanced instrumental as shaped by cultural, social, and spiritual influences. students with an opportunity to create their own jazz nd (3) the history of music. The combo arrangements, improvise through chord LOYOLA JAZZ ENSEMBLE. The Loyola Jazz Ensemble changes, and perform in a variety of jazz styles in a is designed to provide the student with a top quality jazz combo setting. Students taking the course will jazz ensemble experience. The ensemble will perform perform in numerous concerts throughout the music in a variety of jazz and popular styles and hold school year – both at Loyola and in the surrounding numerous concerts throughout the school year — Baltimore/Washington area. Students may sign up both at Loyola and in the surrounding for Loyola Jazz Combo as a year course only, and the Baltimore/Washington area. Students in the ensemble course may be repeated for credit each year as the will perform music from jazz charts, learn and expand student progresses. Admission is by audition, and their skills in the art of improvisation and (in selected participation by brass, woodwind, and percussion cases) develop their talents in composing and arranging . players in the Loyola Concert Band is required. One- The goal of the Loyola Blakefield Jazz Ensemble is to half credit. assist each student in further developing his technical and artistic skills and abilities in music and to provide LOYOLA MIDDLE SCHOOL CONCERT BAND. The a setting in which each student will be able to further Loyola Middle School Concert Band is designed to assist develop his musicianship, professionalism and sense each student in the further development of the of responsibility. Students may sign up for Jazz fundamental skills necessary to play effectively on a Ensemble as a year course only, and the course may be musical instrument. To accomplish this, the course repeated for credit each year as the student concentrates on the development of effective tone progresses. Admission is by audition, and production, intonation, fingering and articulation participation by brass and woodwind players in the skills. Students may sign up for the Loyola Instrumental Loyola Concert Band is required. It is always strongly Music Class as a year course only, and the course may advised that all ensemble members continue private be repeated for credit each year as the student lessons on their own from specialists on their progresses. Admission on request. It is always strongly encouraged that all members of this class continue instruments in addition to their participation in the private lessons on their own from specialists on their ensemble. One credit course. instruments in addition to their participation in this course. One-half credit course. 35 BLAKEFIELD CHORUS. The Blakefield Chorus an appreciation of the lifelong value of fitness provides the student of choral music with the through personalized physical education activities. opportunity to refine his singing skills within the 3. To develop through purposeful physical context of a quality ensemble. This course will education experience a more positive self- include components in music theory, music history, concept, appropriate social and emotional voice pedagogy, and numerous performance behavior, self direction, and an appreciation for opportunities during the school year. Students are individual differences. admitted by audition only. One credit course. Physical education is required of all students sixth through eleventh grade. 7th and 8th CHORUS. This course provides students The sixth grade meets six times per six day cycle for the opportunity to develop their singing skills within physical education. This program integrates the context of a quality ensemble. Along with the traditional skill development in a wide variety of sports Blakefield Chorus, numerous concerts are presented followed by scrimmage games in which all the boys during the school year and include opportunities to sing participate. at school functions. Admission to this course is by Seventh and eighth graders students meet three audition only. times per six day cycle. Their program is mainly skill development in team sports with an introduction to 6th GRADE CHORUS and DRAMA All sixth graders lifetime sports. not in the middle school band take these courses The ninth graders meet three times per six day which are team taught. In chorus, students rehearse a cycle for the entire school year. Their curriculum is varied repertoire of choral music and learn basic based on team sports with an introduction to the musical concepts. In drama, students develop an lifetime sports of tennis, golf, swimming, and weight appreciation and understanding of historical and training. Included in the ninth grade curriculum is a cultural samples of theatre. Middle School Chorus health unit which covers alcohol and other drug and Drama culminates in a performance activity at awareness, physical fitness, nutrition, and wellness. the end of each semester. The tenth grade students meet three times per six day cycle with an emphasis and review of team sports 7th and 8th GRADE DRAMA and STAGECRAFT with a higher concentration on lifetime sports. This is Middle School Stagecraft is offered to seventh and a required course unless an exemption is granted by eighth graders and focuses on the principles of the Assistant Principal. technical theatre such as scene design, set There is a physical activity requirement for all construction, sound, and lighting. Students juniors. This requirement can be fulfilled by participate in varied activities in class ranging from participating on an interscholastic sports team, mechanical drawing, model building, critical participating in two intramural seasons, or developing thinking, problem solving, script analysis, an individual fitness plan with fitness center director, memorization of terms and vocabulary, and Mr. Baker. Juniors receive a form in September to opportunities to learn through experience. indicate their intention to fulfill the requirement.

PHYSICAL EDUCATION RELIGIOUS STUDIES

PROGRAM GOALS: RELIGIOUS STUDIES 06: “THE CREED” This 1. T o develop physical skills and to acquire course begins a student’s “journey” into a better knowledge of an appreciation for efficient and understanding of faith as a response to the divine revelation of God. In this course, students focus on creative movement through participation in a the creed or what we believe as a people of faith sequential program of varied activities. following in the tradition of Sacred Scripture, 2. To develop an acceptable level of fitness, an Apostolic Tradition, and the model of Jesus Christ. understanding of the components of fitness and Students are invited to share, in prayer experiences, 36 group activities, and individual activities, their RELIGIOUS STUDIES 10: “PATH THROUGH understanding of the message of God. Who am I? SCRIPTURE” This course engages students at their What do I believe? What do others believe? These level of faith and morality as it offers them basic skills questions are the principle factors for our students for the intelligent interpretation of the Bible, which is and the foundation for our curriculum. This course covered in its entirety. Students become skilled in also gives our new students an introduction to St. accessing and consulting the Scriptures, understanding Ignatius, the founder of the Jesuits. basic historical and other contextual tools of interpretation, recognizing the great biblical RELIGIOUS STUDIES 07: “THE NEW TESTAMENT” metaphors that speak to our faith journey, identifying This course provides the student with the opportunity the scriptural roots of Catholic social teaching, and to encounter the person of Christ in the New learning to pray and meditate with scriptures. Testament, studied within the overall context of God’s revelation in both Scripture and Sacred Tradition. It RELIGIOUS STUDIES 11 ELECTIVES: “THE moves from an examination of the nature of Scripture QUEST FOR THE DIVINE” This junior elective itself into a study of Jesus’ life, death and resurrection course offers students a chance to examine some of and of the community which bears His name. the crucial questions confronting man and his quest Ultimately, it invites the student to embrace his own to understand or experience the Divine. The Christian identity, rooted in the Jesus of the New questions and concepts presented allow the student to Testament, proclaimed fully and faithfully in the heart further develop his personal belief system. In the of the Church throughout all time. context of their life at Loyola, including academic, social, extra-curricular and personal endeavors, RELIGIOUS STUDIES 08: “CHURCH HISTORY” students are given an opportunity to assimilate their Beginning with the apostolic age and the age of views concerning God. Step-by-step, students consider persecution, students are introduced to the the essential questions concerning the existence of accomplishments of men and women of faith God, the nature of God, and a personal relationship throughout the centuries. The successes and with God. Students have the opportunity to read, difficulties that the Church has faced, both within and write, and articulate their thoughts and beliefs about without, are studied, but always with a view to help our students of today face the challenges of their own God. time. Our students share in prayer experiences and individual and communal service projects that enable RELIGIOUS STUDIES 11 ELECTIVES: them to experience a clearer identity of themselves as “INTRODUCTION TO PHILOSOPHY” This Junor well as enrich the Church through their faith and elective investigates the classic areas of philosophic service. thought. The nature of philosophy is about inquiry, and students are challenged to examine certain areas RELIGIOUS STUDIES 09: “MORALITY” As part of of philosophy. The classroom should become a place the student’s religious journey and human where students are able to ask and answer one development, this course is designed to help students another’s questions. This course attempts to allow understand the importance of making healthy moral basic philosophic thought to be accessible to the high choices. Students are introduced to a model of moral school thinker. This study includes exposure to the decision-making that recognizes them as created by greatest thinkers in the history of human thought. and in relationship with God and others. As The ultimate goal is to enhance the student’s journey adolescence is a period of dramatic changes, towards faith development through an expansion of questions concerning this important time will be his worldview. discussed. Jesus and St. Ignatius of Loyola, in particular, are studied as central models for the moral RELIGIOUS STUDIES 11 ELECTIVES: “CATHOLIC dimension of a life of faith. Students are challenged to SOCIAL THOUGHT ” This course looks at the evaluate the moral goodness of their own decisions dimensions of our world that are often avoided or left and beliefs as well as the moral goodness of the world hidden away. Essentially, seven principles of Catholic in which they operate. teaching will address morality-related issues that

