SAIS Revision #2

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SAIS - SACS Self Study REPORT 2012

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Table of Contents

Part I: General Overview a) History of the School b) Hammond School Mission c) Progress of Previous Accreditation Goals d) Initial Accreditation Summary Part II:

Facts, Data, and Profile Information

Part III:

Where Are We Now? a) Response to Standards Report b) Administrative Summaries c) Academic Audit Reports d) PK-12 Special Area Reports

Part IV:

Where Are We Headed? a) Strategic Plan b) Campus Master Plan

Part V:

How Do We Get There? Evaluating Progress and Standards a) Strategic Report Cards b) Academic Audit and Special Area Report Cards

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History of the School

Hammond School History and General Overview Founded in 1966, Hammond School is coeducational independent school serving 908 students in grades PK-12 on a 107 acre campus. All students pursue a challenging, developmentally appropriate, college preparatory course of study in a dynamic environment that includes rich cocurricular components and a commitment to the core values of honesty, respect and responsibility.

Originally founded as James H. Hammond Academy, the early history of the school was shaped by the early trustees’ desire to create a distinctly challenging academic environment but at times struggled to maintain a consistent vision and mission. Enrollment fluctuated as the school struggled to find itself and maintain a clear and consistent program in the face of some financial adversity as well as they also faced significant challenges related to buildings and grounds.

In 1991, under the leadership of then newly appointed head Dr. Herb Barks, the school underwent a strategic and intentional realignment of the vision and plan for the future, re-incorporating and changing the name of the school to Hammond School, from Hammond Academy and adopted a wider and broader mission that reflected more clearly the best practices of the National Association of Independent Schools. The school began to establish a global perspective and several other strategic initiatives to strengthen all areas of the school.Dr. Bark’s tenure from 1989-2005 was a period of remarkable growth and exciting innovation for the school, as Hammond grew into its role as one of the top college preparatory schools in South Carolina and the Southeast Region. With the assistance of dedicated teachers, coaches, administrators, and trustees, this period was exemplified by well known success in student class trips, athletics, arts programs, and a long list of academic achievements. Many of the current facilities were built during this time, including the Bank of America Theatre, Edens Stadium, Barks Hall, as well as gymnasium spaces in the upper and lower schools. Enrollment stabilized as Hammond began to attract students from many parts of the Columbia Metropolitan area, students who would begin in a rejuvenated lower school and continue their experience until graduation.

Signature programs such as Early Technology Week, Country of Study Program, Belize Junior Year Trip, and Select Ensemble Choral Group began to earn the school national acclaim and regional interest from other premiere independent school.

Following Dr. Barks’ tenure, the school struggled to replace the vision of Dr. Barks, before appointing an internal candidate, Mr. Chris Angel, who had served as Upper School Head at Hammond since 2002 and achieved much success with students, parents, and faculty in that role.

The appointment also brought new Board leadership and a renewed focus on issues of governance and strategic planning. The school immediately entered a Strategic Planning phase, capably led by consultant Ned Fox, an experienced independent school educator.

The 2010 completion of the Strategic Plan was a watershed moment in the history of Hammond, as it included for the first time in Hammond history, all constituencies of the school in collaborative conversations and focus groups focused on the future of Hammond for the next decade and beyond. This was immediately followed by the recently completed Campus Master Plan, a similarly collaborative process involving all stakeholders.

The results of these ambitious initiatives have been increased clarity of mission, a renewed sense of purpose, and objective standards of institutional improvements that will guide Hammond in the years ahead. The Strategic Plan represents the backbone of this SAIS self-study; when combined with the Campus Master Plan, Academic and Curricular Audit, and special Focus Groups, they give a clear picture of where Hammond is at this moment in time, where it intends to go, and how it will measure its progress on the journey.

Hammond’s history has been marked by rapid growth and ambitious, visionary leadership. Looking back at the 2006 SAIS report, the current administration has been astonished by how far we have come in that short period of time. As a school, we are proud to have overcome the challenges of the past and are looking forward to the challenges of the future.

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Hammond School Mission Hammond School offers a college preparatory curriculum which promotes the love of learning for a lifetime. The school embraces the Judeo-Christian tradition of moral and ethical values, but respects all religious beliefs and traditions and seeks applicants of all races, religions, and nationalities. The mission of Hammond School is to instill in students a commitment to academic excellence and recognition of individual potential that will contribute to the development of their characters.

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2011 Self-Study Process Upon Chris Angel’s appointment as Headmaster in 2009, Hammond School elected to embark in a school wide Strategic Plan and Campus Master Plan, and those reports provide the backbone for this self study report. This master plan took an entire school year, and much care was taken in this process to include all constituency groups within the school through focus groups and representative participation on these important planning committees.

The work of these groups was planned to coincide with a planned 2010 SAIS accreditation process; however, through mutual arrangement, the final steps were postponed one year, both to help SAIS’s rotation of schools, and to allow new senior leadership at Hammond time to settle in and effectively plan a school visit.

Because we were given additional time to plan and work, school administrators decided to add some additional elements to the self-study process to allow more faculty participation and reflection on the PK-12 curriculum. The results of this work comprise the Academic Audit portion of this document, a useful snapshot of where Hammond stands at this point in time with our comprehensive curriculum. When combined with the Executive Summary Reports from other administrative team members designed to describe the last five years of progress in those offices, our hope is to give visiting team members a concise and clear picture of Hammond School in 2011-2012.

look more closely at four specific areas identified in the strategic planning process as presenting unique challenges in the immediate future: Global Education; Health, Wellness and Physical Education; Educational Technology; and Student Support Services. The decision was made to create PK-12 collaborative study groups for these areas, chaired by faculty members, to document programs as well as identify key areas of strength and weakness. The work of these groups will be ongoing, providing key leadership in these areas, even after the self-study process is complete. The format for these reports will be similar to the Academic Audit: description of current programs, followed by commendations and recommendations. In collaboration with SAIS, the school requested some expertise from our visiting team in one or more of these areas, in hopes of receiving good focused input from the accreditation team.

Because the process for Hammond has been so intensive and has spanned an additional year, every effort was made to be concise, with ancillary materials, focus groups surveys and other process-oriented background materials placed outside of the text of the report itself. The surveys and work of all the groups and constituents are not included in the body of the report, but are available for review by the visiting team, either prior to or during the visit.

However, school leaders also recognized the need to

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Progress Report on Previous Accreditation Goals Since the last SAIS self-study and accreditation report, Hammond has shown steady focus in goal-setting, incorporating many of the key recommendations made in the previous report, while showing progress towards other new initiatives. The key to the work has been the administration’s emphasis on adopting NAIS best practices in key areas of school life, and becoming more intentional and strategic in all areas of the school. While the Administrative Summary section contained in this report highlights the five year accomplishments of key administrative areas in more detail, it is important to paint, with large brushstrokes, some of the key recommendations from the 2006 report that have been put into place at the recommendation of the last SAIS visiting team.

1) The school has completed and continues to implement a Comprehensive Strategic Plan. That plan includes a quarterly “report card� for administrators and board members to chart ongoing progress towards those goals.

2) The school has completed a Campus Master Plan and established a deferred maintenance fund to manage ongoing maintenance and facility needs.

3) The school has established academic support at all divisions, with the new Academic and Developmental Enrichment Centers, as well as specialists designed to help with learning outcomes.

4) The school now routinely surveys recent graduates and alums to gauge their level of preparation and satisfaction with existing curriculum. In addition, each year, the Headmaster, College Counselor and Alumni Relations Coordinator visit the South Carolina colleges to meet with recent alums in person.

5) The school has developed an effective upper school advising system and has worked on transitional programs between divisions, from grades four to five, and eight to nine, helping to reduce attrition in those areas.

6) The school has regular curricular review and updating of curricular maps, syllabi, and admissions materials, reflecting the dynamic curriculum. The Academic Council has expanded roles and additional meetings for ongoing conversations in a variety of areas, and we have continued faculty oversight of curricular and pedagogical issues.

7) The school has expanded technology use in all divisions and has a good administrative infrastructure of databases and connected technology.

8) The school has committed resources to all support services for students, adding a school nurse, an additional college counselor, a psychologist, two learning specialists and a 7-12 Dean of Students.

Along with these support positions, faculty leadership positions including Student Life Coordinator and Advisory Coordinator have assisted growth in the upper school.

9) The school has committed resources to marketing, adding personnel with an active administrative/ board committee dedicated to ongoing work in this area.

10) The school has committed resources to assist in the recruitment of faculty and administrative staff, more frequently recruiting national candidates.

11) The school has committed resources to faculty professional development, graduate degree programs for faculty, and internal professional growth, adding calendar days and requiring more time for such work.

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12) The school has a new teacher induction and orientation program that provides mentoring and ongoing discussions for teachers new to the school community.

13) The school has completed a comprehensive financial plan centered around the Strategic Plan and the desire to increase endowment funding and manage ongoing debt. In addition, the annual giving program has improved and expanded, moving forward productively.

14) The school has adopted and clarified institutional core values of Honesty, Respect, and Responsibility and worked those values into disciplinary practices and ongoing character education initiatives at all levels.

15) The school has studied and adopted a mission and purpose for the Dorothy Walker Chapel, clarifying some of the policies and procedures governing its purpose and use.

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School Profile 2011-2012 Headmaster MR. CHRISTOPHER B. ANGEL cangel@hammondschool.org Associate Headmaster MR. ROBERT E. DAVIS bdavis@hammondschool.org Head, Upper School MR. JAMES M. LEWIS jlewis@hammondschool.org Director of College Counseling MRS. RENÉ C. BICKLEY rbickley@hammondschool.org 803-776-0295 803-783-6209 (fax) College Counselor MRS. CAROLYN P. STODDARD cstoddard@hammondschool.org College Counseling Administrative Assistant Upper School Registrar MRS. RUBY F. ELENZ relenz@hammondschool.org 854 Galway Lane Columbia, SC 29209 803-776-0295 www.hammondschool.org

SCHOOL BACKGROUND Founded in 1966 as Hammond Academy, now known as Hammond School, Hammond School enrolls 905 college-bound students in preschool through grade 12. Hammond is committed to global education, each year focusing on a different country. Hammond offers its students a wide range of athletic, co-curricular, and extra-curricular activities. Hammond School does not discriminate on the basis of color, national or ethnic origin in any of its policies, practices, or procedures.

Hammond has a faculty and staff of 154 men and women. The student/teacher ratio is seven to one. Hammond is located in southeast Columbia on 106 acres. The 19 main buildings contain 85 classrooms, three labs, four art studios, two music studios, an early technology center, a college counseling center, academic enrichment center, two dining halls, two libraries, a theater, a chapel, and a lecture hall. Athletic facilities include two gymnasiums, a wrestling barn, a lighted football stadium, a baseball field, eight tennis courts, a cross-country track, practice fields, and a soccer/track and field complex.

Hammond places an emphasis on experiential education in the Upper School through wilderness expeditions. Some trips include Nantahala River, Outward Bound in North Carolina, Belize, Central America, and senior trip with backpacking, white water, rock climbing, rappelling, and mountain biking. Hammond also has a diverse and prolific performing and visual arts community which provides an opportunity for choral tours, drama productions, and art exhibits. Hammond School’s premier choral performing group, the Select Ensemble, has toured internationally during the last five years. Venues have included performances in Germany, Austria, Italy, and the Czech Republic. In addition, the Hammond Drama Troupe was honored to perform in the 2008 Fringe Festival in Edinburgh, Scotland. In addition, Hammond has begun a band program primarily based in middle school, however, some high school students are involved.

