Overview by Caitlin Reiss

Overview

2010â&#x20AC;&#x201C;2011

Mission

St. Anneâ&#x20AC;&#x2122;s School of Annapolis invests in the intellectual and spiritual promise of each student in a community that celebrates diversity and values the dignity of every human being. We challenge students to think critically and creatively, to know themselves as learners, and to govern their lives with confidence, compassion and integrity. St. Anneâ&#x20AC;&#x2122;s School draws from its Episcopal tradition as an independent, co-educational school, serving students in Preschool through Eighth Grade.

St.Anne’s School at a Glance St. Anne’s School of Annapolis is an independent school with a foundation based on the Episcopal hallmarks of education. Originally founded as a Preschool and Kindergarten by St. Anne’s Parish, it has grown and evolved from its beginnings in the church basement to its 10-acre campus in Annapolis. For Preschool through Eighth Grade students, St. Anne’s School of Annapolis is the place where success starts. • Enrollment: 228 students in Preschool through Eighth Grade

• Governance: Governed by a Board of Trustees

• Diversity: 30% of the student body identify themselves as racially or ethnically diverse

• Associate Head of School: Lisa Nagel

• Average Class Size: 14 students • Student:Teacher Ratio: 8:1

• Percentage of lead faculty holding Masters’ degrees (or higher): 66%

• Annual Operating Budget: $3.6 million

• Average years experience teaching: 15

• Annual Giving: $228,592 (Staff participation 94%, Parent participation 85%)

• Average tenure at St. Anne’s School: 8 years

• Founding Head of School: Frances C. Lukens • Number of Faculty: 34

St. Anne’s School of Annapolis invests in the intellectual and spiritual promise of each student. The St. Anne’s School Community St. Anne’s School of Annapolis is a premier independent Episcopal school where Preschool through Eighth Grade students learn to discover, accept challenge and take on leadership responsibilities. Beginning your child’s lifelong journey of discovery and learning at St. Anne’s School is a wise investment. The journey will not be one that your child takes alone, but as a member of a caring and committed community of support. The goal of our community is to educate the whole child, instilling both knowledge and important social and spiritual values. Students receive the encouragement to tackle challenges, to learn about the world around them, to understand themselves, and to appreciate and respect others. We also want each child to feel known and included, to know that his or her presence contributes fundamentally to our school community. Life at St. Anne’s School encourages not just academic achievement, but also building character and integrity. Our community is one that fosters respect, responsibility, honesty, and kindness while promoting self-confidence, trust and lasting relationships. We engage not just students, but their families, in activities geared to exploring new horizons and making our community a better place to live. St. Anne’s School is the place where success starts for your child.

Learning in the 21st Century Preparation for the 21st century requires a distinct set of skills and knowledge. Episcopal education has traditionally been farreaching, where the fundamentals for preparing an individual in every aspect of his life—from the intellect to social skill to the building of souls—is the perfect framework for educating students for success in the 21st century. St. Anne’s School of Annapolis follows the four guiding principles of Episcopal education, creating a beautiful foundation for contemporary education. These guiding principles—valuing intellectual discipline, reason and wonder; governing oneself; living in community; and preparing for a life of purpose—are particularly meaningful as we educate 21st century thinkers. This century needs citizens with the intellectual discipline to build problem-solving skills. Individuals need to be able to govern themselves so they can develop the confidence required in today’s society. Individuals have to live in community in order to be able to work respectfully with others. People who have prepared for a life of purpose can give meaning and direction to society. What you see in classrooms at St. Anne’s School reflects our connection to the guiding principles of the Episcopal education and our commitment to prepare students for the 21st century. It is a different approach from that which many parents experienced in their own classes. Today, the learning process promotes a far more active role for the learner. At St. Anne’s School, students learn collaborative techniques, goal-development strategies and problem-solving systems intrinsic to today’s global society. But while learning to research and reason, our students also develop an understanding and appreciation of others. They build lives of purpose, confidence and compassion.

Episcopal Education and Spiritual Life at St. Anne’s School Our Episcopal affiliation reflects the belief that individual character unfolds in two important ways: by respecting tradition and by thinking for oneself. St. Anne’s School is a non-parochial, independent school; our curriculum fosters and celebrates a free exploration of ideas and encourages students to engage in reflection that helps them think, feel and wonder about what is important in their own lives. It addresses freedom and responsibility, belief and open-mindedness, social conscience and individual integrity. The open, non-doctrinaire approach to religious education is a hallmark of Episcopal education. The philosophy of the religious education at St. Anne’s School reflects the value we place on each student’s spiritual journey, and the student population reflects a diverse faith community that celebrates a wide variety of religious affiliations. The academic programs and activities at St. Anne’s School are built upon a strong spiritual foundation, observed in the four practices identified by the National Association of Episcopal Schools: • Regular chapels serve as the core of school life. • Religious education classes are held in an inclusive environment, respecting the creed and traditions of each student. • The school community practices faith by example. • All students participate in community service learning activities. These practices create a loving and spiritually enriched environment ideal for nurturing each child’s unique gifts, talents and potential, and for preparing them for all future stages of life.

Chapel In chapel, students come together each week to give thanks and to receive comfort and strength through shared song, prayer and stories. The Book of Common Prayer, as well as prayers and songs from many faith traditions, enriches the experience and broadens each child’s understanding of world religions. Each month, students of every grade level come together for a schoolwide chapel that binds our school community together in the context of worship.

Religious Education Beginning in Preschool and continuing through all grades, creative and interesting approaches are employed to help students discuss religion as well as spiritual experiences. The curriculum at St. Anne’s School celebrates our Episcopal heritage while providing an exploration of the traditions of many religions. This inclusive atmosphere enables students to maintain and strengthen their own religious beliefs and values while learning about other faiths.

Faith by Example The core values that are the basis of our faith are practiced in every aspect of school life—in the classroom, in school activities, on the playing field and among faculty and staff. These values, which include respect, responsibility, honesty and kindness, provide a model for behavior that is not merely taught, but lived every day.