37 concern us all, problems related to justice and peace, communal ethics (bioethics, abortion, business ethics, with a view of bringing out the challenging quality of war). the message of Jesus for our time. As students become familiar with the social teaching of the Catholic RELIGIOUS STUDIES 12 ELECTIVES: “IGNATIAN Church, they learn of the many injustices that frame SPIRITUALITY ” This course investigates the history peoples’ lives globally. This process of reflection allows of the Society of Jesus and Ignatian Spirituality. for the genuine application of the principles for doing Ignatian tradition will be discussed and examined justice and conflict resolution, thus leading to an through the contributions of the Jesuits in areas such effective contribution toward world peace. as the arts, the sciences, education, and history. Different perspectives will be offered through a variety RELIGIOUS STUDIES 12 ELECTIVES: “WORLD of guest lecturers. Students will be invited to an RELIGIONS” A brief scanning of the daily news experience in the Spiritual Exercises of St. Ignatius. headlines demonstrates the fact that we live in a This is a unique opportunity to expand and challenge global village in which religion holds an ever- a student’s personal faith development. increasing importance. Not only at the level of international affairs, but also at the very local and RELIGIOUS STUDIES 12 ELECTIVES: “THE interpersonal level, we encounter more and more SPIRITUALITY OF COMPETITION” When you play persons who hold religious beliefs different from our touch football with your friends or watch the Dons own. Understanding these religions is a crucial factor play on Hargaden Field or go to a Raven’s game are in establishing and maintaining the peace and you participating in a Religious Ritual? You are, and harmony so necessary for life on our planet in the 21 st you may never have realized it. The fact that you love century and beyond. This course equips the student it so much is a hint that something special is going on. with a knowledge of several major world religions, So why are sports a Religious experience? They are including Hinduism, Buddhism, Confucianism, Religious experiences partly because of the wonderful Taoism, Judaism, Islam and Christianity. It provides an virtues being celebrated whenever you give yourself to insight into the very nature of religious traditions, a game. Virtues such as, beauty, excellence, including a thorough examination of those religious imagination, intelligence, teamwork, and discipline questions which are ultimately human questions (eg. are all present when sport is at its best. These virtues What is the human condition and how do we are the things we are meant to live by, the things that transcend it, attaining “salvation”? What is our are meant to grow in our souls. Playing sports can destiny? What is the nature of the world? What is help to make them thrive within us. This course will ultimate Reality and how is it revealed?). Further, this explore how and why this takes place, i.e., why a course treats the common dimensions of religion (eg. transformation of virtue and joy takes place within us Experiential, mythic, doctrinal, ethical, ritual, social whenever we are, “lost in the game.” and material). RELIGIOUS STUDIES 12 ELECTIVES: SCIENCE “UNDERSTANDING OUR ETHICAL DECISIONS” The focus of this course is two-fold. The first is to The ultimate goal of the science curriculum is for all assist, challenge and support the student in his students to become scientifically literate citizens who struggle for living in light of the Gospel. The second are aware of their moral and social responsibilities is to equip students with a systematic approach to about the use of science in a just society. To that end, making ethical decisions. To this end, there is a heavy students are provided opportunities to develop understanding about scientific theories and apply this emphasis on several areas, including: the process of understanding to scientific problems. They also utilize self-discovery, the philosophical genesis of Ethics the skills of the scientist in laboratory investigation (Aristotle, Plato, and Kant, among others), the while considering the ethical dilemmas associated with investigation into the nature of human beings (good the application of science. vs. evil), the nature of sin and the discussion of the Middle school students take a course in science development of one’s conscience in both personal each year. In the high school, three laboratory science (sexual ethics, drugs & alcohol use, life-choices) and courses are required before graduation. This 38 coursework begins with Biology followed by Chemistry g. Scored in the 80th percentile or better on the and then Physics. Advanced Placement and upper 9th grade placement test. level science electives are also offered. c. Scored in the 80th percentile or better on middle school standardized tests. GRADE SIX SCIENCE. The primary focus of sixth Any student who does not meet these criteria may grade science is to introduce the study of earth still earn placement in Honors Biology by taking an science. The major themes of focus are the Earth’s Honors Biology Placement Test and scoring a grade Geology, Oceanography, Meteorology, and of 70% or better on both an objective test of science Astronomy. Application of real life experiences are an knowledge and skills. In addition, prospective essential part of the learning process. students must demonstrate competency in their ability to utilize higher order thinking skills in science GRADE SEVEN SCIENCE. The primary focus of by scoring a grade of 70% or better on a short answer seventh grade science is the study and understanding portion of the placement test. There is no test-in of Life Science. Numerous methods are used, option for Advanced Honors Biology. including identifying and organizing various life forms, their functions and their interactions. Problem- CHEMISTRY I. College Preparatory Chemistry is solving skills are utilized in every aspect of learning. open to sophomores who have completed Biology and Basic Algebra. An honors level of this course is also GRADE EIGHT SCIENCE. Eight grade science offered. Placement into Chemistry I Honors is based integrates previously learned skills and revisits basic on performance in completed math and science knowledge of Earth and Life Science from the prior courses as well as teacher recommendation. Chemistry years of middle school. Numerous new concepts are explores the fundamental principles relating to the also introduced with the primary focus on Physical structure, composition and interaction of matter. Science. This study includes, but is not limited to, Through laboratory activities and projects students see matter, motion, forces, energy and machines. The that Chemistry is a dynamic science. The connections study of human genetics will be the final unit in of chemistry to the world, especially the environment, preparation for ninth grade Biology. medicine, business, industry and the arts, is presented and supported. The ultimate focus of this course is to BIOLOGY I . General Biology is open to freshmen. show the need to keep a delicate balance between the An honors level and an advanced honors level of this tensions existing in the world; of utilization and course are offered. Placement into Biology I Honors replacement of resources; of creation and destruction. or a Biology I Advanced Honors is based on the Honors Chemistry: Students must have: student’s application record and teacher a. Earned a first semester and third quarter grade recommendation. In Biology, laboratory work is an of A- in Advanced Honors Biology or Honors integral part of the program. This course focuses on Biology. the characteristics of living things. Topics include the b. Earned a first semester and third quarter grade chemical building blocks of life, cellular organization, of A in Honors Algebra I or a grade of B in energy transformations, cellular reproduction, Honors geometry or Honors Algebra II. genetics, and evolution. Ecology, anatomy, and c. Earned a grade of A on midterm examinations in systematics may also be included. either Advanced Honors Biology or Honors Course work stresses the sanctity of life and aims to Biology and Algebra I or a grade of B in Honors develop an appreciation in the student for the natural Geometry or Honors Algebra II. world. Any student who does not meet these criteria may Advanced Honors Biology: Students must have: still earn placement in Honors Chemistry by taking a. Earned a consistent grade of A in 8th grade an Honors Chemistry Placement Test administered science during final exams. A grade of 70% or better on this b. Scored in the 90th percentile or better on the test earns placement in Honors Chemistry. 9th grade placement test. c. Scored in the 90th percentile or better on PHYSICS. College Preparatory Physics is open to middle school standardized tests. students who have completed Chemistry and Basic Honors Biology: Students must have: Geometry. Three levels of Physics are offered: a. Earned a grade of C+ or better in middle school Conceptual Physics, College Preparatory Physics and science. 39 Physics Honors. Placement into one of these levels is science courses. Approval to enroll in an AP course based on performance in completed math and must be obtained from the student's current science science courses as well as teacher recommendation. teacher and/or the chairperson of the science The Physics program strikes a balance between department. emphasizing the principles and concepts of physics Advanced Placement Chemistry: Students must and the solution of problems encountered in everyday have: life involving physics. Laboratory experiences serve as a. Earned a grade of A in both Honors Chemistry models for these concepts and examples of real life and Honors Algebra II. situations. Students are challenged to apply these b. Earned a grade of A on both mid-term and final physics principles by constructing devices to use in exams in both Honors Chemistry and honors their physics Olympics competitions. Algebra II. Honors Physics: This class is open to a limited The AP Chemistry curriculum is extremely content- number of students. To be eligible to apply for intensive. Therefore, a prospective student must meet admission to this class, a student must have: with the AP Chemistry teacher in the Spring of the a. Earned a grade of A- or better in Honors school year prior to enrolling in the course and be Geometry or Honors Algebra II, willing to complete the first four chapters in the AP b. Earned a grade of A- or better in Honors Chemistry book by himself over the summer prior to Chemistry, gaining admittance to the AP Chemistry course. c. Received a score above 60 on their PSAT Test. College Preparatory Physics: To be eligible to apply MARINE SCIENCE. This is an elective course in for admission to this class, a student must have: which students study the origin and composition of a. Earned a grade of C- or better in their previous the world’s Oceans. The chemical, physical and math course biological aspects of marine and estuarine ecosystems b. Earned a grade of C- or better in a Chemistry are studied. The students study and reflect on man’s course use and abuse of aquatic systems. Students evaluate c. Received a score above 40 on their PSAT test both past and present approaches to the preservation Conceptual Physics: This class is open to a limited of aquatic resources. Furthermore, students are number of students. To be eligible to apply for encouraged to develop future models. admission a student must have: a. Earned a grade of B or less in their previous math BIOTECHNOLOGY/FORENSIC SCIENCE. This is class an elective course that addresses the applications of b. Earned a grade of B or less in College molecular biology to life in the 21st century. The field Preparatory Chemistry of biotechnology is rapidly revolutionizing life science c. Received a score below 45 on their PSAT test. education. Topics to be addressed are the Human If students meet only TWO of the criteria for a Genome, Evolution, Forensics, genetically modified particular course, they may obtain placement by organisms, cloning, genetic screening, gene therapy, recommendation of their Chemistry teacher. and bioethics. There is heavy emphasis on laboratory techniques and procedures. AP SCIENCE COURSES. For students desiring a more intensive study of core subjects in the science curriculum, AP level courses are offered in Biology, Environmental Science, Chemistry and Physics. One VISUAL ARTS primary component of each AP course is to prepare students for the corresponding National AP A student of the Visual Arts, through studio Examination offered by the College Board each May. experience and the study of art history, develops an High achievement on this exam may allow students to understanding of art as a form of personal expression enroll in an accelerated or advanced course at their as shaped by cultural, social and spiritual influences. respective college or university. To be eligible for 6th, 7th, & 8th GRADE ART STUDIO. These courses these courses, students must demonstrate above are designed to allow students to explore a variety of average work in mathematics and the introductory art media in a studio setting. While classes are generally “hands on”, slides, films and the study of art