Hammond enrolls college-bound boys and girls who are bright, talented, possess good character, and are willing to compete in a rigorous academic environment. Admission requires all candidates to have a good academic record, recommendations, an on-campus interview, and an entrance exam. Financial Aid is based on need and is determined by the School Scholarship Services of Princeton, NJ. ACCREDITATION AND MEMBERSHIP Hammond is accredited by the Southern Association of Colleges and Schools and Southern Association of Independent Schools. Memberships include the South Carolina Independent School Association, National Association of Independent Schools, Southern Association of Independent Schools, Palmetto Association of Independent Schools, Educational Records Bureau, College Board, Southern Association for College Admission Counseling, National Association for College Admission Counseling and the Secondary School Admission Test Board.

NATIONAL MERIT AND NATIONAL ACHIEVEMENT RECOGNITION During the past six years, 10 percent of Hammond graduates have been recognized as National Merit Achievement Finalists or Commended Scholars.

2012 2011 2010 2009 2008 2007 2006 2005 Semi-finalists & finalists 5 2 0 1 1 2 3 3 Commended 1 0 5 5 5 0 7 5

CLASS OF 2011 The 61 members of the Class of 2011 were accepted to 65 schools in 18 states and are attending 25 schools in 10 states. 85% of this class was offered academic scholarships in excess of $4 million. There were 27 scores of 700 or higher on the Critical Reading, Math, or Writing sections of the SAT. The average SAT score was 1178 (Critical Reading and Math), and 45% of the class scored 1200 or higher on the SAT (CR and Math). Nine members of the class of 2011 earned GPA’s of 4.5 or higher and were awarded the distinction of Honor Graduate. Sixteen percent were named South Carolina Palmetto Fellows, the state’s highest lottery-funded scholarship. Most did so by posting GPA’s of 4.00/above and SAT’s of 1400/above.

ADVANCED PLACEMENT RECOGNITION Fifty-four members of the Class of 2011 took 185 AP exams before completing their Hammond diplomas. Following May 2011 testing, 22% of the Classes of 2011 and 2012 were recognized by the College Board Advanced Placement program. Twenty-eight students were named AP Scholars, AP Scholars with Honor, AP Scholars with Distinction, and/or AP National Scholars.

ADVANCED PLACEMENT SCORES 2007-2011 Score 5 4 3 Pass Rate

2011 - Percentage 41 19% 60 28% 58 27% 159/215 = 74%

2010 - Percentage 35 19% 43 24% 51 28% 129/181 = 71%

2009 – Percentage 41 21% 74 38% 53 27% 168/197 = 86%

2008 – Percentage 48 25% 60 31% 59 30% 167/195 = 86%

2007 – Percentage 33 18% 47 26% 59 33% 139/181 = 77%

CLASS RANK Hammond School does not rank. It is our feeling that rank neither provides a valid measure of performance nor offers a true distinction between members of a highly talented class. We do offer other data that should assist in the evaluation of performance. We humbly ask that admissions staff take into consideration the rigor of curriculum at Hammond as evidenced by the Class of 2012’s spring SAT scores: As of May 2011, 58% of the Class of 2012 had already posted 1200/above on CR and Math combined or 27 or higher on ACT. It is also of note that as an indicator of our rigorous academic program and grading standards, the Class of 2012 includes only 6 students with no yearly course average below 90, and only 4 of those have no final academic grades below A. GPA Hammond School adopted the South Carolina Uniform Grading Scale in 2004 (see reverse side). The grading scale designates the quality-point range for each numeric unweighted grade and gives weighted credit on GPA value. Honors courses are weighted an additional .5 point and AP courses are weighted an additional 1 point. Only those courses completed in Hammond Upper School are reflected in Hammond’s GPA. Credit earned prior to 9th grade is non-weighted and does not affect GPA. Credit earned through other institutions does not affect Hammond GPA and does not appear on Hammond transcripts. With the exception of AP Studio Art and Art History, all Fine Arts and PE credits are excluded from GPA calculations.

Hammond School

854 Galway Lane

Columbia, 29209 803-776-0295 10SC

www.hammondschool.org

COURSE LOAD Ninth and tenth grade students typically enroll in six courses per semester. Eleventh grade students typically enroll in six courses per semester; however, eleventh graders who take double period AP Biology or AP Chemistry are limited to five courses per semester. Twelfth grade students are typically enrolled in five courses per semester unless special permission is granted to do otherwise.

THE CURRICULUM AND GRADUATION REQUIREMENTS The curriculum at Hammond School is a demanding academic program designed to prepare our students for university acceptance. Because of Hammond’s rigorous academic focus, when evaluating a Hammond transcript it is important to take into account the challenging nature of all course work offered at Hammond School. Standard level courses, those not labeled Honors or AP, as well as those designated Honors or AP, are demanding in quality, content and design. Enrollment in standard level coursework does not signal a lack of academic rigor or challenge.

English 4 Credits Mathematics 3 Credits (Including Algebra I, Geometry, Algebra II) History 3 Credits (Including World Cultures, US History and World History) Science 3 Credits (Including Biology, Chemistry, Physics)

Foreign Language 3 Credits (In same foreign language) Art 1 Credit Electives 4.5 Credits Physical Ed 2 Credits

HONORS AND AP Enrollment in Honors and Advanced Placement coursework requires faculty endorsement. Enrollment in AP coursework is an honor typically reserved for juniors and seniors. Honors courses (grades 9-12) are designated on transcripts by use of Honors or H. AP courses are designated AP. Students enrolled in AP courses are required to take AP exams.

Availability of honors courses, especially in world languages, is dependent on enrollment and departmental needs.

CURRICULUM

ENGLISH English I Literature & Grammar English I Literature & Grammar (H) English II-American Literature English II-American Literature (H) English III-British Literature English III-British Literature (H) AP English Language & Composition English IV- World Literature English IV-World Literature (H) AP English Literature & Composition Public Speaking MATH Algebra I, II Algebra II (H) College Algebra Geometry Geometry (H) Pre-Calculus Pre-Calculus (H) Finite Mathematics w/ Calculus AP Calculus AB, BC AP Statistics SCIENCE Biology Biology (H) AP Biology Chemistry Chemistry (H) AP Chemistry Physics Physics (H) AP Physics C Ecology

AP Environmental Science Anatomy and Physiology Astronomy Evolution (H) PHYSICAL EDUCATION Physical Education Dance Ballroom Dance WORLD LANGUAGES French I, II, III, IV French IV (H) Honors Advanced French AP French Spanish I, II, III, IV Spanish V (H) AP Spanish Latin I, II, III, IV Latin IV (H) Latin V (H) AP Latin: Vergil SOCIAL STUDIES World Cultures World Cultures (H) U.S. History U.S. History (H) AP U.S. History World History World History (H) AP European History History of Religion General Psychology AP Psychology Religion & Philosphy Economics Women’s Studies International Relations Ethics of War Holocaust Current Events FINE ARTS Art I, II Advanced Art AP Studio Art Drama Advanced Drama Journalism/Yearbook Concert Choir/Chorus Film Appreciation History of Popular Music

AVERAGE GRADE COLLEGE HONORS AP PREP 100 A 4.875 5.375 5.875 99 A 4.750 5.250 5.750 98 A 4.625 5.125 5.625 97 A 4.500 5.000 5.500 96 A 4.375 4.875 5.375 95 A 4.250 4.750 5.250 94 A 4.125 4.625 5.125 93 A 4.000 4.500 5.000 92 B 3.875 4.375 4.875 91 B 3.750 4.250 4.750 90 B 3.625 4.125 4.625 89 B 3.500 4.000 4.500 88 B 3.375 3.875 4.375 87 B 3.250 3.750 4.250 86 B 3.125 3.625 4.125 85 B 3.000 3.500 4.000 84 C 2.875 3.375 3.875 83 C 2.750 3.250 3.750 82 C 2.625 3.125 3.625 81 C 2.500 3.000 3.500 80 C 2.375 2.875 3.375 79 C 2.250 2.750 3.250 78 C 2.125 2.625 3.125 77 C 2.000 2.500 3.000 76 D 1.875 2.375 2.875 75 D 1.750 2.250 2.750 74 D 1.625 2.125 2.625 73 D 1.500 2.000 2.500 72 D 1.375 1.875 2.375 71 D 1.250 1.750 2.250 70 D 1.125 1.625 2.125 69 F 1.000 1.500 2.000 68 F 0.875 1.375 1.875 67 F 0.750 1.250 1.750 66 F 0.625 1.125 1.625 65 F 0.500 1.000 1.500 64 F 0.375 0.875 1.375 63 F 0.250 0.750 1.250 62 F 0.125 0.625 1.125 0-61 F 0.000 0.000 0.000 61 FA 0.000 0.000 0.000 61 WF 0.000 0.000 0.000 -- WP 0.000 0.000 0.000

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Class Statistics

CLASS OF 2008 CLASS OF 2009 CLASS OF 2010 CLASS OF 2011 GRADUATES 78 67 63 61

MID FIFTY PERCENT GPA 3.27 - 4.28 3.132 – 4.184 3.188 - 4.086 3.192 - 4.224 MEDIAN GPA 3.80 3.731 3.827 3.743 SAT (CR & MATH) 1224 1242 1225 1178

JUNIOR YEAR STATS CLASS OF 2012

STUDENTS 66

MID FIFTY PERCENT GPA 3.473 - 4.193 MEDIAN GPA 3.817

MID FIFTY PERCENT SAT (CR & MATH AS OF MAY 2011) 1090 - 1230

COLLEGE ACCEPTANCE RECORD Recent graduates have been offered admission at the following colleges and universities. One hundred percent of Hammond graduates attend college.

Agnes Scott College

Albany College of Pharmacy Amherst College Anderson University Appalachian State University Arizona State University Auburn University Baylor University Belmont University Berklee School of Music Bethune Cookman Binghamton University Birmingham Southern Boston College Boston University Brandeis University Brevard College Bridgewater College Brigham Young University Case Western Reserve Charleston Southern University Citadel, The Clemson University Coastal Carolina University Coker College Colby College College of Charleston College of William & Mary Colorado College Columbia University Connecticut College Converse College Cornell University Dartmouth College Davidson College Dickinson College Duke University Eastman School of Music Elon University Emerson College Emory University Florida State University Fordham University Furman University George Washington University Georgetown University Georgia Institute of Technology Georgia Southern University Hamilton College Hampden-Sydney College

Hampton University Harvard College High Point University Idaho State University James Madison University Johns Hopkins Unversity Kalamazoo College Kenyon College Lehigh University Lewis & Clark College Louisiana State Unversity Loyola-Marymount University Marymount Manhatten Mercer University Middlebury College Middle Tennessee University Mount Holyoke College New College of Florida New York University Newberry College North Carolina State University Northeastern University Northwestern University Ohio State University Oklahoma City University Oberlin College Occidental College Oxford College Pace University Peabody Institute Pepperdine University Pennsylvania State University Pitzer College Pomona College Presbyterian College Queens College Randolph-Macon College Rhodes College Rice University Roanoke College Rutgers University Samford University Savannah College of Art & Design Smith College Southern Adventist University Southern Methodist University St. John’s University Stetson University SUNY/ Buffalo Sweet Briar College Syracuse University

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Temple University Tufts University Tulane University University of Alabama University of Arizona University of California/Berkeley University of California/Los Angeles University of California/Santa Barbara University of Cincinnati University of Colorado University of Connecticut University of Florida University of Georgia University of Hawaii University of Illinois University of Kentucky University of Maine University of Maryland University of Miami University of Michigan University of Mississippi University of North Carolina/Chapel Hill University of North Carolina/Charlotte University of Oregon University of the Pacific University of Pennsylvania University of Pittsburg University of Redlands University of Rhode Island University of Richmond University of South Carolina University of Southern California University of Tampa University of Tennessee University of the South University of Virginia US Air Force Academy US Military Academy US Merchant Marine Academy Utah State University Vanderbilt University Vassar College Villanova University Virginia Polytechnic University Wake Forest University Washington and Lee University Washington University/St. Louis Winthrop University Wofford College

Yale University *Partial List

Where are We Now?