Blueprint for Success Essential Qualities for Success in the 21st Century

Our Guiding Principles in the Episcopal Tradition

Hallmarks of Our School

An imaginative mind capable of ingenuity, innovation & critical problem-solving

Valuing intellectual discipline, reason & wonder

Inquiry centered & integrated academic program

A confident, resilient & disciplined sense of self

Governing oneself

Responsive life skills education

The ability to work respectfully & compassionately with others

Living in community

Equity and justice education within an engaging social curriculum

The will to find meaning

Preparing for a life of purpose

Shared traditions & worship

Choosing a school that ends in Eighth Grade There are many advantages for children educated in our Preschool through Eighth Grade configuration. Our teachers are cognizant of developmental levels of children, ages three through fourteen, and our facilities are designed to be appropriate for their use. Our configuration also provides the following benefits: • By Eighth Grade, you will know your child as a learner, making high school choices easier to determine. • Your child will have early leadership and activity opportunities. Older children serve as mentors and role models for younger students, with both groups benefiting from the experiences. The unique “Buddy Classes” that pair students of different grade levels throughout the school year allow them both a mentoring and leadership experience. • The elementary school familial environment allows students to experience age-appropriate activities and events without the influence and pressure of older students.

An ideal environment for learning Located just minutes from downtown Annapolis, our ten-acre campus offers the space and amenities students need for academic, athletic and spiritual pursuits. The campus features a media center with 6,000 volumes and a traditional 20 computer technology lab, mobile wireless laptop labs, SMART Boards, science labs, art and music studios, and a multi-purpose room with sport court flooring and a performing arts stage. Outside, the campus offers three playgrounds, an artificial turf athletic field and a meditation garden. A park across the street provides even more opportunities to explore nature. Ours is an environment that blends creativity, activity and fun with a solid academic program. We intentionally implement a comprehensive social curriculum throughout each grade level that is a hallmark of our school. The social curriculum serves as the fabric into which all the critical, challenging academic tasks are woven every day. When students feel safe, cared for and valued, they can take healthy risks required to tackle those tasks that strengthen their cognitive abilities as well as their social and physical abilities.

T h e E a r ly C h i l d h o o d P r o g r a m P re s c h o o l a n d P re k i n d e rga r te n

Early Childhood Program

A typical day for Early Childhood learners begins with Outside Play, followed by Morning Meeting. Following Morning Meeting, children identify the Interest Areas in which they want to begin their day’s work. Work in these areas promotes learning across all important domains: cognitive learning; personal growth and development; social learning; language and literacy learning; and gross/fine motor development. Teachers equip interest areas to support skill development in each of these areas. Children spend most of their time in Interest Areas, working on daily or long-term projects, conversing with friends and producing work that is important to them. In addition, specialty classes are also offered including weekly visits to the Media Center; weekly instruction in Music and Movement, Religion, and Science; and our unique Buddy Classes. The day ends with a reflective Closing Circle where children may report or reflect upon the day’s learning.

The St. Anne’s School of Annapolis Early Childhood Program— Preschool and Prekindergarten—has been inspired by the educational approach of the renowned preschool programs in Reggio Emilia, Italy, named by Time magazine as “one of the ten best school systems in the world,” as well as the “Project Approach,” a fundamental approach to teaching and learning which is thoughtful, complex and organized. The Reggio Emilia-inspired approach addresses the development of the whole child, emphasizing family and societal influences, a small student/teacher ratio, close collaboration among administrators and teachers, and careful attention to the physical environment. The Project Approach, developed by educators Lilian Katz and Sylvia Chard and recognized by leading early childhood educators, is centered around an in-depth study of a topic or theme. Individual children, groups of children, or an entire class may carry out the study and present their findings in a variety of ways. The Project Approach dovetails well with the inquiry-based approach of Reggio-inspired learning. The teacher guides the exploration, inviting students to discuss their previous experiences with a topic and to share their questions and interests on the subject.

Outside Play Outdoor play is essential for children’s health and well-being. The sense of peace and pleasure children experience when they take in fresh air, feel the warmth of the sun on their backs, and watch the changes in nature around them is immeasurable. The time children spend outdoors every day is just as important to their learning as their time in the classroom.

Morning Meeting/Closing Circle

Both the Reggio Emilia and the Project Approach are supported by a low student/teacher ratio and small class size at St. Anne’s School. Our Preschool and Prekindergarten classrooms provide the ideal environment for students to learn through a combination of traditional and innovative programs. Each class has a teacher and an assistant teacher who design curricula influenced by Reggio Emilia and the Project Approach. The Early Childhood staff includes an art teacher, a music teacher, a librarian, a chapel teacher and a physical education teacher who work in partnership with the classroom teachers to guide our students as they explore the many avenues to express themselves as they learn.

Morning Meeting begins our indoor work each day. Here, children take responsibility for putting their coats and books away, they check in, gather in a circle, and participate in routines that help settle them and make a plan for their day. Based on the school’s social curriculum and the work of the Responsive Classroom, Morning Meeting has four components: greeting, sharing, activity and news and announcements. We also discuss jobs, special events, and other announcements to help them prepare for a successful day. At the end of each day, St. Anne’s School students gather for a Closing Circle, often called reflection circle, which provides additional opportunities for reflecting on the day’s work and for planning ahead. Often, we close with stories and conversations to think about while we’re away from school.

Education in the Early Childhood Division program is centered on each child—not each child in isolation, but rather each child seen in relation with other children, with the family, with the teachers, with the environment of the school, with the community and with the wider society. Parents are important partners in their children’s education and, therefore, in our program. Parents are an active part of their children’s learning experience and, at the same time, become actively involved in the welfare and betterment of all children at St. Anne’s School.