40 history are also included. Goals include individual ADVANCED DRAWING II. This studio course is expression, creative exploration and personal sense of designed for seniors who have successfully completed accomplishment. Advanced Drawing I and are serious about furthering their drawing portfolio. Independent drawing projects ART I. A studio course required of all freshmen that involving a variety of mediums will be routinely aims to introduce ideas about art and to explore critiqued and evaluated by the instructor as well as self creativity through a series of two and three evaluations by the students. Journals will be kept for dimensional exercises and projects. Full year, three this class and will include written reviews of gallery meetings per cycle. shows. The students will assemble an end of year show featuring their work. HISTORY OF ART. This is a 1/2 credit course required of all juniors. The survey course covers the PHOTOGRAPHY I. Students taking Photography I major periods and movements in the history of visual will use both analog and digital photographic arts, encompassing Pre-historic through technologies. All students will learn how to shoot with an analog 35mm camera; how to develop film; and Contemporary times with emphasis on the principal how to print negatives in the darkroom. The course monuments and accomplishments of World Art. will also include digital photo manipulation using the HISTORY OF MUSIC. The History of Music course software application, Photoshop. By studying and utilizing various technical and aesthetic approaches to is designed to provide the student with a solid photographic composition, as well as viewing work by foundation for understanding, appreciation and well-known fine art photographers, students will begin enjoying music from the earliest times through to develop a unique style of their own. modern day. The course consists of three interrelated Prerequisite: Art 1 aspects: (1) the elements of music; (2) the aesthetics of music; and (3) the history of music. The ADVANCED PHOTOGRAPHY I. Advanced development of student proficiency in each of these Photography is open to all students who have taken aspects represents the goal of the course. This course Photography I. The Advanced Photography class is required of all juniors. further develops the photographic styles established in While a student usually completes the History of Art and the previous year of Photography. New, alternative History of Music requirement in eleventh grade, they may be approaches to photography are introduced, including deferred to the following year if he carries 7 other approved large format cameras, printing on fabric, and digital credits. manipulation of film. During the course, students will develop a greater conceptual understanding of the DRAWING I. This is an elective course open to photographic medium. Students will also explore new sophomores, juniors, and seniors. The first semester ways of physically realizing photographic concepts. At will be a sequence of exercises and projects leading the end of the course, each student will have a strong, the student to a more sensitive perception and the well-designed portfolio, which can be presented to ability to draw “realistically.” The second semester will explore a variety of drawing media and expand the ADVANCED PHOTOGRAPHY II. Students create, student’s personal creative abilities. explore, and execute personally designed photography projects that will further develop ADVANCED DRAWING. Advanced drawing is a one individuals’ portfolios. The course combines credit course meeting every day and is open to Juniors conceptual and aesthetic theory of photography with and Seniors who have successfully completed Drawing advanced technical ability. Throughout the year, I. The course is designed as an extension of Drawing I students will actively assist, critique, and collaborate with a focus on fostering independence and creative with the Advanced Photography I class. At the learning. The students will explore various drawing culmination of the class, students will publicly present techniques and mixed media, participate in a significantly developed work. discussions and critiques and assemble a portfolio. Exposure to art exhibits will be ongoing.