Standard 1: Vision & Purpose The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school. o IMPACT: A school that commits to shared beliefs and mission establishes expectations for student learning that are aligned with the school’s vision. These expectations serve as benchmarks for assessing student performance and school effectiveness and are supported by school personnel and external stakeholders. The school’s mission guides allocations of human, time, material, and fiscal resources.

Standard 1 – indicators: 1.1

Establishes in collaboration with its stakeholders a mission for the school that guides al planning and decision-making.

The mission of Hammond School is to instill in students a commitment to academic excellence and recognition of individual potential that will contribute to the development of their characters. During the Recent Strategic Plan, the mission was examined and reconfirmed, providing the basis of future institutional planning.

1.2

Identifies goals to advance the mission of the school and ensures the mission is congruent with principles of academic scholarship; permitting and encouraging freedom of inquiry, diversity of viewpoints, and academic independent, critical thinking. · Community – Hammond School will develop and maintain a unified atmosphere that is inclusive, welcoming, accepting, and affirming of the humanity of every individual. · Curriculum – As a PK-12 school, Hammond will develop, articulate, and implement a research-based, continual, integrated curriculum that incorporates best practices of instruction to prepare students for continued education in college and beyond. · Faculty and Staff – Hammond will recruit, retain, and develop diverse faculty and staff that implement the Hammond School mission by delivering academic excellence, enhancing the school community through collaboration among divisions and creating an environment where every student can develop to their individual potential. Hammond will seek faculty and staff members who are enthusiastic life-long learners, experts in their subject areas, role models of high character, and genuinely excited about working with students. · Facilities – In order to foster a community of learners and interactive collaboration, the school will design facilities that teach, where every space is purposefully utilized and becomes an active part of the educational experience. Our physical space will set an expectation of excellence. · Technology – Hammond will become a model among independent schools in the use of educational technology. · Financial Support – Hammond School will fully fund the operation, maintenance, and growth of the institution.

1.3

Ensures the beliefs and mission guide the instruction and curriculum throughout the school and reflect research and best practices concerning teaching and learning.

The Administrative Team meets weekly and the Academic Council meets monthly to review and discuss best practices concerning teaching and learning. Many leadership and planning initiatives have come

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from this ongoing institutional collaboration, and both faculty and administrators are actively using the new strategic plan to evaluate all aspects of the school’s operation, assuring that our good work is in concert with the school’s overall mission.

1.4

Regularly reviews its mission and revises when appropriate.

The Administrative team and the Board of Trustees review the mission annually, and the mission was once again endorsed during the Strategic Planning Process, completed in 2010.

1.5

Provides evidence that no form of bias or prejudice is allowed or practiced within the mission scope of the school in order to promote an equitable, just, and inclusive community that inspires students to respect and value diversity.

The school embraces the Judeo-Christian tradition of moral and ethical values, but respects all religious beliefs and traditions and seeks applicants of all races, religions, and nationalities. Non-discrimination policies are printed in official handbooks and admissions materials.

Standard 2: Governance & Leadership The school provides a governance, leadership, and organizational structure that promotes student performance and school effectiveness. o IMPACT: School leaders are advocates for the school’s vision and improvement efforts. Leaders provide direction and deploy resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school improvement among stakeholders.

STANDARD 2 – INDICATORS: 1.1

Operates within the jurisdiction of a governance structure or civil authority and, when necessary, has a charter, license, or permit to operate within that jurisdiction.

As stated in the Hammond School Board of Trustee Bylaws. 1.2.

Purpose. The purpose of the School shall be as set forth in its Charter as amended October 18, 1965.

The Corporation is organized and operated exclusively for educational purposes as defined under Section 501(c)(3) of the Internal Revenue Code of 1986. No part of the net earnings of the Corporation shall inure to the benefit of any private shareholder or individual. No substantial part of the activities of the Corporation shall consist of carrying on propaganda, or otherwise attempting to influence legislation, and the Corporation shall not participate in or intervene in (including the publishing or distributing of statements) any political campaign on behalf of any candidate for public office. Notwithstanding any other provision of these Bylaws, the operations, activities and powers of the Corporation shall be limited to those permitted by an organization described in Internal Revenue Code Sections 501(c)(3) and the objects and purposes for which this Corporation is organized are exclusively educational within the meaning of Section 501(c)(3) of the Internal Revenue Code.

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1.2

Assures that the governance structure provides for the continuity of mission.

During the Strategic Plan process the mission was evaluated by the Board. The mission will be reviewed annually at the May Board Meetings.

1.3

Complies with all applicable statutes and governmental regulations.

The school is in compliance with all state and federal laws and regulations as is supported by attached documentation.

1.4

Maintains access to legal counsel who can advise or obtain necessary information about the legal requirements and obligations that exist in the state, federal, or other jurisdictions in which it operates.

The school retains Allison Hanna of Childs and Halligan (803-254-4035) for legal counsel advisement.

1.5

Assures that the governance structure clearly defines roles and responsibilities for board members and the head of school, and provides procedures for board and head orientation and evaluation.

During New Board Member Orientation, new members are provided the NAIS Trustee Handbook and New Trustee Orientation Binder. The Head of School is evaluated yearly as stated in the Hammond Board of Trustee Bylaws under section 6.7 Annual Review of Performance and Compensation. The Board of Trustees appoints a committee to annually review and guide the Board’s evaluation of its work.

1.6

Assures that the governance structure supports and models inclusive decision-making methods.

The monthly Board Minutes demonstrate that the governance structure supports and models inclusive decision-making methods.

1.7

Establishes by its governing process policies to ensure no conflict of interest between business, professional or parental roles and duties to the school.

Each Board Member is asked to sign a Hammond School Conflict of Interest Disclosure Statement at the beginning of each school year.

1.8

Has a governance structure that hires one employee, the administrative head of school.

As stated in the Hammond Board of Trustee Bylaws under Article VI – Duties and Performance of the Head of School.

1.9

Establishes policies and procedures that recognize and preserve the executive, administrative, and leadership prerogatives of the head of the school.

Policies and procedures are clearly stated in the Hammond Board of Trustee Bylaws, Board Minutes, and the Lower, Middle and Upper School Handbooks.

1.10

Assures that the governance structure does not interfere with the day-to-day operations of the school.

The governance structure does not interfere with the day-to-day operations of the school as stated in the Hammond Board of Trustees Bylaws.

1.11

Assures that the governance structure establishes comprehensive monitoring of overall school policies.

The governance structure does monitor school policies, with board committees charged with focusing on key elements in the school as a whole.

1.12

Assures that the administrative head of the school allocates and aligns the human, instructional, financial, and physical resources in support of the vision, mission, and beliefs of the school. The school

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head shall have responsibility for the expenditure of all funds raised in the name of the school by booster clubs and other related organizations of students, parents, alumni, or supporters.

The administrative head of the school allocates and aligns the human, instructional, financial, and physical resources in support of the vision, mission, and beliefs of the school. Documentation of this can be found in the Administrative Retreat Minutes and Administrative Weekly Meeting Minutes. The Head of School is responsible for the expenditure of all funds raised by the Hammond Parents Association, Skyhawk Club and Friends of the Arts, our umbrella parent organizations.

1.13

Assures that the governance structure provides for stability in transitions of leadership.

As stated under Article VI of the Bylaws – 6.4 Appointment. In the event of a permanent vacancy in the office of the Head of School, the Board shall elect a replacement from candidates submitted for consideration by a taskforce formed by the Board with the sole obligation of selecting a replacement Head of School. An affirmative vote of at least two-thirds of the Trustees is required for appointment.

1.14

Analyzes student performance and school effectiveness.

The governance structure does analyze student performance and school effectiveness. For example, the recent Education Committee report detailed current activities and existing needs for community service.

1.15

Assures that debt service or lines of credit are managed in such ways as to ensure that fiscal responsibility remains under the control of the governing authority.

All financial records are maintained in good order and available for review in the Business Office. The School’s current debt obligations are evidenced and verified by the “Notes to the Financial Statements” under note numbers 11, 12, and 13 which are located in the Audited Financial Statements for year ended June 30, 2009.

1.16

Assures that the school is not in, nor in prospect of moving into, financial reorganization under the protection of bankruptcy.

The School has and continues to operate in a positive cash position, thus ensuring it as a “going concern”.

For the past several years the School has ended its fiscal year with balanced budgets which exhibit the School’s commitment to financial responsibility and cost control. The School’s sound financial practices and internal controls ensure that its financial strength will continue. Frequent interim financial reviews and the annual Audited Financial Statements provide the Headmaster, the Finance Committee, the Investment Committee, and the Board of Trustees with timely and accurate financial information which allows them to make healthy financial decisions.

1.17

Assures that the governance structure provides adequate risk management policies for the protection of the school.

Ongoing analysis of insurance needs are completed by the business office in collaboration with an independent insurance agent and school leadership, resulting in complete insurance protection for the school in perceived areas of risk.

1.18

Provides adequate documentation of insurance or equivalent resources to protect its financial stability and administrative operations from protracted proceedings and claims for damage.

The School manages its insurance needs via an independent agent who contracts coverage from various insurance companies to provide the School with coverage for General Liability, Crime and Fidelity, Business Automobile, Property Portfolio Protection, Student Accident, Directors and Officers, and International Travel.

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1.19

Maintains a plan to fund a maintenance reserve.

The School has made a commitment to the maintenance, repair, and preservation of the School’s current facilities. This is evidenced by its Physical Plant Replacement, Repairs, and Special Maintenance (PPRRSM) Reserve Fund. Under the fund guidelines, a minimum of 5 years’ worth of repairs, or $1 million, will be maintained in the PPRRSM fund at all times.

Standard 3: Teaching & Learning The school provides research based curriculum and instructional methods that facilitate achievement for all students. o IMPACT: The school that implements a curriculum based on clear and measurable expectations for student learning provides opportunities for all students to acquire requisite knowledge, skills and attitudes. Teachers that use proven instructional practices actively engage students in the learning process, provide opportunities for students to apply knowledge and skills to real world situations, and give students feedback to improve performance.

STANDARD 3 - INDICATORS 1.1

Develops and aligns the curriculum and instructional design with the school’s mission and expectations for student performance across subject areas and grade levels.

Curricular alignment and instructional design are reviewed in regular meetings of the Academic Council, Divisional Faculty, Departmental Faculty, and Senior Administrative team. Specific school wide subject area curricular review is conducted in a collaborative format with joint faculty and administrative leadership.

1.2

Implements curriculum based on clearly defined expectations for student learning.

At each division, teachers and administrators monitor and develop a clearly articulated curriculum, and communicate those with parents and students. Curriculum Mapping and syllabus review are all tools that have assisted with this, and continue to do so, on a regular basis.

1.3

Assures that the curriculum relies on sound learning principles and provides a balance of educational experiences, including academic, fine arts, and physical education based on knowledge of human growth and development.

Hammond School is committed to the promotion of faculty professional growth and development. Professional development in-service is offered throughout the year. Hammond has brought nationally recognized leaders in education to campus annually. Each division also provides relevant in-service opportunities as well as external professional development.