A Strong Foundation Students learn best when they make connections across subjects and when learning is meaningful to them. Our program is based on rich topics that allow for deep exploration so that students will want to learn the vast array of skills theyâ&#x20AC;&#x2122;ll need to succeed later in life.

T h e E a r ly C h i l d h o o d P r o g r a m P re s c h o o l a n d P re k i n d e rga r te n Interest Areas

Reading, Listening, Message and Writing Centers: Opportunities for language learning are critical for the young child, and they are plentiful throughout the school day in every room. As learners “read” the morning message, hear stories read aloud every day, look through books on their own, listen to story tapes, retell familiar stories to friends, and make up their own stories and writing, they develop phonological awareness, comprehension skills, vocabulary, and many fundamental skills necessary for writing. Through talking, singing, listening and playing, our students build vocabulary and refine their language skills. Students who come to the program with reading skills are encouraged to further their abilities by engaging in shared and independent reading and writing tasks. Teachers read big books, encourage young readers to read familiar text to others, offer resources and tools in interest areas to promote literacy development, and, through the course of a typical morning, engage students in fun activities and games that promote phonetic learning.

St. Anne’s School Interest Areas form the organizing structures for social, cognitive, gross and fine motor skills and literacy learning and development. At the Sensory and Discovery Tables: Sensory and Discovery Tables provide invitations for exploration and learning that tap into all learning domains. Students work on fine motor skill development as they manipulate small items. Learners practice pro-social skills by determining use of the items in or on the table, making decisions, taking turns, and sharing. Students develop literacy skills by creating lists based on the objects at the tables and cognitive skills as they work through problems based on the materials, count or sort objects, or pour and measure items at the tables. In the Art Studio: The art studio is a place filled with materials that children can enjoy on a purely sensory level. Here children can create and represent their ideas in visual form. On a table or the floor, an easel or a workbench, children draw, paint, knead, cut, glue and put together unique products of their own choosing. Work in the art studio allows students to develop their fine motor skills through the small muscle movements they use to tear paper, use scissors and manipulate media.

Media Center The Media Center specialist shares recommended reading, highlighting through “book talks,” wonderful new selections and suggesting traditional favorites to promote positive reading behaviors and a love of books. The Media Center specialist reads several story books aloud to the children. Each week, a new group of appropriate books and magazines are set out on the tables. Students peruse the titles and then select and check out a book to take home for the week.

Dramatic Play: Dramatic play is central to children’s healthy development and learning. To engage in dramatic play, children have to negotiate roles, agree on a topic and cooperate. They recreate life experiences, assume roles and make decisions. When they pretend, children create pictures in their minds about past experiences and situations they imagine—thus promoting abstract thinking. To engage others in dramatic play, children use language to explain what they’re doing and ask and answer questions. They also use reading and writing skills when engaging in dramatic play.

Music and Movement Music and physical, gross motor and fine motor education are elements of every Early Childhood classroom. Movement and dance are also emphasized at this level, allowing students to build upon their natural responses to music and to develop an appreciation for performing arts. Special assemblies for all grades allow students to participate in exciting performances ranging from instrumental music to song and dance productions.

Structures: Blocks are standard equipment in the Early Childhood classrooms at St. Anne’s School. Wooden blocks naturally appeal to young children because they feel good to touch, are symmetrical, and invite open-ended explorations. When children construct, create and represent their experiences with blocks, they grow in every area of development. Children learn to exchange ideas by negotiating for materials they want to use, determining how many individuals can work safely on one project, caring for materials, and following rules for building. While vocabulary is built verbally, children often begin labeling their structures, developing their writing skills and the understanding that print carries their messages.

T h e E a r ly C h i l d h o o d P r o g r a m P re s c h o o l a n d P re k i n d e rga r te n Religion

PRESCHOOL PROGRAM

All Early Childhood students meet together weekly in chapel. Rooted in the Episcopal tradition, chapel highlights include stories, songs and group activities. We invite children to reflect joyfully upon the wonders of God’s diverse creation and on teachings that promote respect, responsibility, kindness and honesty. The stories shared in this setting provide the foundation on which the religious education is built at the Lower and Middle School grade levels.

Our Preschool program runs from 9:00 a.m. to noon, with parents selecting either a three-day week or a five-day week. Extended Care is available before school from 7:15 a.m. and after school until 6:00 p.m. Our optional Afternoon Enrichment Program (AEP) is available for Preschool students to round out their school experience. For many children, Preschool is the first step in their educational journey. Our classroom program is carefully designed to help each child to feel safe and cared for in this new school setting. From the organization of our day to the special touches we use to help each child feel known and included, our Preschool teachers provide the nurturing setting that is the foundation for sound academic learning for the children and thoughtful communication with families. Our youngest learners are strengthened by this foundation and can embrace new routines, experiences and academic challenges openly and with joy. Each class has a teacher and an assistant teacher who design curricula influenced by the Reggio Emilia approach and the Project Approach.

Science Building on the young child’s natural curiosity and excitement about the world, science study is central to the daily experience at St. Anne’s School. Classroom teachers weave observation into natural explorations that arise in the classroom as well as into planned classroom projects and interest areas. For example, the use of natural materials, central in the Reggioinspired approach, challenges even our youngest learners to touch, smell, see, and listen to the environment around them. The science teacher serves as a resource to guide curriculum development in the classroom.

PREKINDERGARTEN PROGRAM

Buddy Classes

Our Prekindergarten Program consists of a five-day week from 8:15 a.m. to noon each day. Extended Care is available before school from 7:15 a.m. and after school until 6:00 p.m. Prekindergarten students may also benefit from our Afternoon Enrichment Program (AEP) and additional community programs to enhance their school experiences.

St. Anne’s School places great value on our Preschool through Eighth Grade configuration. In this setting, opportunities exist for leadership, modeling and collaboration among children and teachers at every grade level. The result is a close-knit community that is keenly familiar with the activities throughout the school.