41 DIGITAL MEDIA I. In this class, students explore a ADVANCED PAINTING. Advanced Painting is a one number of disciplines within the realm of Digital credit course meeting every day and is open to Juniors Media. Units of focus include grapic design, video and Seniors who have successfully completed Painting production, audio composition, photo manipulation, I. The course is designed as an extension of Painting I and web design. Students will work with an extensive with a focus on fostering independence and creative range of professional digital media software, such as learning. The students will actively pursue the various Photoshop, Illustrator, Dreamweaver, Final Cut Pro, painting mediums both in and around the studio, and GarageBand. Prerequisite: Art 1 participate in discussions and critiques and assemble a portfolio. Exposure to art exhibits will be ongoing. ADVANCED DIGITAL MEDIA. Expanding on the technical and conceptual knowledge gained in Digital ADVANCED PAINTING II. This studio course is Media I, students enrolled in the advanced level of designed for seniors who have successfully completed Digital Media will begin to develop personally Advanced Painting I and are serious about furthering designed projects. Students will create a portfolio their painting portfolio. Independent painting highlighting their individual interests within digital projects involving a variety of mediums will be media. Previous student projects have included routinely critiqued and evaluated by the instructor as interative video installations, audio/music recordings, well as self evaluations by the students. Journals will be comic book design and production, website kept for this class and will include written reviews of development, and film production. gallery shows. The students will assemble an end of Prerequisite: Digital Media I year show featuring their work.

ADVANCED DIGITAL MEDIA II. Students create, ARCHITECTURAL DESIGN I. This course for explore, and execute personally designed digital Seniors will provide opportunities for students to media projects that will further develop individuals’ explore and enhance their three-dimensional design portfolios. The course combines conceptual and skills through a series of progressively complex aesthetic theory of digital media with advanced sculptural and architectural design projects. Through technical ability. Media ranges from graphic design to design, drawing and model building, the student will video editing, sound production to interactive build an understanding of the architectural design programming. At the culmination of the class, process and its related disciplines of construction, students will publicly present a significantly developed engineering and interior and urban design. The work. experience of creating a design portfolio will help the student to improve drawing, observational, problem FILM STUDY. An elective for Seniors, Film Study solving and organizational skills. students will experience a broad range of films from around the world and through discussion and reading All students are expected to supply the basic materials for will explore the aesthetics, history and technical Fine Art classes, such as pencils, clay tools, etc., many of developments of this powerful 20th century art form. which can be purchased inexpensively from the department. Advanced students may be required to make more extensive PAINTING I. This is an elective course open to purchases depending upon personal choice and the level of sophomores, juniors, and seniors and investigates the the course. art of painting through projects and exercises Each student in the Photography classes must have either a allowing individual interpretation and expression. 35mm or 120mm camera with adjustable F/stop and shutter Students will learn a variety of techniques and skills and either a built-in or hand-held light meter. Students will including watercolor, preparing canvas for painting supply their own film and photo-paper as needed. Film and and painting with acrylic. Ongoing dialogue and paper chemicals and darkroom facilities are provided by the regular critiques will help the student develop an department. understanding of the medium.

42 Student Services

Loyola Blakefield offers students services and opportunities for growth beyond their classroom CAMPUS MINISTRY experience. While recognizing that students’ personal and The Campus Ministry Team at Loyola, comprising the religious growth is a responsibility shared with Director of Campus Ministry and the School parents, Loyola Blakefield accepts a responsibility to Chaplain, is concerned with the spiritual formation assist in each student’s development. and needs of the entire Blakefield Community of students, faculty, parents and alumni. Deeply grounded in the Roman Catholic tradition, all IGNATIAN SERVICE programs offered seek to foster the personal spiritual growth of each constituency, respecting the various Loyola Blakefield’s Ignatian Service Program gives faith traditions represented within the Loyola students the opportunity to become more open to Blakefield Community. growth and committed to doing justice as they attempt During the school year all students are expected to to deepen their love for the human family. Service participate in all school-wide and class liturgies and in experiences offer students the chance to learn about a Day of Retreat arranged for each class. In an effort some of the perplexing problems and conditions of to create an atmosphere conducive to personal contemporary society. A student’s faith is often spiritual growth, Campus Ministry provides for the enriched as he responds to these problems and regular celebration of the Eucharist at 7:20 a.m. on contradictions. Students can also realize that faith school days, other school-wide liturgies and services, requires a social responsibility and constructive class and team Masses, as well as opportunities for the action. Sacrament of Reconciliation. Ignatian Service is an integral part of the Jesuit educational experience and is sewn into the fabric of our curricula. All students participate in year-round GUIDANCE , C OUNSELING service opportunities, which may include individual, class and school-wide projects, as well as senior AND ADVISEMENT summer service trips. All Loyola students, with the The Guidance Department shares with parents and exception of seniors, are expected to participate in with other departments and offices of the school their designated yearlong class project. Each senior responsibility in three areas of the student’s life: the completes a 40-hour individual senior service Academic, the Personal and the College-Career. In commitment that begins midway through the addition, the Department coordinates a program of student’s junior year. As this is a graduation testing. requirement, seniors choose their own project and are Counselors are available to help students eliminate expected to complete the project by a predetermined or compensate for problems that stand in the way of date in the first week of May. Senior service involves their doing their best. Counselors meet with students both supervised service work and guided theological individually and in groups throughout the school reflection. year. The department provides a variety of programs Loyola’s service experiences give students the to help the students make sound decisions about a opportunity to respond to the needs of the less variety of issues and problems which impact health fortunate members of society and to contribute to and the development of personality, character and alleviating social injustice. Students interact with integrity. Finally, the department provides students people who have had life experiences that are with information about colleges and careers. A different from their own. Reflection on their counselor is available to help each student with the experiences helps students to discover their feelings task of selecting and applying to college. about themselves and the people they encounter as Counselors visit classes throughout the year. Topics they serve. Personal reflection also empowers include organization and study skills, drug and students to ask questions about their perception of alcohol information, career interest testing, test the world and their place in that world. taking and exam preparation, and a range of other 43 academic and health/safety issues. Guidance class is finished his Biology course; the same principle conducted in part by Loyola Blakefield’s Peer applies to other subjects. The number and choice of Education Program, a health education program in SAT II subject tests are often determined by the which upper school students facilitate lessons college to which a student is applying. regarding physical and emotional well being and safety. Under the supervision of the Guidance Department, peer educators receive extensive HEALTH REQUIREMENTS training to prepare them for this task. All health forms can be downloaded from our Students also have access to a network of National website. In the best interest of your son and with Honor Society students who, as a part of their NHS discretion, this medical information will be made commitment, tutor during their free periods. Any available on a need-to-know basis, to the school Loyola Blakefield student who needs academic help is nurse, athletic trainer, your son’s coach(s), and advised to get that help first from his teacher or from faculty. Students are not permitted to attend school another student in his class. If neither of these without completed forms. alternatives is possible, parents and students may contact Mr. Howard Ford, the NHS faculty advisor. Immunization Records In addition to the assistance and programs The State of Maryland requires that a completed, provided by trained counselors, each student is updated, and signed certificate of immunization assigned to a homeroom advisor. The advisor’s first (DHMH form #896) be on file at the school the concern is helping his or her advisees to integrate into student attends. This certificate is to be signed by the the school community through the contribution of physician or office nurse. their individual talents and through participation in activities sponsored by Loyola. The homeroom advisor Physical Examinations provides daily contact for any student who needs All students are required to have an annual information or help. summer physical exam, documented on Loyola’s physical form, on file in the health suite. These TESTING PROGRAM physicals will expire 4/30 each school year and must be performed between 5/01 and 8/20 (or prior to Loyola Blakefield administers a battery of fall sports tryouts). standardized tests throughout the student’s school career. These tests measure general scholastic ability, Medications specialized aptitudes, achievement and interests. On If a student requires prescription and/or over-the- the basis of these tests and with the observations of counter medications during the school day, the teachers, each student is advised concerning his medication and the signed “Medication Consent educational and vocational choices. Form” is to be delivered to the nurse’s office. The Standardized testing in grades 6 through 8 includes form needs to be signed by both the physician and a a battery of achievement tests. In grade 9, students parent/guardian and is to be renewed each school take the aptitude and achievement tests of the year. Each student needs to supply his own Comprehensive Testing Program. In grade 10, medication in the original, labeled container. All students take the PLAN, which is the preliminary medications will be kept locked in the nurse’s office college admission assessment of the ACT (the and dispensed by the school nurse or authorized American College Testing service), and the PSAT, personnel. Medications may not be carried by a which is the Preliminary Scholastic Aptitude Test of student or stored in his locker or backpack, except in the College Board. In grade 11, the students take the the case of asthma inhalers, Epi-pens, or diabetic PSAT and are recommended to take the SAT I in the supplies, AND if the physician has initialed the winter of the junior year. Students may take the SAT I appropriate line on the bottom of the medication as often as they wish. Generally students take the SAT form. In this case, it is recommended that an extra I at least once in junior year and again in the fall of inhaler, Epi-pen or additional diabetic supplies be their senior year. sent into the health suite for emergency use. Unused SAT II subject tests (formerly called CEEB medications are to be picked up by a parent at the Achievement Tests) may be taken at any time after a end of the school year and will be discarded 1 week student feels qualified. Thus, it is appropriate to take from the last day of school. the Biology test in the summer after a student has