1.4

Assures that the curriculum promotes the active involvement of students in the learning process, including opportunities to explore application of higher order thinking skills and to investigate new approaches in applying learning.

Hammond School is dedicated to in depth field studies at every level of the school. Some examples of field studies include: South Campus exploration with naturalist in residence, Tom Mancke, 5th grade Early Technology Week, overnight (out of state) field studies in grades 4-12, annual junior class trip to Belize.

Hammond also participates in local, state, regional, and national competitions in math, writing, science, language and international politics. Upper School students have the opportunity to enroll in Advanced Placement courses, and a host of other academic electives and experiential learning opportunities. The Global focus of the school also encourages new approaches to education, and a wider world view.

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1.5

Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity.

Hammond School’s commitment to excellence in education is outlined in the school’s curriculum guide.

Hammond also demonstrates its commitment to equity and diversity by offering services through the Academic Enrichment Center and the Developmental Enrichment Center. Members of the school community also participate in a study of the Holocaust, a celebration of Martin Luther King Day, Mix It Up Day, and single gender homerooms in 7th and eighth grade. All students and faculty participate in an annual Country of Study program. A faculty member from each division is selected to travel to the selected country during the summer. Travelers are then expected to share his/her experiences with their respective division during the academic year.

1.6

Promotes the use of relevant data and research in making curriculum, instructional, and organizational decisions.

ERB scores are used to analyze patterns and/or gaps in the curriculum across grade levels. Breakout committees are used to research and analyze changes in curriculum across grade levels and divisions.

Professional articles are shared with faculty through meetings, emails, and the Moodle resource tool for faculty.

1.7

Provides for articulation and alignment between and among all levels of schools.

In addition to the adoption of a curriculum guide, Hammond has implemented successful transition programs for students and parents as they move into a new division. The college guidance office also provides parent and student programs regarding choices in higher education. Other programs such as Tuesday Talks, Recess Buddies, and Peer Mentors help to ensure a smooth transition for students.

1.8

Assures that there are written curriculum guides and support materials that serve as a basis for implementing the curriculum.

The curriculum guide, curriculum maps, and syllabi serve to outline how curriculum is implemented at Hammond School. All undergo periodic review and attention by the faculty and administration.

1.9

Instructional time is allocated and protected to support student learning.

Schedules are designed within and across each division to support specific learning and developmental needs of different age levels.

1.10

Plans an academic calendar with a minimum of 175 days (or more if required by state law) during which students and teachers engage in teaching/learning activities (Note: For half-day kindergarten programs, one-half day is equivalent to one full day in meeting the 175-day standard).

The 2011-2012 school year at Hammond provides for 177 instructional days for students, which is in compliance with state law.

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1.11

Provides comprehensive information and media services that support the curricular and instructional programs and the mission of the school.

The Walker Library in the Lower School uses a flexible schedule in order to provide services to young learners in pre-school through fourth grade. The Manning Library provides services for teachers and their classes as well as individual readers in grades five through twelve. Please refer to the annual reports for the Manning Library, included in the materials for review.

1.12

Assures that, in schools without a central library, students have access to all resources necessary to accomplish developmental learning goals.

In addition to the Walker and Manning Libraries, Hammond School provides access to numerous academic and professional databases in the Academic Enrichment Center and through the library web site.

1.13

Assures that the school has a policy and procedure for responding to challenged materials.

Hammond School has a published written policy for dealing with challenged materials with a copy included in the materials for review.

1.14

Assures that all students and staff members have regular and ready access to instructional technology and a comprehensive materials collection that supports the curricular and instructional program.

A current inventory of instructional technology is included. Hammond School also provides a computer for every teacher and office. Instructional software includes: Moodle, Kurzweil, Inspiration, Kidspiration, Microsoft Office, Google Sketchpad, and others.

Standard 4: Documenting & Using Results The school enacts a comprehensive assessment system that monitors, documents, and uses results to improve student performance and school effectiveness. o IMPACT: A comprehensive assessment system provides timely and accurate information that is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. Performance measures generate information that guides decision-making and planning to improve student performance. The assessment system yields information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts.

STANDARD 4 – INDICATORS: 1.1

Provides a comprehensive system for assessing student progress based on clearly defined student results for learning.

Hammond School utilizes a comprehensive system to determine student results for learning. PreKindergarten students are given the PHELPS Kindergarten Readiness Screening in the last month of school to best support their entrance into Kindergarten. In grades PK-2nd students take the

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computerized formative assessment Children’s Progress Academic Assessment (CPAA) three times a year. Grades 3rd-8th take the CTP4 (ERB); grades 9th-11th take the PSAT and grades 11th-12th take the SAT. Additional assessments include Continental Math, Fountas & Pinnell Benchmark Assessment. etc.

1.2 Uses assessment data for making decisions for continuous improvement of teaching and learning processes.

Hammond School uses assessment data to identify areas of strengths and opportunities for growth.

Based on this information students are leveled in 7th and 8th grade math as well as placed in Honors and Advanced Placement classes in the Upper School. In addition this data guides decision in regards to professional development and curricular review.

4.3

Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance.

Hammond School analyzes ERB’s, interims and report card grades to determine instructional and organizational effectiveness as well as determine a curricular focus of study. Each year Hammond reviews a specific area of the curriculum: 2009-2010 World Languages; 2010-2011 Math; and 2011-2012 Social Studies. The self study will include an academic audit of all subjects, designed to indicate relative strengths and weaknesses within all academic areas and subject areas, and between divisions of the school.

1.3

Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations.

All records are maintained in a secure environment. To ensure accuracy digitized archives are used as well as hard copies and Middle and Upper School are backed up off site.

Standard 5: Resources & Support Systems The school has the resources and services necessary to support its mission and purpose and to ensure achievement for all students. o IMPACT: The school that has sufficient human, material, and fiscal resources provides a curriculum that enables students to achieve expectations for student learning, meet special needs, and comply with applicable regulations. The school employs and deploys staff well-qualified for assignments and provides ongoing learning opportunities for all staff to improve effectiveness.

STANDARD 5 – INDICATORS: 1.1

Assures that administrative, instructional and support staff are qualified and competent to perform the duties assigned to them in the school in order to meet the needs of the total school program and the students enrolled.

The organizational structure of Hammond School is articulated through an organizational chart with clearly delineated roles and duties of each administrative position, teaching, and support position.

Credentials are kept in personnel folders, and complete background checks are performed on every employee of the school. More than half of our teachers have an advanced degree, and a majority also maintain state teaching certification. Many teachers take advantage of generous professional development which allows for further growth and have funded their graduate degree through Hammond grants for that purpose.

1.2

Provides written policies covering recruitment, employment, assignment, evaluation, and termination of service to all school personnel.

Our faculty handbook is updated each year, when revisions are made. Formal goal setting and evaluation conferences are held each year for teaching and coaching personnel, where areas of improvement are 21

suggested by the Division Head or relevant supervisor. For each teaching position, Division Heads work collaboratively to develop the ideal candidate for that specific position, but professional responsibilities of teachers in general are outlined in the Faculty Handbook. Hammond recruits nationally, regionally, and locally for most teaching and administrative positions.

1.3

Assures that there is an effective orientation program for faculty and staff new to the school.

This area has grown in the past two years. We now have a full two-day orientation for new teachers and staff that included technology training, policy and procedure training, and an introduction to the philosophies and mission that lie at the core of the Hammond experience. We also have a New Teacher Induction program that works with new teachers as a group throughout the year, offering various workshops to educate teachers about other areas of interest.

1.4

Assures that all staff participate in a continuous program of professional development.

Professional Development is a priority for all employees at Hammond School. The school calendar allows for many meeting days throughout the year, and four of them are set aside specifically for collaboration and exploration of new topics. Jay McTighe and Alan November have been the last two national caliber presenters who run workshops for all Pre-K-12 Workshop. We also maintain a professional development budget that sends faculty and staff to local and national conferences.

All staff members are required to attend regular training with Blackbaud and other computer programs that are part of the infrastructure of the school, and all personnel attend regular sessions for safety and crisis management.

1.5

Implements an evaluation system that provides for the professional growth of all personnel.

All personnel engage in yearly goal setting and reflection, and meet with supervisors to discuss future growth. In addition, the teacher faculty and coaches have some additional responsibilities that are outlined in the faculty handbook. The Academic Council has plans to revisit our evaluation system to see if it continues to meet the needs of Hammond, and is likely to implement some changes in the next year or two, changes that reflect the growth of the department chair and grade level team leader positions, and faculty leadership and ownership in general.

1.6

Provides counseling services that meet the needs of students.

Counseling services are an area of growth and development at Hammond School. The Upper School is served by two full-time college counselors, and a full-time clinical psychologist, who assists with all grade levels Pre-K through 12. In addition, there is a full-time learning specialist in all three divisions, along with some support professionals available on an “as-needed basis.� This is an area identified for self-study, as we are trying to keep pace with the number of students with individual learning plans.

1.7

Assures that students whose needs cannot be met in school are referred to appropriate agencies for assistance.

We have referred several families to outside agencies for assistance, including students who have faced disciplinary action, and/or need help with issues. We have included a couple of case studies, documenting our actions and referrals in the materials available for review.

1.8

Establishes written procedures for termination of any student.

Termination for disciplinary issues or poor performance is managed by the Division Heads in collaboration with the Headmaster. Specific policies are detailed in the Student Handbooks, and

22

documentation of ongoing efforts to correct and support students are kept in the division offices and merged with student records when appropriate. Also, enrollment contracts indicate the legal standing of all students who enroll, and set basic conditions for enrollment in Hammond.

1.9

Has a written crisis management plan.

The school’s current Crisis Management Plan is included. This plan is updated annually and changes are communicated to those affected by them.

1.10

Provides documentation of ongoing health and safety inspections that verifies an environment that is safe, healthy, and orderly.

In terms of health we offer yearly influenza vaccines to all staff free of charge. Last year we made reports to our Department of Health and Environmental Control (DHEC) of our H1N1 outbreaks. DHEC also audits our student immunization forms. We have a formal Bloodborne Pathogen and AED policy in place (attached).

In terms of safety we have a risk manager from our property and casualty insurance come out twice a year to do a physical audit of our facilities. We address all issues that are forthcoming from these visits.

We also hired an outside firm several years ago to provide us with a full facility security audit.

For student and staff international travel we provide 1 million in International Insurance on all trips. We have student accident and catastrophic insurance in place for our student body. For food safety we are inspected by DHEC twice a year and receive a rating on our operations and cleanliness.

In terms of campus maintenance we have all fire extinguishers, oven hoods and alarm systems inspected once a year. MSDS sheets are located in our Chemistry Lab and in the Barks Hall Conference Room closet which is also our Incident Command Post. We have inspections on both elevators on campus each year.

We have formed an Emergency Management Committee of 21 staff members who respond to emergency incidents. This group runs Crisis Management tabletop drills several times a year in preparation for an emergency.

Our daycare and Pre-Kindergarten programs are licensed through the state and the Department of Social Services makes inspections of records and facilities.

1.11

Maintains the accounts of the school in accordance with generally accepted accounting principles (GAAP), audited regularly by an independent licensed accountant. The report of the annual audit is onsite and available to the accreditation visiting team.

The accounts of the school are meticulously documented and review by the CFO and Headmaster of Hammond School, and undergo yearly audits, which are included for review. Further financial records are available upon request.

1.12

Budgets sufficient resources to support its educational programs and plans for improvement.