Building upon our mission of intellectual, social, emotional, physical, and spiritual development, the St. Anne’s School Prekindergarten Program continues with curricula influenced by the Reggio Emilia approach and the Project Approach in a classroom setting led by a lead teacher and an assistant teacher.

AFTERNOON ENRICHMENT PROGRAM (AEP) AEP begins following noon dismissal and ends at 3:10 p.m. Children may register to attend AEP for one to five afternoons weekly. This optional program augments the learning experience for our youngest students. Children who participate in AEP have extended opportunities to explore classroom topics, art, literature, science and math. During the afternoon sessions, children also have time to practice and develop important social skills in a fun and safe environment.

T h e LO W E R S C HOO L P r o g r a m K i n d e rga r te n t h ro u g h Fo u r t h G rad e The Project Approach and the Research Workshop

The Lower School Program—Kindergarten through Fourth Grade—consists of a five-day week from 8:15 a.m. to 3:10 p.m. each day. Extended Care is available before school from 7:15 a.m. and after school until 6:00 p.m. Students may also benefit from our Community Programs to enhance their school experiences.

Project work and the research workshop extend and deepen the critical elements of the Lower School program. Through this approach, teachers guide students to be researchers as they engage in studies of real world topics. In our classrooms, you hear the hum of young children deeply engaged in research across the curriculum. During project work and in research workshop, students frame questions, make predictions, search in collaboration or independently to find answers, and discover multiple ways to determine answers. Children have many occasions during their project work to do first hand research in science and social studies and apply math and language skills to their learning. It is empowering for them to think deeply about a topic that matters to them, to determine questions, and to find answers. As a result, they develop a deeper understanding of the subjects they study. Our approach emphasizes understanding topics in depth, making connections among subjects, and valuing research and project-based learning. Our program capitalizes on students’ strengths, ignites their interests, and helps them understand connections among world systems as they build fundamental skills.

Morning Meeting/Closing Circle Morning Meeting begins our indoor work each day. Here, children take responsibility for putting their coats and books away, they check in, gather in a circle, and participate in routines that help settle them and make a plan for their day. Based on the school’s social curriculum and the work of the Responsive Classroom, Morning Meeting has four components: greeting, sharing, activity, and news and announcements. We also discuss jobs, special events, and other announcements to help them prepare for a successful day. At the end of each day, St. Anne’s School students gather for a Closing Circle, often called a reflection circle, which provides additional opportunities for reflecting on the day’s work and for planning ahead. Often, we close with stories and conversations to think about while we’re away from school.

Research Workshop in Lower School

Inquiry-based Curriculum

In social studies, students learn about culture, history, anthropology, current events, economics, geography and government by becoming immersed in a central topic study. Central topics provide an organized, year-long approach to curriculum. The curriculum emphasizes understanding topics in depth, making connections among subjects, and making learning both relevant and meaningful.

Valuing intellectual discipline, reason and wonder: At St. Anne’s School, inquiry is a way of learning. Our inquiry-centered and integrated academic program provides the framework for making connections, examining multiple perspectives, challenging assumptions, and learning how to reason.

A Strong Social Curriculum

Beginning with a daily morning meeting and continuing throughout the school day, social elements are interwoven with academic pursuits. Through modeling, practice and discussion, students learn to value their own gifts and the needs of others.

T h e LO W E R S C HOO L P r o g r a m K i n d e rga r te n t h ro u g h Fo u r t h G rad e Kindergarten Central Topic: Identity

Fourth Grade Central Topic: The Immigration Experience

What is my role?

How do cultures change and grow? How do cultures influence one another?

The Kindergarten program focuses on individual identity, group membership and American culture. It inspires students to share what they know best: themselves and their families. It shows them the role of their immediate community through citizenship in the classroom and the greater community through American roots and heritage, traditions and celebrations. And it explores the global community by looking at unique environments and habitats. Instruction is guided through research workshop and project-based learning.

With these questions, Fourth Grade students begin to understand our global community. In depth research of immigrant experiences in Baltimore and the United States challenges students to develop an understanding of the influences that shaped culture at the turn of the 20th Century and to follow continuing transformations as our “global community” emerges. Students explore European cultures as they look at the experience of immigrants to Ellis Island and then to Baltimore.

First Grade Central Topic: Families

A Strong Social Curriculum

What is a family? How do families communicate?

Students explore these questions by researching their own family stories and those of others. From interviews to field research and story journaling, students construct a broader understanding of what it means to live and grow in the context of others. Their exploration of Spanish speaking cultures and families serves as a point of study too.

In developing the Lower School curricula, our educators focus on: • The innate passion that children have for exploring their world • Relationships and connections among areas of development and learning

Second Grade Central Topic: Communities, Interdependence and Responsibility

• Building on prior knowledge and expanding current skills through supporting self-initiated and guided research

What is a community? What is my role and responsibility in a community?

• Children’s unique learning profiles and patterns of development

Important civic lessons are taught using themes, addressing the values that make a community strong. Studying Asian and Asian-American cultures in our world provides a consistent theme throughout the year.

• Designing experiences for children that provide opportunities for depth and understanding in their explorations • Application of skills to real-life situations • The ways in which children learn independently and in a collaborative setting

Third Grade Central Topic: Our Local Culture What is Culture? Third Grade students tackle this question and develop a rich understanding of what a culture is through this central topic study. Researching Annapolis and the Chesapeake Bay area at different junctures of time, students learn about the contributions of different cultures to our area from settlement to current day. Looking at local culture through the lens of black history is an important aspect of their year-long exploration of culture, beginning with African roots, touching on early Maryland experiences, and even exploring local civil rights topics.

T h e LO W E R S C HOO L P r o g r a m K i n d e rga r te n t h ro u g h Fo u r t h G rad e Language Arts

Physical Education

Language arts includes instruction in reading, writing, listening, and speaking. Modeled, guided, shared, and independent reading concepts and skills are the focus of the Readersâ&#x20AC;&#x2122; Workshop while guided writing, independent writing, and spelling are associated with the Writersâ&#x20AC;&#x2122; Workshop.