44 ATHLETIC PROGRAM INTRAMURAL PROGRAM Throughout the school year, intramural programs are Loyola Blakefield fields and supports numerous organized based on student interest. In the Middle competitive teams in seventeen interscholastic sports. School, students not involved with an interscholastic We do not require students to take part in organized team play a variety of sports during the last period of athletics, yet a large majority of our students do the day, two days a week. In the Upper School, participate. Each team is selected on a competitive intramurals occur after the school day and the weekly basis as determined by the head coach in consultation frequency is determined by the schedule. These with his or her assistants. The athletic department sports include flag football, basketball, dodge ball, employs mostly faculty as coaches, along with a few and indoor soccer. Activities are moderated by faculty non-faculty members as well. members. The following interscholastic programs are available: FALL: Football (4 teams) Varsity; Junior Varsity; Freshman, Middle School SCHOOL ACTIVITIES Soccer (5 teams) Varsity; Junior Varsity; An extensive variety of extra-curricular activities is Freshman; Grade specific offered to complement the academic program. This 7th and 8th grade teams area of the school’s life is regarded as very important Water Polo (3 teams) Varsity; Junior Varsity; to the overall growth and development of the Middle School students and all are encouraged to become active Cross Country (3 teams) Varsity; Junior Varsity; participants in one or more of these programs. Middle School The following extra-curricular activities and Volleyball (2 teams) Varsity; Junior Varsity clubs are currently active:

WINTER: Black Students’ Union Latin Club Basketball (5 teams) Varsity; Junior Varsity; Blakefield Chorus Literary Magazine Freshman; Grade specific Blakefield Players Liturgical Band 7th and 8th grade teams Boosters The Loyolan Newspaper Swimming (3 teams) Varsity; Junior Varsity; Chess Club Math Contest Club Middle School Comedy Improv Club Middle School Student Wrestling (3 teams) Varsity; Junior Varsity; Concert Band Government Middle School Culinary Club Mock Trial Club Ice Hockey (3 teams) Varsity & Junior Varsity; CURA International Model United Nations Middle School Social Justice Club National Honor Society Indoor Track (2 teams) Varsity & Junior Varsity Environmental Club Open Studio Art Club Film Forum Outdoor Club Squash (2 teams) Varsity & Junior Varsity Forensics Peer Educators French Club Philosophy Debate Club SPRING: Games Workshop Club Photography Club Lacrosse (5 teams) Varsity; Junior Varsity; German Club Physics Club/Olympics Freshman; Grade specific Hispanic Student Spanish Club Association Student Ambassadors 7th and 8th grade teams Interactive Media Club Student Government Baseball (3 teams) Varsity; Junior Varsity; Junior High National Association Middle School Honor Society Ultimate Frisbee Club Track & Field (3 teams) Varsity; Junior Varsity; It’s Academic Yearbook Middle School Jazz Combo Young Democrats Golf (2 teams) Varsity; Junior Varsity Jazz Ensemble Young Republicans Tennis (3 teams) Varsity; Junior Varsity; Middle School Rugby (3 teams) Varsity; ‘A’, ‘B’ & ‘C’