Adequate resources are budgeted and reviewed by the CFO and Headmaster, with periodic review by other members of the administrative team. Copies of the most recent budget is included for review.

Standard 6: Stakeholder Communication & Relationships The school fosters effective communications and relationships with and among its stakeholders. o IMPACT: The school that has effective communications and relationships enjoys the understanding, commitment, and support of stakeholders. School personnel seek opportunities for collaboration and shared leadership among stakeholders to help students achieve expectations for student learning and to advance improvement efforts.

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STANDARD 6 – INDICATORS:

1.1

Fosters collaboration with community stakeholders to support student learning.

As part of the recent Strategic Plan, stakeholders from all segments of the community were consulted in formulating a vision and plan for the future of Hammond School, with student learning as the focus.

This collaboration continues with all groups and includes exit interviews from all seniors with the Headmaster, and goal-setting for teachers and administrators.

1.2

Assures that communications among and between school staff, stakeholders, and alumni are clear and effective.

The school produces weekly e-notes (each division, including the athletic department) for parents that are sent electronically every Tuesday. A copy of the e-note is also posted within the community portal for parents to access. Students in grades PK-8 take home a Tuesday envelope with additional parent communication. (A copy is on file) The division heads send a morning email to all faculty and staff within their department which communicates daily news/events and also outlines the week ahead. (A copy is on file) The school will also communicate with parents, alumni, and other stakeholders through the use of “e-blasts”. The “e-blasts” will include promotion of school events, school closing or delay, and other general school announcements.

An Additional communication tool in place is Alert Now. Alert Now will send a school recording or text message to current a family’s cell or home phone number with a school update. Traditionally used for school closing or delay, and also to notify parents if an athletic team or school trip will be returning later than scheduled. Also designed to be used within the school’s crisis management plan.

1.3

Uses the knowledge and skills of parents to enhance the work of the school.

The volunteer organization of parents is extensive and well organized at Hammond School. The primary organizer is the Parents Association, the umbrella organization to which all parents belong. This is a very active group and works on fundraising and service projects in all 3 divisions. In addition, there are separate organizations, The Skyhawk Club, and the Friends of the Arts, to support work in athletics and the arts. All organizations rely on parent boards to help advise the school, and fund special projects in those areas, as determined by the Headmaster and Division Heads.

1.4

Assures that there is evidence of communication with appropriate agencies, such as public health, mental health, physicians, and other professionals.

Several Organizations in the city of Columbia and State of South Carolina support our ongoing mission, and are consulted on a regular basis. We consult frequently on issues of mental health, physical health and wellness, food safety, crisis management, and immunization and health records. Examples of that communication are included in the materials for review.

1.5

Assures that the school’s advertising and promotional materials reflect accurate information about the school’s programs and accomplishments.

The Office of Admission provides a viewbook, curriculum map, application packet, and welcome letter for every inquiry received, with a full admission packet included.

Additional admission follow-up materials include invitations to attend on campus Open House or Information Night, community gatherings, letters to notify families that the school has received their

24

application or recommendations, and an appointment card. The office has a communication plan in place that is reviewed at the end of each admission cycle 1.6

Assures that there is a well-defined, published admission process including criteria upon which admission decisions are made, and that professional ethics are strictly observed in the admissions process.

Interviews and tours are conducted by the office with all parents and students who seek admission to Hammond. Additionally each child is screened for admission as students are required to shadow/ screen for a day (depending on the age). There is a clear admission process included in every application packet and it also can be found online. The office then meets with the division head to talk about each student individually prior to making a decision.

1.7

Accepts students for whom there is a reasonable expectation of success from the program.

Screenings and visit/shadow days are designed to be grade level/age appropriate. The screening process allows Hammond to evaluate whether or not the student can be successful given the academic rigor of the Hammond curriculum. Results from the screening are shared with the prospective family and can be used to determine if additional academic support is needed.

Admission decisions for grades pre-kindergarten-4th are made by the Lower School Head and Admission Director. Decisions are supported by the screening feedback (data) from the classroom teacher. Lower School screenings are conducted by a classroom teacher or the Lower School Head.

Applicants for Hammond’s middle and upper school take a standardized test and this information is then reviewed by Admission Director and appropriate Division Head. In conjunction with the data from the standardized test the school requires a shadow day visit, current grades/records, and two teacher recommendations. Graduation requirements are considered when evaluating an upper school student’s acceptance to Hammond.

1.8

Bases financial aid and scholarships upon established and published criteria.

Hammond’s financial aid program is solely based on need. The school uses School and Students Services (SSS) to help calculate a family’s demonstrated need. Hammond’s financial aid committee includes the Admission Director, CFO, and in some instances the Headmaster.

Hammond’s financial aid philosophy and progress are included within every application packet.

(Please find the document enclosed)

1.9

Gathers information about graduates and other former students, using the resulting data to inform the school.

The Alumni Class Agent Program keeps the school in contact with alums by having a class agent in each class assigned to keeping in touch with their classmates. They let the school know of address changes, marriages, babies, etc. Alums can easily update their information on the school’s website (form included). These Agents also support the Development Office by providing follow-up to the Annual Fund Campaign and try to encourage participation from classmates. (Agent Job Description included) The school sent out two surveys via email this year. One was sent to all alums, inquiring updated information on their current life as well as past education, business and volunteer work. The second survey was sent to alums in college with a focus on how prepared they were and strengths and weaknesses of Hammond.

The Headmaster, Director of Development and Director of College Counseling have traveled to Universities/Colleges around South Carolina and had lunch with alums who currently attend. These events are very informative to get feedback from the graduates.

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The Development Office publishes a quarterly magazine, Horizons, that includes an alumni section with class notes. The Development Office also sends out a monthly e-newsletter to alums, Hammond Happenings, keeping them informed of current activities.

1.10

Emphasizes elements of citizenship and conduct that include honesty, integrity, trustworthiness, responsibility, citizenship, self-discipline, and respect for others.

Each division participates in various character education initiatives that emphasize the school’s core values of honest, integrity, and responsibility. The Honor Code and other age appropriate pledges are posted prominently in all classrooms, and featured frequently in student life, including the Fridays in the Kiva program at the Lower School, the required speeches of 8th graders and seniors, and in the Advisory Program of the Upper School. The Student led Honor Council is a feature of upper school student life, and has enjoyed many years of successful operation. Examples of these programs are included in the materials for review.

1.11

Assures that guidelines for student conduct, attendance, and dress are written and communicated to all students, parents, and members of staff.

At all three levels, The Parent-Student Handbook is annually reviewed and distributed to all members of the community. These documents are included for review and verification.

Standard 7: Commitment to Continuous Improvement The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance. o IMPACT: The school that implements a collaborative and continuous improvement process based on clear expectations for student learning fosters the commitment and support of the stakeholders. New improvement efforts are informed by the results of earlier efforts and reflection on the engagement in the improvement process. Improvement efforts are sustained and the school demonstrates progress in improving student performance and school effectiveness.

STANDARD 7 – INDICATORS: 1.1

Assures that a strategic plan aligned with the vision, mission, and beliefs of the school is developed and implemented to guide improvement efforts.

The Strategic Plan was unanimously approved by the Board of Trustees on April 19, 2010 and will serve as a blueprint to help build Hammond in new ways, while continuing to improve upon that which we do so well: educating young people. The committee consisted of faculty members, parents, Board Members, and administrators.

1.2

Engaged in a continuous process of improvement that is documented by a self study every five years explaining four essential actions: Explain the vision and purpose the school wants to pursue (Vision); Describe the current school environment, student profile, performance indices, and organizational effectiveness (Profile); Indicate how the school plans to move from where it is to where it wants to go (Plan); Explain how the school will show the results of its plan and its effect on future improvement (Results).

Because of the recent completion and ongoing nature of both the Strategic Plan and Campus Master Plan, we have elected to do a focused self-study that includes and Academic Audit of curriculum and instruction, and 3 targeted areas of particular concern that have been extracted from the Strategic Plan for further development: Technology, Global Education, and Student Support Services.

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1.3

Evaluates the effectiveness and impact of its continuous process of improvement and takes action to correct any identified areas of noncompliance with standards, addressing recommendations for improvement.

The administrative team convenes for a two day retreat twice yearly (January and June) to address such issues. The administrative team consists of Headmaster, Division Heads, Athletic Director, CFO, Advancement/Development, Communications, College Counseling, Admission and Business Manager. (minutes from June 2010 and January 2011 included)

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Administrative Summaries

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SACS/SAIS Report from Admissions I.

Admissions notes:

The structure of the Admissions Office includes the Director of Admission and Financial Aid, office manager/administrative, and the Director of Summer Programs. We are responsible for the enrollment, re-enrollment, and financial aid process for a school population of 915 students. In addition to these responsibilities we also work closely with the Communications Office in regards to the school’s marketing materials and we also work with the Upper School/International Coordinator as we recently started an international program.

The last few years have been challenging with the economy, however, we continue to maintain a strong new student population (average 132 new students) and we have seen our first positive growth in three years. Like many schools we have had an increase in demand for financial aid and the total number of student awards has grown from 147 to 211 in four years. Even though the number of students receiving financial aid has grown, the average award has decreased over a $1,000 during this time period.

Over the past five years our attrition rate has been 9.6%. This past year we saw our rate drop to 8% (lowest in five years). If we take out the students not returning due to bad debt the attrition level would be 6.5%.

One of the new admission initiatives which have taken place is the complete restructuring of the screening process for students applying to prekindergarten thru first grade. Prior to Hammond the majority of my admissions experience was working with middle and upper school students, where we primarily analyzed and studied the results from an ISEE or SSAT (which we currently use for middle and upper school admission) in conjunction with current grades and campus visit. When I arrived at Hammond I had many questions as to why we screen children 36-60 months in age. As important this question was I soon realized we also needed to be asking how we screen these children. Through a collaborative effort we moved from a basic knowledge screening process to an authentic process focused on children’s natural developmental milestones. We focused on looking at the “whole child”, which includes gross motor, fine motor, cognitive development, language, and social interaction.

In conjunction with teacher recommendations, screening days, and additional outside testing we feel that we can provide helpful and valuable feedback to the parents and faculty.

We recently launched a new merit scholarship program to target academically gifted 9th grade students. The scholars program is designed to recognize prospective 9th grade students outside of the Hammond community who exhibit academic promise. The scholarship program was born through the school’s strategic plan.

II.

Enrollment data (Average of 5 years): · 908 opening enrollment for 2011-2012 (up 6 from previous year) · 132 new students a year · 45 of the new students are siblings/legacies (34% of new students) · 581 of the 908 students are siblings · 28 of the new students are students of color (30 last year) · 124 of the 908 students are students of color (14%, increase from 9% in 2008) · 8% attrition rate for the 2011-2012 school year · 9.6% attrition rate for the past five years with the highest in 2009-2010 of 12% · $1,494,365 awarded in financial aid, which represents 23% of the student body · Total demonstrated need of families applying $2,408,292 · Average award for LS ($5,322), MS ($8,316), and US ($8,738)

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III.

Data charts:

New enrollment by divisions

Lower School Middle School Upper School

2011 92 21` 23

2010 83 16 21

2009 92 19 22

2008 99 25 19

2007 98 24 17

5 yr. average 93 21 20

5 year average of enrollment data and yields

Inquiries Visits

2011-2012 440 330 (75% yield)

2010-2011 468 316 (67%)

2009-2010 528 334 (63%)

2008-2009 511 309 (60%)

2007-2008 576 225 (40%)

Apps.