Lower School students develop and enhance their physical abilities and knowledge through a variety of activities including participation in individual and team activities that help promote awareness of gross and fine motor skills, positive attitudes, good sportsmanship and overall enjoyment.

Math

Science Lab

Our Lower School mathematics program is built on the interaction of a mastery of basic skills and a strong conceptual understanding of applications through problem solving. We integrate mathematics into other subject areas and incorporate the Curriculum and Evaluation Standards for School Mathematics as set forth by the National Council of Teachers of Mathematics (NCTM). Each lesson is a problem-solving experience and deals with important mathematical concepts that will help students develop and extend their mathematical thinking. Students are encouraged to collaborate with classmates and teachers and to describe their thought process in writing.

Curriculum topics for our Science Labs are based on recommendations and benchmarks indicated by the National Science Teachers Association, the National Science Foundation and the Association for Supervision and Curriculum Development. In addition, to promote integration and meaningful learning, topics introduced may also reflect the research workshop focus in the regular classroom.

Spanish From storytelling, songs, rhymes, movement and games through vocabulary, grammatical structures and linguistic patterns, our Lower School students learn about the Spanish language. Hispanic culture, vocabulary and songs are taught in conjunction with the season, a holiday or other event with which our students can identify.

Technology Beginning in the Second Grade, Lower School students attend Technology classes where they are introduced to basic computer usage, the use of interactive white boards, computer terminology, and computer skills including word processing and desktop publishing. Several Lower School classrooms are equipped with SMART Boards. In Third and Fourth Grades, students attend a Media Literacy class weekly, where they learn ways to access and research information from both print and electronic resources.

Religion In addition to weekly chapel, students participate in religious education classes in both small and large groups. These groups enable students to ask questions, discuss religious issues and biblical stories, and explore the celebrations and observances of many faiths. Students leave the Lower School with a solid foundation from which they can take on more abstract religious issues and questions posed in the Middle School program.

Music/Drama First and Second Grades: Drama Third and Fourth Grades: Chorus Lower School students enjoy individual and group experiences that enable them to acquire knowledge, skills and an appreciation for music and drama.

Art The art curriculum provides students with the opportunity to experience a variety of media throughout the year. Lessons are developed with classroom theme studies in mind as well as covering the elements and principles of design. Each lesson is designed to teach new materials and methods as well as reinforce previously taught skills. Projects are open ended and students are encouraged to experiment and explore.

Tackling Intellectual C hallenge s Our legacy is the lasting impression we make on our students,

preparing them for success in the 21st century and equipping them to lead lives of consequence. St. Anneâ&#x20AC;&#x2122;s School of Annapolis has a lasting impact on the community through our graduatesâ&#x20AC;&#x2122; knowledge, leadership skills and spirit of inquiry.

T h e M i d d le S C HOO L P r o g r a m F i f t h t h ro u g h E i g ht h G rad e

Middle School Program

Advisory Advisory is a place to craft community and a structure to support healthy, inclusive communication and relationship building. Students meet by advisory group nearly every day—in Wednesday’s all-school Buddy Groups, during Middle School advisory periods held each Monday, Tuesday and Thursday, or during afternoon study halls.

The Middle School Program—Fifth through Eighth Grade—is held from 8:15 a.m. to 3:25 p.m., Monday through Friday. Extended Care is available before school from 7:15 a.m. and after school until 6:00 p.m. Our Athletic and Community Programs are also available to round out our students’ St. Anne’s School experience.

Advisory periods include prayers, a greeting, sharing, an activity and daily news. Students formulate hopes and dreams during advisory and set goals to reach them. Advisors work with their advisees to support their academic and social goals.

The Middle School Program at St. Anne’s School of Annapolis is designed to be academically challenging while providing generous amounts of time for in-depth exploration of a wide variety of concepts and questions. Significant emphasis is placed on instilling the organizational, study, leadership and social skills necessary to make a successful transition to high school, college and beyond.

Life Skills The life skills program provides students with pertinent information on subjects such as human sexuality, drugs and alcohol, friendships and other age- and grade-appropriate topics. Students then have an opportunity to discuss these topics within a caring environment and receive guidance on many personal and interpersonal issues and choices that emerge in adolescence.

With an emphasis on exploratory learning, critical thinking and problem solving, Middle School students at St. Anne’s School are presented with studies and assignments that are increasingly challenging and intellectually stimulating. Blending instruction with active, hands-on student participation, teachers work to provide a smooth transition for students as they progress from the self-contained Lower School classrooms to the department-focused Middle School.

Service Learning We place great emphasis on community service as a fundamental part of the educational experience. Each grade level is involved in a year-round service learning project—an extension of our academic program that instills the values of service to the community, sharing and working for the common good. Eighth Grade students work independently to perform a minimum of 10 hours of community service. They work with their advisors to identify a project and in the spring they present their work to the Middle School community. Past projects include the ASPCA, Therapeutic Riding, Salvation Army, Lighthouse Shelter, and the Boys’ and Girls’ Club.

Throughout the Middle School Program at St. Anne’s School of Annapolis, essential questions provide a unifying framework for each grade, allowing students to make connections across learning topics and providing a path to guide their thinking and exploration. The topics for each grade are: • Fifth Grade: “How do we know who we are?” • Sixth Grade: “How are we responsible for changing the world?” • Seventh Grade: “How do we get order from disorder?” • Eighth Grade: “How do we change and evolve?”

Social Curriculum The student’s social curriculum is interwoven into all activities and is designed to build self-discipline, respect, responsibility, leadership skills, life skills and service learning. Three programs—Advisory, Life Skills and Service Learning—set the tone for developing the whole child in every aspect of school life. Middle School students also have the opportunity to build leadership skills and serve as positive role models for our Early Childhood and Lower School students.