45 Student Regulations

STUDENT REGULATIONS GENERAL REGULATIONS The Dean of Students is responsible for the ATTENDANCE regulation of student conduct. The Dean of Students is the school’s arbiter for Loyola Blakefield reserves the right to respond as it determining the legitimacy of absence and lateness determines to the behavior of its students, even if and for decisions regarding excused or unexcused those actions take place outside of school hours and absences. away from school property. Loyola Blakefield defines excessive absence as an Conduct which is of such a nature as to bring absentee rate of more than 10%. discredit to the school is cause for expulsion. This The Dean of Students may waive or alter the includes any activity which results in police consequences for excessive absences for just cause at intervention. Students should be particularly aware of his discretion. All cases of excessive absence will be this when they are representing Loyola Blakefield dealt with on a case by case basis. and/or are guests at any other school or institution. Students who foresee an absence, or who must Decisions of the Dean of Students, including leave school early for any reason, must notify the suspension, may be appealed to the Principal. Dean of Students and consult their teachers Decisions of the Principal in cases involving dismissal, beforehand to determine the work that will be missed may be appealed to the President. and the possible academic consequences of their The school sees as its fundamental obligation, absence. Instances of foreseen absences include however, the education of its students in principles of school related sporting events, co-curricular activities, good behavior, as they are based in the goals we have Kairos, Christian Service and college visits by seniors stated and outlined elsewhere in this school catalogue. and second semester juniors. Each fall the College The school further recognizes the importance of Admissions Counselor publishes procedures for appropriate counseling in certain cases. visiting colleges. When enrolling their sons at Loyola Blakefield, Should a student fail to meet his responsibilities parents agree to abide by the regulations stated here regarding class attendance, the Dean of Students will and recognize the school’s right to regulate student take whatever action he deems necessary. conduct and enforce those regulations. Parents are encouraged to cooperate with the school in teaching Ineligibility: Students who are absent from class for those human and moral values which form the basis an entire day or who arrive late may be ineligible to of the school’s disciplinary code. participate in athletic or co-curricular activities that day. Consequences for excessive absence may include but HOURS OF OPERATION are not limited to, a full letter grade reduction for the Loyola Blakefield is open during regular school days quarter (decisions in this matter rest with the Assistant from one hour before the beginning of school until Principal for Academics), withholding of a diploma, one hour following the final class period of the day. retention in the current grade, reduction of class The normal school day begins at 8:00 a.m. and ends grade, limiting of co-curricular activities, dismissal at 2:55 p.m. Students in grades 9-12, who are not from school, or a leave of absence from school. involved in an official supervised school activity, Every Loyola Blakefield student is expected to be should not be on campus after 4 p.m. Students in present for every scheduled class. In the event of grades 6, 7 and 8 who remain must be enrolled in the absence from school the following two procedures After School Supervision Program. must be followed in order for the student to receive an excused absence:

46 1. The parent, guardian or student must call or email ([email protected]) the Dean LATENESS of Students’ office (443-841-3330) prior to School begins at 8:00 a.m. A student who arrives after 10:00 AM on the day of the absence and report 8:00 a.m. ( period 1 or 9) must report directly to the that the student will not be in school for an Late Room. After 8:45 A.M., students report to the excused reason. 2. Upon return to school, the student must Dean of Students’ Office. present a note written and signed by the parent or guardian, indicating the reason for ATTIRE the absence. Loyola Blakefield students are required to dress for Excused Absences school according to standards determined by the Some examples of excused absences are: school. In all cases, student dress should be • Death in the family characterized by neatness and cleanliness. The dress • Illness of the student (Continuous absence for requirements are: illness will require a physician’s certificate.) 1. Dress shirt with tie. • Retreat, work, Christian Service or co-curricular 2. Dress trousers with belt. activities approved or sponsored by the school 3. Leather dress shoes with socks. • Observance of a religious holiday 4. Sport coat. • Emergency medical, optical and dental Loyola Blakefield reserves the right to regulate appointments hairstyles and color, facial hair, clothing accessories • A college visit for second semester juniors or and jewelry. seniors (College visits need to follow the college counseling protocol.) The arbiter of the school’s dress code is the Dean of Students. Unexcused Absences Some examples of unexcused absences are: DETENTION (J UG ) • Family trips & vacations Detention will be held on Friday under the auspices • Non-school activities of the Dean of Students. A student may be given • More than two days for college visits (at detention by a faculty member or administrator for college counselors discretion) any behavior which contradicts the policies and • Scheduled doctor’s appointments expectations of the school. Saturday and holiday An excused absence means that the teachers of the detentions will be announced monthly. student are required to re-administer tests, accept late assignments, and assist the student in making up DISMISSAL FROM CLASS missed work. Should any incident occur which results in the An unexcused absence means that teachers may dismissal of a student from class, the student must penalize a student with a grade reduction for any report immediately to the Office of the Dean of major assignment (e.g. tests, papers, projects) and a Students. grade of zero for any minor assignment (e.g. quiz, homework, class exercise) missed as a result of the unexcused absence. SUSPENSION Full participation in community activities at Loyola, Cutting class including class attendance and extra-curricular If the unexcused absence is the result of cutting class, activities, is a privilege which may be withdrawn from or if there are a series of unexcused absences, those whose behavior contradicts the policies of the teachers may give a student a zero on any major or school. In such cases, the Dean of Students may minor assignment. suspend a student for inappropriate conduct. A 47 student suspended from school must follow the directive of the Dean of Students for a length of time LOST AND FOUND determined by him. He is responsible for all Any items found on campus must be brought to the academic work miss ed during this time, but will not office of the Dean of Students and may be claimed by receive credit for assignments done during this time. the owner at that office. He may not participate in extra-curricular activities and will not be readmitted to regular classes until a DINING HALL conference between the Dean of Students and parents has taken place. Suspension may terminate in The dining hall is open from 7:15 a.m. until 2:15 dismissal. p.m. for student use. Food and beverages are to be Should suspension not terminate in a student’s consumed only in the dining hall. withdrawal from school, a period of probation is set by the Dean of Students during which time his behavior GYMNASIUM AND POOL will be monitored, and counseling will be required. Students are encouraged to use the playing facilities after school when appropriately supervised, provided TEACHER ABSENCE no other activity is scheduled. Only gym or tennis In the event of the absence of a teacher or proctor shoes are worn in the gym. from class, students should wait quietly while a class During the class day, the gym and pool are off member reports such absence to the Upper School limits except to the classes or moderated activities Office, which will give the class further instructions. scheduled there.