Accepted Enrolled

202 (61% yield) 159 (79% acc) 135 (85%)

175 (55%) 149 (85% acc) 120 (81%)

195 (58%) 161 (82%) 131 (81%)

197 (63%) 163 (83%) 142 (87%)

185 (82%) 174 (94%) 139 (80%)

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31

Number of Students

11 Year Enrollment Trend

334

253

213

MS Total

US Total 233

275

351 225

274

371 232

284

392

258

277

401

271

290

419

School Year

268

289

423

265

299

430

264

286

430

266

263

413

251

263

388

278

259

371

2000-­‐2001 2001-­‐2002 2002-­‐2003 2003-­‐2004 2004-­‐2005 2005-­‐2006 2006-­‐2007 2007-­‐2008 2008-­‐2009 2009-­‐2010 2010-­‐2011 2011-­‐2012

LS Total

0

50

100

150

200

250

300

350

400

450

500

32

Number of Students

38 29 34 31 30

2007 (994 total )

2008 (980 total)

2009 (937 total)

2010 (902 total)

2011 (908 total)

29204 36

150 100 50 0

113

113

114

118

123

120

29205

185

194

206

230

238

237

29206

301

298

310

313

319

272

29209

8

10

13

12

11

29212

77

87

87

90

89

29223

3 Zip Codes 6 82

3

4

3

0

2

29210

30

31

32

32

32

25

29229

16

8

10

18

12

14

29016

35

29

23

23

22

18

29045

2006 (980 total)2007 (994 total 2008 ) (980 total) 2009 (937 total) 2010 (902 total) 2011 (908 total) 36 38 29 34 31 30 120 123 118 114 113 113 237 238 230 206 Total Enrollment

by Zip 194 Codes 185 272 319 313 310 298 301 2 0 3 4 3 3 11 12 13 10 8 6 350 89 90 87 87 77 82 25 32 32 32 31 30 300 14 12 18 10 8 16 18 22 23 23 29 35 250 28 24 25 20 16 15 4 5 7 11 13 200 8

2006 (980 total)

29204 29205 29206 29209 29210 29212 29223 29229 29016 29045 29061 29020

15

16

20

25

24

28

29061

13

11

7

5

4

8

29020

2011 (908 tot

2010 (902 tot

2009 (937 tot

2008 (980 tot

2007 (994 tot

2006 (980 tot

Hammond’s Development Office Overview

Hammond’s Development Office is in charge of all fundraising for the school. This includes Annual Fund, Endowment, Major Gifts, Capital Campaigns and more. The Annual Fund has slowly grown over the years with increased giving levels and more direct “asks.” The Endowment is a fairly new initiative. We have gone through the process of setting policies and procedures and it will clearly be a focus in the immediate future. With our campus master plan in place, we will be preparing for a capital campaign in the years to come.

The Development Office is the liaison between all parent support organizations to include Parents Association, Friends of the Arts and Skyhawk Club. The office makes sure these groups know their role in the school and especially its fundraising life. The Parents Association hosts two main fundraisers a year – Sally Foster Gift Wrap Sales and an Annual Auction. They also provide support to faculty and administrators in each division as well as assisting with new families, admission open house, gardening around campus and more. The Friends of the Arts Council and Skyhawk Board support the arts and athletics mainly through membership sales and events.

Alumni relations also falls under the development team. This has been a new focus over the last few years with several new initiatives. A class agent program was created to keep in touch with our alums better and obtain updated information on them. A big push has been made to try to connect with alums more through emails and Facebook, keeping them informed of school happenings. Visits to alums in South Carolina colleges have been a huge success and help us stay connected while also getting great feedback on a Hammond education. Inviting alums back for athletic events is a great way to get them back on campus to relive fond memories. Alumni relations is an area that we see a need for improvement and are working towards that goal.

Currently the development office consists of a Director of Development and Administrative Assistant/Data Manager, but has plans to add another administrative position.

Annual Fund · Increased Annual Fund giving levels and added a $10,000 level · Increased total giving · Segmented constituents into groups · 100% participation from Board of Trustees · Increased one-on-one “asks” with specific gift amount · Goals of increasing participation in each segment and grade level · New Families committee to explain in more detail the annual fund to new parents · Alumni Class Agents call on alums to “Give Your Year”

Endowment · Board of Trustees adopted endowment bylaws · Created Endowment Advisory Board · Created Endowment Investment Committee · Created Endowment policies and guidelines · Sent RFP to investment firms and selected primary firm · Created Talon Society · Produced endowment marketing materials · Began soliciting for deferred gifts 33

Alumni Program · Created Alumni Class Agent Program · Began going to South Carolina colleges to visit our alums (Headmaster, Director of College Counseling and Director of Development) · Send infant size Hammond tee shirt to alums when they have a baby · Send a Hammond cookbook to alums when they get married · Mail birthday card to all alums with personal note · Increased email communication · Send Hammond Happenings to all alums via email to keep them informed of current events · Host Alumni Basketball, Soccer and starting Baseball Tournaments to bring back on campus · Send annual survey to alums that are freshmen in college inquiring strengths and weaknesses of Hammond School · Segmented Alumni Socials to have better attendance · Taking more control of class reunions and making sure they occur · Mail quarterly magazine, Horizons, that includes an alumni section with class notes

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Hammond School Business Office Overview The recent progress at Hammond School has been mirrored in the Business Office, which has implemented many strategic improvements over the last five years, despite a difficult economy and 2 transitions in the CFO position. Strong board leadership and solid leadership at the Head of School position has allowed the school to implement many “best practices” in independent school financial management, making Hammond wellpositioned to implement the strategic plan.

The last two years have been particularly fruitful in creating a sound financial plan. The school formed an Investment Policy Statement, started a Repair and Reserve Fund, reorganized and restructured our debt, and began financing tuition in-house, rather than through a third party lender. All such improvements, when combined with earlier improvements in collections, endowment growth, and tuition revenue planning have created a school that is both financially stable and poised for growth.

Hammond’s new Reserve Maintenance Fund anticipates and plans for inevitable decline and unexpected expenses due to the condition of the physical plant. As of June 30, 2011, the fund balance of this professionally managed investment portfolio was in excess of $1.3 million dollars, providing a necessary safety net while the school begins implementing a Campus Master Plan and Capital Campaign for long term educational and physical plant improvements.

Hammond has also improved its financial footing significantly by restructuring the 2005 bonds and by paying off a $2.0 million note. This has resulted in positive cash flow and more resources for the operating budget, resources that will be used to implement key aspect of the upcoming strategic plan.

For the school year 2011-2012, Hammond took tuition financing in-house. Prior to this, a local bank provided tuition financing to the families. By doing this, Hammond will receive approximately $50,000 in loan interest income. For the current school year, Hammond also engaged FACTS to help manage this procedure. FACTS is a third-party tuition management company that receives credit card and ACH payments, and then remits payment to Hammond.

The Finance Committee has been a significant contributor in helping to develop a sound fiscal policy, as well as in building and managing endowment. In 2010, an Investment Policy Statement was formed for the Endowment and Long Term Funds. The purpose of the Investment Policy Statement (IPS) is to reduce the goals, objectives, and parameters of investment management to writing for the following purposes:

· To maximize support for Hammond’s charitable mission; · To set forth a clear structure for managing the funds and minimizing risk to the underlying assets.

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· To provide clear guidance to investment managers retained to manage the Endowment Funds; · To establish formal criteria for monitoring and evaluating the composition, returns, and performance of the Endowment assets and managers’ performances; · To ensure compliance with applicable laws, rules and regulation, and to meet fiduciary, prudence and due diligence requirements under state and federal laws; · To establish a method of setting and reviewing spending policy from the funds.

In summary, Hammond’s behind the scenes work in building a strong financial plan will enable the school to seek the best education for students and implement the ambitious goals of the recent strategic plan.

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College Counseling Office The role of the College Counseling Office at Hammond School is both a process oriented one and a partnership involving counseling staff, students, and families. The mission of the College Counseling Office is threefold:

· First and foremost, the College Counseling staff provides timely information to students and families throughout the college search and application process. · In addition, staff members serve as advocates for Hammond students, providing information and insight as college admission committees evaluate applicants within the context of Hammond School. · Finally counselors offer individualized advice to students and families as needed during the application process as well as the final selection process.

During the last eight years the College Counseling Office has worked to develop and continually improve programming and materials that support students and their families throughout the college search and application process. This includes the development and subsequent annual publication of The College Counseling Guidebook (now in its 8th edition), the installation and management of the Naviance software system (2009), the hiring of a second full time college counselor (2010), and an ongoing effort to offer support programs which include:

· Publishing monthly Junior College Counseling Bulletins and Senior College Counseling Bulletins (AugustJune) · Leading both in-state and out-of-state college tours for rising juniors (June) · Leading Common Application Workshops for seniors before school starts (new in 2011) · Conducting Senior Family 1-on-1 conferences in August and September · Hosting College Counseling Kickoff evening programs in August and September for freshmen, sophomores, juniors and their parents · Arranging four session SAT Prep Series for seniors and four session PSAT Prep Series for juniors during August/September/October · Arranging PSAT Prep Series in Critical Reading & Writing and Math for potential National Merit qualifiers · Hosting Paying for College Night in September for senior parents · Hosting annually 50-60 college/university rep visits during fall semester · Hosting Columbia Area Counselor Luncheon and Columbia Area Evening Information Session for various institutions such as Vanderbilt, Tulane, University of Chicago, University of Georgia, Hamilton College, Kenyon College, Emory University, and Georgia Tech among others · Developing and leading Factors to Consider Workshops for juniors (new in 2011)

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· Teaching freshman academic skills class sessions on Looking Ahead to Colleges Looking at Me (new in 2010) · Conducting Junior 1-on-1 student conferences during October-December to begin the “college” conversation · Planning and hosting the annual Junior Parent Symposium and the Junior Student Symposium in January to kickoff the college search process · Leading Introduction to Naviance workshops for sophomores during spring semester (new in 2010) · Leading Junior Family 1-on-1’s during spring semester · Organizing and hosting Transition to College Day for seniors in late May (new in 2011) · Publishing Transition to College pamphlet that is mailed to recent Hammond graduates in early August just before they move into their new college homes (new in 2009)

In addition, the College Counseling Office · Annually updates and publishes Hammond School Profile · Writes an individualized letter of recommendation in support of each senior · Completes Secondary School Report for each college application · Supports the application process by providing application proofing, essay conferences, and resume development (on going process August-December) · Moves seniors who have advanced as semifinalists in National Merit/National Achievement competition through the application process · Supervises Palmetto Fellow application process (SC’s highest lottery funded scholarship) December and May · Oversees Advanced Placement testing · Supervises/organizes annual Upper School Awards Day and Commencement

The College Counseling staff maintains active membership in several professional organizations, including the Southern Association for College Admission Counseling and the National Association for College Admission Counseling. Within SACAC, Hammond’s Director of College Counseling has presented at six of the last seven SACAC Annual Conferences, has served as SC State Initiative Chair for SACAC for the last four terms, has served on the Awards and Nominations Committee and the Conference Planning Committee for SACAC Annual Conference, and has served as co-chair for five of South Carolina’s six SACAC Counselor Drive In Workshops.

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Academic Audit Reports

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5-12 World Language Department The World Language Department of Hammond School offers both modern (spoken) and classical (non-spoken) languages. The emphasis in the spoken languages (Spanish and French) is to promote communication skills used with speaking, reading, writing and listening to the target language, while in Latin the emphasis is on the development of linguistic, vocabulary, and analytical thinking skills.

There are essentially three different stages of language education within the World Language Department: grades 5-6, grades 7-8, and grades 9-12. Each offers language instruction which is developmentally appropriate to the grades and uses a curriculum adapted and approved for that level.