T h e M i d d le S C HOO L P r o g r a m F i f t h t h ro u g h E i g ht h G rad e Humanities

Science Lab

The Humanities curriculum maximizes opportunities for students to make connections among language, American and world history and geography. It supports a school-wide philosophy that students learn best by making connections to previous knowledge and across disciplines.

Middle School Science Labs engage students in hands-on activities and experiences that make concepts relevant and meaningful. Students use problem-solving techniques employing the scientific method to build a framework of skills in the context of Earth’s global systems. The program fosters scientific literacy and capitalizes on the students’ innate curiosity and creativity through classifying, measuring and drawing meaningful conclusions.

The curriculum puts an emphasis on conceptual learning to help students make connections between history, literature, and current events. Using Socratic style discussion, lecture, group work, individual response, and readers and writers workshops, students develop confidence in written and oral responses.

Classes meet in two fully equipped science labs. The course of study includes Earth and life science, physics, chemistry and special topics. The underlying philosophy in the department includes developing a sense of appreciation of, respect for and curiosity about the natural world; introducing, developing and applying the scientific method as a means of solving programs; and fostering the desire to investigate and explore the natural world and developing critical thinking and observation skills.

Students discover relationships between the “first” Americans and modern society, learning how knowledge of the past provides insight into who we are today. Students compare and contrast Ancient Greece and Modern Europe, Ancient and Modern China and explore World Studies from a geographic point of view. They examine the Middle East and D’ar al Islan, the Jewish Diaspora and the Holocaust and World War II and the Japanese-American Internment. They explore such themes of freedom and justice through a study of American government, as well as American literature. They look at the civil rights movement while examining the novel “To Kill a Mockingbird.”

Spanish Middle School students continue their exploration of the Spanish language and cultures. Students have the opportunity to complete high school level Spanish I during Middle School. As a means of helping students become proficient in listening, speaking, reading and writing foreign languages, instruction is related to their surroundings, and reflects their needs, interests and everyday life. Formal language instruction is augmented by skits, songs, games, stories, and culinary and cultural experiences throughout the year.

Math In the Middle School Math Program, students begin the transition from basic mathematical operations into abstract reasoning and problem solving that integrates topics from arithmetic, algebra, geometry, statistics and probability. The goals include teaching fundamental skills and exploring real world mathematics. Each level of the Math Program focuses on the development of skills and their everyday applications. Middle School students receive whole and small group instruction, and work both in groups and independently to solve problems and apply skills. Projects and hands-on activities broaden and enrich each student’s mathematical intuition and understanding.

Religion Recognizing that Middle School is a time of tremendous growth and change, our religious education program is designed to help students develop the spiritual underpinnings that will provide a source of comfort, stability and guidance. We strive to develop our students’ spirits as we educate their minds in religious education class. Specifically, we develop knowledge of Christian beliefs, history and the Bible to use as a framework for appreciating and understanding the major faith traditions of the world. Through this, we hope to nurture a capacity for reflection on theological issues and their impact on social, political and historical issues, and the development of individual belief systems.

In order to accommodate varying skill levels, students are grouped by performance and ability. Qualified students may complete Algebra 1 in the Eighth Grade and are able to move to the next level of mathematics in their first year of high school.

Ot h e r P r o g r a m s Athletics

Transportation

In addition to lifetime fitness skills, students in the Middle School are introduced to a full range of formal sports programs throughout the year, including:

We are committed to assisting parents with school transportation needs. At this time, we support parent bus cooperatives organized geographically by school parents with area bus companies. Contact information provided upon request. For carpool purposes, the school provides school community zip code lists to our parents interested in establishing carpools.

• Soccer • Field Hockey • Cross Country • Basketball • Lacrosse • Tennis

Community Programs & Summer Camps St. Anne’s School of Annapolis offers a variety of programs beyond the formal academic day to enrich the learning experience for our students, as well as for members of the greater community. We also offer programs for adults and seniors throughout the year. Please contact the school for further information about participating in any of our programs and camps.

Student athletes practice after school and compete against other area independent schools. Typically, more than 96 percent of Middle School students participate in the athletic program. While helping student-athletes develop their skills, our coaches fulfill the mission of the athletic program by fostering a climate of good sportsmanship, fair play, teamwork and a sense of community. We strive to make the teams competitive while instilling in the athletes the sense of being on a team and the fun of the sport.

Summer Camps The Summer Camps at St. Anne’s School of Annapolis offer a wide variety of camp programs that cater to the interests of any child. The camps can be combined to create a unique and fulfilling summer experience.

Extended Care Program The St. Anne’s School Extended Care Program meets the needs of students and families beyond official school hours with a program that seamlessly connects with the academic day of the Early Childhood, Lower School and Middle School. Through Eighth Grade, parents can be assured that their children have a safe, consistent, nurturing recreational environment before and after school.

Instrumental Music and Voice Instruction St. Anne’s School of Annapolis offers instrumental and voice lessons, which can begin anytime during the school year. We have an outstanding group of instructors who bring many years of experience to the students they teach. Instrumental lessons are available for piano, flute, clarinet, trombone, trumpet, saxophone, guitar, percussion and more.

Our Extended Care staff offers quality care in small, ageappropriate groups, through varied recreational activities, snack time, and well-supervised, unstructured free play as well as time to start homework. The Extended Care staff is wholly committed to both the spirit and students of St. Anne’s School. Their enthusiasm and dedication show in the creative activities they devise and the close relationships they form with students and their parents over the years. The program is designed to help simplify working parents’ lives and offers students who do not require child care the opportunity to spend fun and constructive time on our campus playing and learning with friends.

Enrich Annapolis Programs, The Annapolis Twos We host a variety of eight-week programs for the Annapolis community by partnering with talented instructors in such areas as Fencing, Latin, Yoga and LEGO Robotics. Through Enrich Annapolis!, parents also can register for the Annapolis Twos program for children who turn two by September 1. The Annapolis Twos is a wonderful way for families who may be interested in applying to our formal school program, which ranges from Preschool (three year olds) through Eighth Grade, to learn firsthand about St. Anne’s School, our community and our mission.