VISITORS ON CAMPUS CREAGHAN LIBRARY Any student who has visitors on the campus during The Mary G. Creaghan Library at Loyola Blakefield is the day must receive prior approval from the office of an academic information center located on the the Dean of Students. second floor of Wheeler Hall. The library is open from 7:30 a.m. to 4 p.m. on normal school days. All ANNOUNCEMENTS members of the Blakefield community may use the library’s resources. Daily announcements are read at the beginning of The library is a dynamic area of the school. There the homeroom period each day, and are posted daily is a genuine respect for the balance between on the School’s website. technology and the written word; group work and individual contemplation. We are preparing EMERGENCY SCHOOL information literate citizens who are competent CLOSINGS problem solvers and decision makers. The library has When severe weather conditions or unforeseen a commitment to foster full intellectual access to circumstances place the holding of regular classes in information and ideas for learning through our doubt, students are to listen to WBAL 1090 AM radio, commitment to the mission of Loyola Blakefield, “to watch WBAL TV, or consult the school website for find God in all things”. closings and delays. The library supports and supplements the The early closing of school will be decided by the academic curriculum with ample print, audiovisual Loyola administration and announced on WBAL and electronic resources. Access to the collection is radio 1090-AM. provided through an online computer catalog. The If Baltimore County schools open 1 or 2 hours late, library subscribes to several subscription databases for Loyola will open 90 minutes late. student and faculty research. There are high interest, high quality fiction books to encourage leisure 48 reading. We also subscribe to several daily newspapers responsible for checking in to the program proctor upon and many magazines of interest to both students and arrival. Students are required to be picked up and faculty. “signed out”, personally, in Sheridan Hall by parents, The audio-visual (AV) room in the library is open guardians or authorized (by parent) persons no later daily. Internet access is available through the than 5:45 p.m. The registration policy, hours and fees Blakefield network. This area may be used by groups are as follows. of students for group study. The room may be • All families of 6th, 7th and 8th grade students reserved by faculty members for their classes. We also are required to complete the After School Program contract and “opt-in” for the semester offer free printing and photocopying from this room. fees or “opt-out” for daily use (whether the All library materials are available for checkout, family intends to use the program or not). including reference books. We offer chess and • The program hours are 3:15 p.m. to 5:45 p.m. checkers for student use during the school day. The every day school is in session. library welcomes suggestions for library materials or • There is a fee of one dollar per minute charged services. for pick-ups after 5:45 p.m. • The fees are $450 per semester ($900 per school year) or $30 per day. BURK HALL AND • Semester fees are invoiced September 1st and January 15th. OUR LADY ’S CHAPEL • Daily use fees are invoiced monthly. Entrance to Burk Hall and Our Lady’s Chapel Lobby is through the Wheeler Hall corridor. The front QUIET AREAS doors to the lobby are used only for special occasions Quiet should be observed inside and immediately and are not entrances or exits during the normal outside classroom buildings. Corridors and stairwells course of the school day. Only seniors may use the are not to be used as gathering places at any time. paved plaza in front of the lobby by the prayer wall. Students may enter corridors 5 minutes prior to the Seniors may enter and exit Burk through the side beginning of class. Students are not to use lockers door located at the front of the plaza. during class periods. Our Lady’s Chapel, located between Burk and Wheeler Halls, is available daily for liturgical services and for individual meditation and prayer. The library, OUTDOOR CAMPUS AREA lounge and dining hall are available for study and The Hollow may be used in fair weather for other group activities that are considered to be relaxation. Students should realize the responsibility inappropriate use of the Chapel. they share for maintaining the beauty and character of the Loyola Blakefield campus. AFTER SCHOOL SUPERVISION PROGRAM FOR 6 TH , 7 TH AND PARKING 8 TH GRADE STUDENTS Driving to and from school is a privilege accorded to students by both parents and Loyola Blakefield. Any 6th, 7th or 8th grade student who remains on During the school year, only seniors and juniors who Loyola Blakefield’s campus after 3:15 p.m. and is not are registered may drive. The following regulations involved in a supervised extracurricular activity or concerning driving and parking are in effect from sport must participate in the After School Program. 7:00 a.m. until 6:00 p.m. daily: Students must report to Sheridan Hall no later than 3:15 p.m. Please note that in case of dismissal other 1. All student cars must be registered in the Office than the normal 2:55 p.m. the after school program of the Dean of Students. begins 15 minutes after school ends. The program is 2. Students may park only in lots designated by the not open during exam days. The student is Dean of Students. 49 3. At no time between 7:00 a.m. and 6:00 p.m. is a student car allowed on campus other than in a WEAPONS student parking lot. No parking is allowed off Weapons of any type are forbidden on the Loyola campus on neighboring streets. Blakefield Campus. 4. The speed limit on campus is 10 MPH. 5. Students are not to be in the parking lots except when arriving or departing for the day. RESPECT FOR OTHERS AND THEIR PROPERTY DANCES The core of Loyola Blakefield’s philosophy lies in the School dances and mixers are open only to the concept of cura personalis , the concern for the students of Loyola Blakefield and their dates or individual person. In light of that, racial, cultural, invitees. The directives of moderators at dances are to and/or gender-based intolerance or insensitivity of be followed. The School Dress Code is in effect for all any kind is unacceptable . dances. (Mixers not included) An appreciation for the beauty of the Blakefield campus, as well as a sense of Christian responsibility, LHS S UBSTANCE ABUSE POLICY should generate respect for the property of others. Any destruction, defacement, marking or theft of The possession, use or distribution of any quantity of school property, including library books, athletic or alcohol, illegal drugs or other intoxicants or scientific equipment and desks, will be met with paraphernalia is forbidden on school premises, disciplinary action, including suspension or school buses or at off-site school related activities. Any expulsion. student who violates this regulation, who shows the Depriving an owner of his belongings without effects of such intoxicants, or who is in the presence permission will be dealt with as noted above. Students of others who violate this regulation is subject to whose property is stolen should report the theft to expulsion from Loyola Blakefield. the Dean of Students immediately. If a student violates the above regulations, the following actions will be taken: SMOKING • The parents and/or legal guardian of the student will be notified. Loyola Blakefield is a smoke-free campus. Smoking • The student will be suspended, immediately and/or the use of any tobacco product is prohibited and indefinitely, pending the review of the on the Loyola Blakefield campus. incident by Loyola Blakefield. Loyola Blakefield reserves the right for the Dean of Students to conduct a search of a student, his ELECTRONIC EQUIPMENT /C ELL possessions, school lockers and personal vehicles, as PHONES authorized by Article 7-307 of the annotated code of Maryland. Ipods, or similar wireless devices, are not to be Loyola Blakefield recognizes the distinction brought to school for any reason. between students who are violating school policy and Cell phones, or similar communication devices, those who are seeking help. If a student, who is should be brought to school only if absolutely neither under the influence nor in possession of any necessary. It is a privilege, not a right, to bring a cell prohibited substances or paraphernalia, voluntarily phone to school. Cell phones must be turned off and acknowledges substance use, that student will be secured in a locked locker during normal school considered to be asking for help and will be directed hours (usually 8:00 am – 3:00 pm). to all appropriate resources. Cell phones seen or heard during the school day

50 will be confiscated and given to Mr. Stewart. The cell will take emergency calls during the school day for phone will be checked for content, including middle school students at 443-841-3440. A courtesy pictures, videos, and text messages. The confiscated phone is available in Mrs. Brune’s office, and in the cell phone will not be returned to the student. It Upper School office. must be claimed by a parent. Loyola is not responsible for cell phones or other LEAVING CAMPUS electronic devices brought onto campus or Only those students who have a legitimate reason and confiscated pursuant to this policy. a written note for each occasion may leave campus Disciplinary action will be taken at the discretion of during the school day. All other students must remain the Dean of Students. Action may include suspension on campus until the conclusion of their daily or expulsion. academic schedule. Parents are encouraged to make all plans with their sons prior to the beginning of the school day. Mrs. EIGHBORHOODS Brune will take emergency calls during the school day N for upper school students at 443-841-3330. Mrs. Cross Students are never permitted in the neighborhoods surrounding the Loyola Campus.

51 Admissions

APPLICATION PROCEDURES EVALUATION OF CANDIDATES

Loyola Blakefield seeks those students who have the Admission is granted to those students whose ability, academic potential most suited to its course of studies achievement and motivation indicate that they can and its philosophy of education. Admission is on a successfully complete Loyola Blakefield’s program of competitive basis. studies and be subsequently admitted to college.