Grades 5-6 are an introductory presentation to the study of both modern and spoken languages.

Spanish and Latin are taught in equal proportions throughout these years with an emphasis on introducing and developing linguistic and cultural awareness. Students who matriculate to the 7th grade having gone through Hammond’s 5th and 6th grades are well-prepared for success in future language study.

In the 7th grade students choose to further their language study in either Latin or Spanish, and are expected to continue with this choice at least through the 8th grade, and ideally through their language study in the Upper School. 7th grade language study is called 1A and 8th grade 1B. These represent our effort to expose the students at these levels to a rich and full language experience while providing opportunities to explore cultural and historical elements in depth.

When students progress to the 9th grade at Hammond, they are offered the opportunity to continue the language they studied in the 7th and 8th grades, to start the study of French, to switch from Latin to Spanish, or to take up the study of a second language. We offer language study through the AP level in all three of these languages. Spanish and French courses in the Upper School gradually reduce the amount of English spoken in class until, in the advanced levels, no English is used at all.

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Commendations · A good, qualified, flexible and versatile language faculty who show a willingness to work together in the best interest of the students and who don’t complain about scheduling, availability of classes, or changes in course content · Good continuity between divisions · A faculty who possess a strong desire to promote exposure to global experiences and cultures · Faculty is good at linking all of the levels of each language together, creating a more fluid progression between the different years of study · We do a great job of promoting and permitting our students to take multiple languages in the Upper School · We positively support our colleagues · We create projects that engage the imaginations of our students to apply their language knowledge in a mock real-life setting. · We are very much in line with the mission of the school by fostering international experiential education through cultural study in class as well as study abroad opportunities · We have done quite well in the department considering the high turn-over we have had in the last five years in both faculty and curricular changes · We do use technology a fair bit, including Skype and SMARTBoards · Our teachers incorporate fairly extensive travel into their teaching

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Recommendations · Increased intra-communication (within each language) · Increased inter-communication (between Middle and Lower Schools, particularly) · More and better communication between divisional teaching styles and materials · Continue to look into ways of offering more globally significant languages such as Mandarin and Arabic · Find more opportunities for experiencing global cultures in and out of the classroom · Have more extracurricular opportunities to study language such as lunch language tables, language movie nights, etc. · Some sort of language event should be implemented to showcase our students’ talents, knowledge, and the importance of each language we teach. · Coordinating Middle and Upper school schedules would be a plus, so as to allow for a MS French class and Upper School Latin 1 · Our program would benefit from the addition of a language lab · Explore and promote summer and year study abroad opportunities for our students · Find and retain faculty for longer periods of time; provide continuity with each division · More visit to other schools to witness other language programs in action · Expanded course offerings, including seminar-type classes · Offer non-AP advanced courses for those who wish to continue with the language but not necessarily via the AP syllabus

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5-12 Mathematics Department The curriculum of the Hammond School Mathematics Department prepares students for the math courses they will take in college while developing their ability to think logically and rationally to solve problems. It attempts to instill in students both the practical utility of applying mathematics to the real world as well as the importance of engaging abstract concepts that seem to appear only in math texts. As the curriculum is cumulative, each course relies heavily on the previous years’ work while preparing students for the next course in the sequence.

The department follows traditional content areas that lead through the algebra sequence to calculus, and while the curriculum is often pulled towards the preparation for calculus, each year has its own unique and developmentally appropriate topics that force students to wrestle new ideas and to truly think.

Students in fifth grade are using a new math program, Real Math. This program teaches basic skills with practical application so that students can use them fluently. Real Math also teaches students to think mathematically so they can reason, understand, and apply mathematics meaningfully. Students are able to identify, solve, and communicate about real- world problems.

The sixth grade mathematics program continues to follow the Real Math curriculum. This feeds into the seventh grade pre-algebra program by focusing on preparing students for algebraic thinking and improving students’ problem-solving skills. Cooperative learning and application are strengths of the program.

Designed as a course immediately preceding first year algebra, Pre-algebra is intended to provide a smooth path from concrete arithmetic to the more abstract concepts of algebra and geometry. Heavy emphasis is placed upon patterns, relationships, functions, and basic geometry. Students also work with the manipulation techniques used in simplifying algebraic expression and solving equations or inequalities. The one honors section, which is the first time an honors math course is offered to Hammond students, moves at a quickened pace and explores the content from a different perspective. In addition, honors students delve further into and cover more breadth of particular concepts.

The Algebra I course presents the normal content of first-year high school algebra as a foundation for upper level mathematics courses. It begins with reviewing topics of Pre-algebra and expands our basic solving skills for isolating variables, manipulating polynomials, factoring, and graphing on the Cartesian Coordinate Plane.

Geometry in the Upper School provides students with a rigorous introduction to and survey of High School geometry, deductive logic and proof. Major points of focus in the course include inquiry, technology, and a range of applications within which geometry can be applied; all with an aim toward sparking student interest and engagement. The course is structured to support students’ transition into upper school math by developing and extending study skills as well as content knowledge. The Honors Geometry Curriculum affords students the opportunity to move at not only an accelerated pace, but also to look at a broader range of applications and at special topics in greater depth.

Algebra II is designed to review concepts learned in Algebra 1 and Geometry, as well as explore more advanced algebraic concepts. Specifically, the course begins with a basic review of algebraic terms and the concept of equation solving. It moves on to cover higher power equations, their graphs,

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and their real-life applications. Throughout the course, function analysis is introduced and explored.

Technology and collaborative projects are important and recurring tools throughout. This course is taken as a prerequisite to Pre-calculus, and it requires students to use and build upon previously learned Algebra I and geometry skills.

College Algebra is the study of advanced algebraic and trigonometric concepts that form the foundation of this course. Specific topics of study include powers, roots, complex numbers, linear and quadratic equations and inequalities, exponential, rational, logarithmic and polynomial functions and systems, trigonometric functions and identities, inverse functions, and triangular and circular functions.

The Pre-calculus course begins with a study of trigonometry before moving on to more advanced algebra topics. The course spends a great deal of time working with different functions, especially in preparation for future calculus classes. Conic Sections, matrices, and vectors are also covered. The Honors sections move somewhat more quickly, but also look more deeply into the topics, endeavoring to ask why and how things work as they do.

The Finite Math course introduces students to the concepts and applications of finite mathematics.

This course is often used in colleges as a preparation for the type of mathematics students will need in courses of business and social sciences. A large emphasis of this course is strengthening the skills needed for further study of mathematics at the college level, as well as the ways in which mathematics can be used to model and explain situations and phenomena in the real world. The course emphasizes a multi-representational approach to mathematics; with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally.

The AP Statistics course covers gathering data, analyzing data, probability, and statistical inference.

Particular emphasis is given to describing the distributions of quantitative variables, linear regression, experimental design, t- distributions, and chi-squared distributions. The course includes a project as well as extensive preparation for the AP Exam.

The AP Calculus AB course is meant to develop students’ understanding of the fundamental principals of differential and integral Calculus, as well as to strengthen students’ reasoning and special visualization abilities. The course will provide experience with the methods and applications of Calculus, and prepare students for the College Board’s AP Calculus Exam in the Spring. This course will emphasize a multi-representational approach to Calculus; with concepts, results, and problems expressed graphically, numerically, analytically, and verbally. Students will also become aware of the historical development of Calculus and its cultural significance.

The AP Calculus BC course is an accelerated course in Single Variable Calculus which will develop students’ understanding of the fundamental principals of differential and integral Calculus, and Infinite Sequences and Series. The course will provide experience with the methods and applications of Calculus, and prepare students for the College Board’s AP Calculus Exam in the spring. The BC course will emphasize a multi-representational approach to Calculus; with concepts, results, and problems expressed graphically, numerically, analytically, and verbally. Students will also be exposed to the historical development of Calculus and its cultural significance.

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Commendations · Excellent faculty that is well trained, dedicated, and experienced in independent schools. · Demonstrated success in the Advanced Placement classes and on the Statistics, Calculus AB, and Calculus BC Advanced Placement Examinations. · Demonstrated success on the mathematics sections of the PSAT and SAT. · Outstanding communication between grade levels and divisions. · Teachers who meet the needs of their students with extra help and personalized instruction when necessary. · Curriculum flexibility to meet the needs of students by offering AP Statistics, Computer Programming Independent Study, and additional algebra experiences through the high school Algebra I course and the College Algebra Course. · Demonstrated success of the Middle School Math Counts and High School Math Teams.

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Recommendations · Continue to evaluate the usage of technology in instruction, especially the use of graphing calculators. · Implement diagnostic tests to be used at the beginning of each year to identify any areas from previous courses that may need strengthening. · Continue the good work begun by the 5th and 6th grade as they adopted a new series of textbook this year to insure that the transition to Pre Algebra is successful. · More clearly define the requirements and expectations for placement in honors sections. · Evaluate staffing needs and the possibility of expanding the department and electives offered in the high school.

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History/Social Sciences Department 5-12 Narrative Description The curriculum of the Hammond School History/Social Sciences Department is designed to prepare students to understand the geographical, political, and cultural interconnections that make up the world in which they live. To this end, the methodology emphasizes both the content of the courses and the means by which information is gathered and processed.

Core to the curriculum are the reading, writing, and critical thinking skills necessary both to understand and to construct clear, cogent, and logical arguments based on facts; to analyze human factors and their interactions with their environments; and to understand the forces that both unite and divide humanity.

Each teacher begins, of course, with assessments of each individual student’s mastery of these skills and prepares the student for the standards and requirements of the next grade level.

Fifth grade introduces the students to the key concepts of history: the recording of human activity, and the connections between the past and the present. Hands-on projects such as experiencing early technologies predominate, with written descriptions and analyses that bolster the field work. The students travel to Jamestown and Williamsburg in the spring to witness the connections between the early technologies and their own past.

Sixth and seventh grade Geography courses are split between hemispheres, but both courses concentrate on understanding and application of mapping skills such as scale, latitude and longitude, and the use and interpretation of keys and symbols. Formal writing assignments in the form of essays and reports are used to refine critical thinking, analysis, and interpretive skills. Research skills are introduces, including utilization of print and online sources and citation skills.

Eighth grade Government concentrates on the origins of the American system, with emphasis on the founding documents, the Constitution, and the duties and rights of the citizen. Research skills are honed and expanded, and the dialectic method of argument is introduced.

Ninth grade World Cultures revisits the origins of civilization, first broached in the fifth, sixth, and seventh grades, and expands the scope and depth of investigation. Research skills are again emphasized, and the dialectic is explored to greater depth and complexity.

Tenth grade American History revisits the colonial experience and examines the growth of a national identity from those origins. The heaviest emphasis is on the continued development of reading and writing skills, and the research component is intensified, including the proper use of primary source material. A high level of analysis is expected, along with the proper use of factual evidence to support the validity of arguments.

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Eleventh grade World History is the culmination of all that has preceded it. Research and analytical skills are re-intensified, as are reading and writing for effect. History as a component of civilization is explored, with emphasis on primary source biases and points of view.

Both Psychology and Advance Placement Psychology are available to students in their eleventh and twelfth grade years, introducing the exploration and understanding of the human psyche. The skill set, though, is essentially the same: reading, writing, and critical thinking.

Students may also choose from a variety of elective courses in the upper grades, including History of Religion, Advance Placement European or U. S. History courses, Introductory Philosophy, and a Senior Seminar on Global Current Affairs. Independent study courses are also available for seniors.

Hammond graduates consistently report success in their college humanities courses, particularly those that emphasize writing and critical thinking.