Club Ed Program The Club Ed Program is offered on school half-days, from dismissal to 3:20 p.m. Students have an opportunity to participate in a fun-themed atmosphere filled with sports, games, crafts and more.

Adam

St. Anne’s School of Annapolis, 2002 Archbishop Spalding, 2006 University of Michigan, 2010

Erin

St. Anne’s School of Annapolis, 2002 Severn School, 2006 Johns Hopkins University, 2010

Gabby

St. Anne’s School of Annapolis, 2002 Annapolis Senior High School, 2006 Howard University, 2010

Evan

St. Anne’s School of Annapolis, 2003 Severn School, 2007 Georgetown University, 2011

Our Graduate s A large number of our graduates enroll in honors and advanced placement courses in high school, and more than one-third regularly place out of freshman-level math and foreign language courses. Graduates of St. Anne’s School of Annapolis are accepted to challenging programs, including: American International School of Bucharest Bucharest, Romania Annapolis Area Christian School Annapolis, Maryland Archbishop Spalding High School Severn, Maryland Bryn Mawr School Baltimore, Maryland The Calverton School Huntingtown, Maryland Christchurch School Christchurch, Virginia The Covenant School Charlottesville, Virginia Dana Hall Wellesley, Massachusetts DeMatha Catholic High School Hyattsville, Maryland Episcopal High School Alexandria, Virginia Friends School of Baltimore Baltimore, Maryland Garrison Forest School Owings Mills, Maryland Gilman School Baltimore, Maryland

The Grier School Tyrone, Pennsylvania

Saint James School St. James, Maryland

Gunston Day School Centreville, Maryland

St. Alban’s School Washington, DC

Indian Creek School Crownsville, Maryland

St. Andrew’s School Middletown, Delaware

Institute of Notre Dame Baltimore, Maryland

St. Anselm’s Abbey School Washington, DC

The Key School Annapolis, Maryland

St. Mary’s High School Annapolis, Maryland

Lake Highland Prep School Orlando, Florida

Sts. Peter & Paul High School Easton, Maryland

Loyola Blakefield Baltimore, Maryland

St. Timothy’s School Stevenson, Maryland

Lutheran South Academy Houston, Texas

Seton Keogh High School Baltimore, Maryland

Madeira School McLean, Virginia

Severn School Severna Park, Maryland

McDonough School Owings Mills, Maryland

Tabor Academy Marion, Massachusetts

Mt. St. Joseph’s High School Catonsville, Maryland

Windermere Preparatory School Windermere, Florida

New Mexico Military Academy Roswell, New Mexico Queen Anne School Upper Marlboro, Maryland

Our alumni have been accepted at the following top colleges and universities: Bennington College Boston University Bryn Mawr College Carnegie Mellon University Case Western Reserve University Colby College College of Charleston Cornell Creighton University Dickinson College Duke University Florida Institute of Technology George Washington University Georgetown University Hampton University Hobart & William Smith Howard University James Madison University Johns Hopkins University

Lehigh University Louisiana State University Loyola College Lynchburg College New York University Northwestern University Pennsylvania State University Rice University Roanoke College Rollins College St. Andrew’s University, Scotland St. John’s College St. John’s University St. Joseph’s University St. Mary’s College of Maryland Salisbury State University Savannah College of Art & Design Skidmore College Smith College

Southern Methodist University Syracuse University Towson University Trinity College Tulane University United States Naval Academy University of Alabama University of Delaware University of Denver University of Maryland—College Park University of Michigan University of New Hampshire University of North Carolina— Wilmington University of Rhode Island University of South Carolina Virginia Tech Washington & Lee University Washington College William and Mary

Our Staff Frances C. Lukens Head of School M.Ed., Goucher College B.A., Connecticut College

Donna Davis Science Teacher M.Ed., Loyola College B.S., York College of Pennsylvania

Caroline Cather Aras Director of Admissions & Advancement B.S., B.S.J., West Virginia University

Valerie DeVaris Middle School Math Teacher M.Ed., Loyola College B.S., University of Maryland

Delano Brown Athletic Director Physical Education Teacher B.A., Salisbury State University Phil Buckingham Fifth Grade Humanities Teacher Technology Teacher M.A.T., Trinity University M.S., Johns Hopkins University B.A., University of Notre Dame Courtney Casey Preschool Teacher M.S., University of Rhode Island B.A., Smith College Sara Chesson Spanish Teacher B.A., Washington College Jenny Choy Annapolis Twos Assistant Chinese AEP Teacher Second Grade Cultural Arts Teacher University of Wales Pat Clubine Art Teacher B.A., University of Maryland Lisa Cumberpatch Preschool Assistant B.S., University of Maryland

Hutchey Doley Director of Development M.Ed., University of Texas B.A., University of Virginia Anne Egan Kindergarten Teacher B.S., Towson University Judy Fedinick Third Grade Teacher Lower School Coordinator M.LA., Johns Hopkins University B.A., University of Baltimore Kelly Lane Finnegan Second Grade Teacher M.Ed., George Mason University B.S., University of Maryland Kathleen Fitzgerald Second Grade Teacher M.Ed., Loyola College B.S., Indiana University Jim Ford Director of Facilities Wendy Gray Science Teacher M.Ed., University of Maryland B.S., University of Maryland

Jewel Hill First Grade Teacher M.Ed., Coppin State College M.Ed., Towson State University B.S., Morgan State University Advanced Professional Certificate Sandi Hiller Director of Financial Aid Business Manager B.B.A., George Washington University Robin Holden Jones Administrative Coordinator B.A., Flagler College Ellen Kelly Middle School Coordinator Middle School Humanities Teacher M.Ed., University of Hartford B.S., University of Maryland Kyra Kemplein Annapolis Twos Assistant A.A., Howard County Community College Liz Kettering Associate Business Manager Chesapeake College Georgette Koelker Director of Aftercare Front Office Associate A.A., Axia College Deb Kontor Preschool Teacher M.A., University of Florida B.A., Manchester Metropolitan University