Students applying for admission to Loyola must file a In addition to the academic qualifications, candidates Loyola Blakefield application and request that their are expected to express a commitment to the current school forward to Loyola an official transcript Ignatian principles of Religious growth, Moral of their grades, including those of the first term of development, Christian Service, and Love of their current year, as well as a record of their Neighbor. These principles are at the heart of our standardized test scores. An application fee of $35 is Mission and in the day-to-day expression of our required. No evaluation of a candidate is begun until campus life. all information has been received. The Loyola Blakefield application is available online at: www.loyolablakefield.org. COURSE PLACEMENTS

An entrance exam will be administered by all Middle School students are tested in the spring to Catholic Secondary Schools in December. There is a determine appropriate placement for Math and $30.00 fee and the results will be shared among the English. Notification of course placements is sent to schools to which a student applies. all registered Upper School applicants. Students are provided an opportunity in the spring to test to a All candidates for admission are encouraged to higher level for the subjects of Math, English, arrange a “Shadow Day” visit to the campus in the fall Modern Foreign language, and Science. by contacting the Office of Admissions. Student interviews are conducted on the Shadow Day visit. Parent interviews are not required. A general “open house” Sunday is held each fall to provide students and their parents an opportunity to tour the campus and meet the staff.

The deadline for filing admissions data is December 15 for admission the following September. Late applications are reviewed and qualified students are admitted if space is available.

52 Financial Information

entering ninth grade who manifest outstanding CURRENT TUITION FEES academic achievement. Leadership ability and involvement in extra curricular activities are also factors AND EXPENSES taken into account. The school’s administration Tuition 2011-2012 $16,130.00 determines the candidates and selects the recipients of School Fees 715.00 these scholarships. Transcript (first copy is free of charge) 2.00 Loyola Blakefield also maintains a number of Graduation fee (for seniors) 250.00 endowed Scholarships and Greater Glory Awards. These annual and four-year awards are given principally The cost of books and supplies varies from year to students entering ninth grade who demonstrate to year and from course to course. good character, academic talent, and financial need. Financial Assistance POLICY REGARDING FEES Students who have been granted admission to Loyola AND TUITION PAYMENTS Blakefield are eligible to apply for direct financial assistance. Such assistance – from direct grants, A registration deposit is required of all students who Endowed Scholarships or Greater Glory Awards – is plan to return to Loyola for the next academic year. available for students and families demonstrating The registration deposit will be applied to the tuition documented financial need. Decisions on financial aid and is non-refundable. are made by the Financial Aid Committee, subject to Students are enrolled for the entire academic year the review of the President. and the contractual obligation to pay 100% of the tuition is irrevocable after the June 1st before the Students new to Loyola ensuing school year. The school allows the tuition to A student in need of financial assistance may directly be paid in two installments. However, in no event is access the Parents’ Financial Statement (PFS) online the tuition to be paid later than December 15, 2011. form at http: // sss.nais.org. This national service is used Tuition statements are generated in July and by Loyola Blakefield in helping to determine need for November and the amount due payable by August financial assistance. This PFS form must be completed 15th and December 15th respectively. All school fees by the student’s parents by December 15th. The are due by August 15, 2011. Service’s analysis will then be reported directly to the school. The school also requires 2010 Federal Tax Return information to be forwarded to SSS by the POLICY REGARDING TUITION December 15th deadline. Financial aid decisions for 1. If an account remains delinquent at the beginning new students are provided with acceptance of either the Fall or Spring semester, then Loyola notifications. reserves the right to deny the student permission Students returning to Loyola to register for classes; and All direct aid assistance and most endowed scholarships 2. If an account remains unpaid after the tuition are never granted automatically from one year to the payment due date(s), then Loyola reserves the next; a renewed request for such assistance must be right not only to deny the student permission to made by submitting a new PFS form and appropriate attend class, but also to take any exams. tax information. A new PFS form may be accessed Please understand that Loyola enforces these online at http: // sss.nais.org . The deadline for filing this policies. form is December 15th. Financial aid decisions for Payments of tuition for each semester are returning students are provided with re-enrollment unconditional and no portion of such tuition and contract information. In order to maintain any type of fees will be refunded, notwithstanding a student’s financial assistance, a student must adhere to Loyola’s subsequent absence, withdrawal or dismissal. academic standards relative to the type of aid received. For example, some awards and scholarships require that a student maintain a 3.0 Grade Point Average, SCHOLARSHIP AND whereas other types of aid require a 2.0 Grade Point FINANCIAL ASSISTANCE Average. Any student who does not maintain the appropriate academic standard may have his financial Scholarships: Ignatian, Principal, Francis Xavier, and award withdrawn. Matteo Ricci Scholarships, Endowed Scholarships, and Greater Glory Awards Four-year Ignatian, Principal, Francis Xavier, and Matteo Ricci Scholarships are awarded to students 53 Parent and Alumni Organizations

MOTHERS ’ C LUB BOARD FATHERS ’ C LUB COMMITTEE 2011 - 2012 2011 - 2012

The Executive Board Robert Troska President Ellen Potepan Thomas Mooney Vice President Mary Jo Gilmore Bruno Munoz Ex Officio Monica Bradley Executive Secretary Julie O’Toole Treasurer Jennifer Helfrich Nominations Toni Bacon Moderator Rev. Thomas A. Pesci, S.J. ALUMNI BOARD OFFICERS Class Representatives Seniors – Tammy Janoskie, Jessica Mendoza President John L. Stude, Jr. ‘88 Juniors – Ellen Nordbrook, Chris Snyder Vice-President Joshua C. Becker ‘90 Sophomores – Barb Jones, Saundra Butler Treasurer James P. Scholtes ‘89 Freshman – Patty Buddemeyer, Beth Morrison Secretary Adam F. Burch ‘91 8th Grade – Tamara DeHaven, Cheryl Stout 7th Grade – Sandy Wicklein, Deanna McElwee 6th Grade – Katie Kuhn, Donna Lorber Standing Committee Chairpersons Bulletin Editor Melody Simmons Directory/IT Coordinator Donna Pitts Fashion Show Maggie Carroll, Leslie Storms Hospitality Cheryl Troska Post Prom Angela Class Spiritual Development Trish Coan Used Books Pam Buckley, Robin Duffy Non-Board Committee Chairpersons Alumnae Mom Liaison Kelly Buedel, Kelly Nolan Blue and Gold Liaison Sharon Stanton Christmas Dinner Kathy Moses, Stephanie Cates-Harman Christmas Cocktail Party Kathy Smith, Libby Plunkett, Marie Hartman Holiday Decorating Lisa Azzaro, Mary Claire Finnegan Post Prom Assistant Taryn Kunkel, Kendall Wittstadt Fundraising Mary Ellen McLaughlin Fundraising Assistant Elizabeth McMonagle Director/IT Assistant Karen Hennessy New York Bus Trip Coordinator Mary Pat Ortenzio New York Bus Trip Coordinator Assistant Laura Plunkett Fashion Show Assistant Cheryl Stout Community Outreach Coordinator Mary Baird New Family Liaison Mary Brown 54 BLAKEFIELD CAMPUS

CAMPUS MAP 10 Xavier Hall 1 Charles Street Entrance 11 Proposed Sheridan Expansion 2 Burk Hall 12 Sheridan Hall 3 Chapel 13 Faculty Parking 4 Wheeler Hall 14 Junior Parking 5 Senior Parking 15 Overflow Parking 6 Tennis Courts 16 Practice Fields 7 Tennis Courts 17 Henry J. Knott Hall 8 Chestnut Avenue Entrance 17 A Office of Admissions 9 Visitor Parking 2nd floor Knott Hall Jesuit Education Since 1852

P.O. Box 6819

BALTIMORE, Maryland 21285-6819

www.loyolablakefield.org

800-337-dons

return service requested