Maureen Lienhard Early Childhood Assistant Jul Lee Martensoon Preschool Teacher Early Childhood Coordinator Annapolis Twos Director B.A., Loyola College Liz Martinez Prekindergarten Assistant Randolph Macon College Sean McDonald Network Administrator M.S., University of Virginia B.S., Ohio State University MCSE (Microsoft Certified Systems Engineer) MCP (Microsoft Certified Professional) Yasmin Mesiya Middle School Humanities Teacher Religion Teacher M.A., Yale University B.A., Connecticut College Patricia Miller Prekindergarten Assistant University of South Florida

Ellen Montoya Camp Director Enrich Annapolis Director M.A., University of New Mexico B.S., SUNY Oneonta Gretchen Moran Third Grade Teacher B.A., Oregon State University Emma Moran Kindergarten Assistant Aftercare Assistant Tiffany Musa Fourth Grade Teacher M.S., Syracuse University B.S., State University of New York at Cortland Lisa Nagel Associate Head of School, Curriculum and Professional Development M.Ed., John Carroll University B.A., Oberlin College Mary Fran Paul Music Teacher Director of Music M.M., Temple University B.S., Chestnut Hill College

Christian Pazdersky Middle School Math Teacher B.A., University of Maryland Caitlin Reiss Director of Communications B.S., University of Maryland Mark Schlossmann Facilities Coard Simpler Facilities Krista Spradlin Prekindergarten Teacher M.S., Virginia Tech B.A., Western Maryland College Sara Wallace Prekindergarten Teacher Spanish AEP Teacher B.A., Pacific Oaks College Lisa Dewey Wells Third Grade Teacher M.Ed., Lesley University B.S., University of Vermont

Board of Trustee s Our Board exists to make decisions and take actions designed to underwrite the viability of this school’s mission for our current students and future generations. Don Santa—Chair Val Baker Vanessa Biggs Jamie DeMaria Lisa Dennis

Sarah Evans—Secretary Bonnie Heinze Frances C. Lukens—Head of School Maggie Margiotta Melson James P. O’Hare

M. Margo Parker Elaine Pavlick The Reverend Amy Richter Steve Stavrou

Volunteer Opportunities The volunteer spirit is an important tradition at St. Anne’s School. The time and talent contributed by parents, grandparents and friends of the school enrich our programs in countless ways and make the St. Anne’s School experience even more special. We take pride in being a family of students, parents, faculty and friends, all working together toward a common goal. The Parent Association (PA), of which all parents are automatically members, is very active and involved in assisting with school programs and events. The work of the PA and other volunteers provides a vital resource to the school and is a living example of teamwork and giving to our children.

Gifts to St. Anne’s School of Annapolis St. Anne’s School is deeply grateful for the continued generosity, vision and commitment of parents and friends in the community through their gifts and contributions. This tradition of financial support helps the school and its students in many ways. Gifts to the Annual Fund and other school fundraisers support the educational program, financial aid and new program development.

Accreditations & Memberships St. Anne’s School is proud of its accreditations and memberships in educational associations that uphold academic rigor and promote the highest standards of educational quality. • National Association of Independent Schools (NAIS) • Association of Independent Maryland Schools (AIMS) • National Association of Episcopal Schools (NAES) • Mid-Atlantic Association of Episcopal Schools (MAESA) • North American Reggio Emilia Alliance (NAREA)

• National Middle School Association (NMSA) • Council for the Advancement & Support of Education (CASE) • Maryland State Board of Education (Certificate of Approval) • St. Anne’s Parish, Annapolis, Maryland

Parent Association Board Chair—Brigitte Herbert

Plant Sale Chair—Mary Price Reath

Vice-Chair—Tako Lewis

Roots and Shoots Chair— Annabelle Sailer

Treasurer—Marnie Smith Secretary—Maisha Strong

Santa’s Workshop Chair— Kyra Kemplin, Christy D’Camera

Auction Chair—Jamie DeMaria, Wendy Thomas

Scholastic Book Fair Chair— Kyra Kemplin, Robyn Zgorski

Deck the Halls—Lisa Grasso, Christine Ingersoll

School Supplies Chair—Karen Santa

Empty Bowls Chair—Kelly Maurer, Danielle Massarini Fairy Tales With Friends—Sarah Pirie Mom’s Night Out—Lisa Grasso

School Lunch Organizer— Cindy Janoski, Haley DeMaria, Laura Wood, Jennie Burke, Jennifer Glendening, Jenny Copsey, Bobbi Farquhar, Rachel O’Hare, Becky Gibson, Robyn Zgorski

Service Learning Chair— Lisa Zimmerelli Spirit Zone Chair—Emily Garvin Sweetheart Dance—Debbie Cronin Teacher Appreciation Chair— Jennifer Lauria, Courtney Dunkle Used Books—Karen Santa Used Uniforms Chair—Leslie Davis, Susan Hebden Volunteers Chair—Julie Nogueira, Amy Shields Welcoming Chair—Susie Fitzgerald, Jamellah Ellis

Incentives Chair—Nancy Jones St. Anne’s School of Annapolis does not discriminate on the basis of race, color, religion, age, gender, sexual orientation, physical disability or national origin in admissions, employment or education policies. We value diversity and embrace the fundamental Episcopal belief in the dignity of each human being. We are committed to helping our school community understand and appreciate human differences and similarities.

Our Seven-Pointed Star The star in our shield represents our commitment to academic excellence and to nurturing spiritual and moral values in our students. Each point of the star signifies one of the seven gifts of the Holy Spirit: intellectual gifts, including the spirit of wisdom and of understanding; moral gifts, or the spirit of counsel and strength; spiritual gifts, or the spirit of knowledge and true godliness; and the final point, the spirit of love of the Lord.