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Recommendations · Expansion of course offerings to include a greater variety of electives on the junior and senior levels. · Expansion of the history faculty to increase the personal attention each student receives. · Rearrangement of the curriculum to bring World Cultures into more direct line with the World Geography courses. · Since Hammond is a global school, no student should be allowed to substitute A. P. U. S. History for the World History requirement. Only A. P. European or World History should be an allowable substitute. · Expand the Senior Seminar and consider making it a requirement.

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Commendations · Well trained, dedicated faculty who work well together both within and between divisions. · Wide diversity of teaching styles and approaches, each of which develops the fundamental reading, writing, and reasoning skills. · Upper-school emphasis on timed writing assignments to increase fluidity and ease of expression as well as maturing skills useful on essay examinations. · Development of critical-thinking skills at all levels, presenting problems of increasing complexity to foster and hone analytical skills. · Demonstrated success in A. P. classes and on U. S. and European History exams.

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5-12 Science Department The study of science involves more than the accumulation of facts. It also requires skill development, critical thinking skills, problem solving techniques, and the ability to apply the scientific method to not only scientific questions, but life questions as well. As a Science Department, we all strive to meet those obligations in a developmentally appropriate, academically meaningful way. As a student passes through our school, they will have completed four years of laboratory science in the Middle School, and a minimum of three years of laboratory science in the Upper School. Most of our graduates have a repertoire of AP science classes and science electives that surpass that minimum standard.

The fifth grade science student incorporates the FOSS (Full Option Science System) modules to study Living Systems, Mixtures and Solutions, and Levers and Pulleys. Students conduct investigations that require systemic observations, data organization, and interpretation. They are also learning to build explanations to “make sense” of their observations as their expanding knowledge of the natural world grows. Progress is monitored through both formative and summative assessments.

The sixth grade science student also utilizes FOSS modules. These include Weather and Water, Diversity of Life, Human Brain and Senses, and Force and Motion. The goal is to continue to expand our student’s knowledge of the natural world while learning broad concepts that create a strong foundation. Students continue to conduct experiments to practice science and further develop critical thinking, data analysis, written and verbal communication and experimental design. Multiple forms of assessment are used to incorporate their growing experience in writing about science and cooperative design, in conjunction with their expanding knowledge base.

The seventh grade science curriculum continues to represent an integrated approach to science.

FOSS will be used to investigate Earth History. A text book will be used to present an overview of Life Science and Chemistry. The role of quantitative observations expands as their knowledge of mathematical algorithms expands. Measurement is completed using the Metric System with acknowledgement of significant digits, accuracy, and precision. The depth of experiment reporting increases to include graphs, the difference between variables and controls, and more significant analysis.

Our eighth grade students study Physical Science. The first semester is an immersion in chemistry and the way matter interacts. The second semester is introductory physics with topics such as motion, force, energy, work and waves included. Coupled together, we are continuing to expand knowledge of the natural world. Tests, quizzes, a student developed scientific journal, and laboratory reports are all part of the assessment process.

The move to the Upper School is characterized by the opportunity to take either Honors or Standard classes. Our typical ninth grade student is taking either Honors Biology or Standard Biology. The learning of science continues to be an active process. Both levels are survey courses that study living or once living things from the molecular interactions that are essential to the global processes. Reading is an integral part as we aim to strengthen critical reading and critical thinking skills. Assessment continues to be broad in spectrum encompassing traditional tests, laboratory activities, science writing, and introductory research projects.

Tenth year science students take either Honors Chemistry or Standard Chemistry. The question these classes continually ask is, “What isn’t Chemistry?” Students are engaged in many hands-on activities, classroom demonstrations, and complex mathematical calculations. Chemistry integrates many of the mathematical concepts they have been working on in math class, with the abstractions of the molecular world. Assessment continues to be broad spectrum.

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Junior year opens up many possibilities for science study. The traditional student will opt for Honors Physics or Standard Physics as their third year lab science. The integration of math and science continues as students consider Mechanics and Electricity and Magnetism. Acceptable lab technique and reporting continues to play an important role.

Many juniors will know have the opportunity to take Advanced Placement Biology or Advanced Placement Chemistry. These classes meet for two periods daily to allow for completion of required labs and presentation of breadth and depth of information required. Students who take one of these AP classes are required to take the appropriate AP exam. It may also serve as their third year of a lab science, although most continue on to take a fourth year.

Advanced Placement Physics C Mechanics is offered to seniors who have had, or who are concurrently taking AP Calculus AB. As with all of our AP classes, it follows the guidelines set by the College Board.

Science electives are evolving and they all are not given each year. Consistently we have offered Anatomy & Physiology, Astronomy, and Ecology as one semester electives. This year we are also offering Evolution as a semester elective. We also offer Advanced Placement Environmental Science as a year long elective, which does not count as a lab science.

This year we are in the process of developing a research elective that allows students to design, conduct, and present independent research. This is very much a developing program that has stimulated a vast amount of interest from all level of students.

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Commendations · As a department we continue to work together in a cooperative fashion. Across divisions we swap ideas, articles of interest, and laboratory equipment. · Our department is well rounded in terms of areas of expertise and interest. · Our department represents a balance of teaching experience, encompassing both young energetic individuals new to the field, and older more experienced members with a depth of knowledge and breadth of experience. · We utilize the South Campus when possible. Students from both divisions have done field work in the natural wetlands available to us. · By keeping class sizes down, we have been able to maximize lab experiences. · We have continued to implement technology into our teaching methodologies. This includes, but is not limited to, Moodle, CBL devices, and a microscope that projects images onto SMARTboards. · We have continued to keep our eyes opened to new textbooks, teaching aides such as FOSS, and alternative methods of presentation. All of our AP teachers have attended conferences within the past 2 years to stay current with those ever evolving curricula. · We have a headmaster who is a former science teacher, and as such, understands the unique needs of a science curriculum.

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Recommendations · Our current facilities are not optimal. Not only are we sharing lab space, but the spaces we have are not laid out for flexibility of labs, storage of materials, or sufficient water availability for hand washing, etc. As we move through this decade into the next, in order to continue to attract the finest students and teachers we will need to improve our facilities. · We must continue to grow our junior and senior elective offerings. Our faculty is rich in depth and breadth of knowledge of various areas and we should cultivate those interests by offering electives to broaden the knowledge of our students. · Continuing to act as a team in grades 5 – 12 will enrich all of our programs. Sharing equipment, technology, and ideas for demos and labs will only benefit our students. Coupled with this, become more consistent in how we do things such as unit conversions, lab recording, all building to a college level lab notebook. · Continue to improve the laboratory exercises that increase our student’s cooperative learning skills as well as critical thinking, reading, and writing skills.

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Lower School Language Program

The Hammond Lower School language program is a FLEX (Foreign Language experience/Exploratory) program that begins in PreK and continues through the 4th grade. In PreK students meet once per week for 20 minutes, and Kindergarten students meet twice per week for 30 minutes. The PreK and Kindergarten students learn Spanish all year. Students are introduced to the Spanish language and learn basic conversational vocabulary to build conversational skills. Students also learn weather, colors, numbers, calendar, animals, foods, transportation, commands and masculine and feminine forms of nouns. PreK and Kindergarten students learn about various cultures in Spanish speaking countries. National standards for modern languages are addressed and targeted. Some of the targeted standards include interpersonal communication, interpretive communication, presentational communication, making connections, acquiring information and cultural comparisons.

The targeted standards are addressed through unit objectives and subject content connections. At this stage, students are in the Beginning “B” stage of developing communication, cultures, connections, comparisons and communities. The skills acquired at the PreK and Kindergarten levels will enable students to move on to the higher level indicators targeted in grades 1-4.

Various instructional strategies are utilized to address the unit objectives. A natural approach using TPR, small group activities, teacher created games, visual/auditory exercises and reading experiences provides students with a comfortable environment to practice speaking and listening skills. Students are also provided with internet websites where they can practice listening activities with parental guidance for extra reinforcement at home.

Several informal assessments including interpretive, interpersonal and presentational experiences allow the teacher to assess the progress of students and make curriculum changes if necessary. Examples of these would be skits or presentations describing animals, interpreting a calendar by answering questions about the days of the week and dates on the calendar, and small group interaction with commands.

Students use skills obtained in the PreK and Kindergarten years to transition to the program in grades 1-4. Beginning in grade 1, students begin a 4 year journey experiencing Spanish and Latin instruction. Students learn Spanish in quarters 1 and 3 and Latin in quarters 2 and 4. Classes meet twice weekly for 30 minutes.

The program for grades 1-4 is also a FLEX program. The goals of the program are to help students develop a love of languages, to give students a foundation for future foreign language study, to help students develop an appreciation of world cultures, to help students develop a sense of community with other students around the world, to help students develop skills in the areas of listening, speaking, reading, writing and technology in the target languages, to help students develop linguistic awareness and to provide students with opportunities to connect components of the core curriculum to Spanish and Latin.

While students in a FLEX program are not expected to achieve fluency (since language instruction is not daily and two languages are studied), a great effort is made to provide students with as much dynamic instruction in the target languages as possible and to provide students with numerous opportunities for speaking practice in the target languages. This approach provides students with a strong foundation for language instruction at the Middle School level.

National standards are also addressed and targeted in the program in grades 1-4. The curriculum is developed using the Understanding by Design framework and the National/South Carolina Academic standards for Modern and Classical languages. Together, these frameworks address outcomes in Communication (interpersonal, interpretive and presentational), Culture, Connections, Comparisons and Community.

In first grade, students are introduced to Mexican culture. The “Big Idea” is migration. Students learn about the life cycle of a monarch butterfly in Spanish, and we rear monarchs in the classroom. Monarchs are tagged in the classroom before being released to start on their journey to Mexico. Students also participate in a global project with students all across North America called Symbolic Migration. Through this project, students develop an appreciation for the culture and lifestyle of students who live in the monarch overwintering sanctuaries in Mexico.

The project also allows students to join an international community of friends united by the monarch butterfly.

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Through the project, students also learn lessons of conservation and ambassadorship and are exposed to the geography of North America. Since the project is also an internet project, technology is utilized in the classroom.

The culminating activity of the unit is to read La Oruga Muy Hambrienta together in Spanish. Before the culminating activity, students also learn food vocabulary and how to express likes and dislikes in Spanish. Throughout the unit, students also practice conversational activities and numbers and colors.

Third quarter, the big idea is family. Students learn how to name and describe family members. The concept of masculine and feminine adjectives is also practiced more extensively. In this unit students participate in several informal assessments including presentational, interpretive and interpersonal assessments.

Second and fourth quarters, students learn Latin. Students are gently introduced to Latin through our text Song School Latin. Through this text, the units are greetings and making friends, people, and family. During the 4th quarter, the units are classroom and household items and manners.

Throughout these Latin units, a natural approach is also used including TPR, stories, songs, skits, oral presentations/dialogues. Students also engage in visual and auditory interactive exercises through teacher created games on the SMART-board.

In second grade Spanish students learn to express likes and dislikes through a unit on food during the first quarter.

The concept of healthy-vs.-unhealthy food is emphasized. In this unit, students learn to gather information about class preferences concerning foods in Spanish. Students also learn to graph this information and discuss the idea of the most liked food of the class and the least liked food of the class through the graph.

During the third quarter Spanish students learn about various daily activities and sports in Spanish. The concept of gathering information about class preferences is also targeted and the information is graphed. In this unit, students also learn about the daily lives of boys and girls in Mexico. Similarities and differences are identified and discussed.

In third grade Spanish, previous concepts are reviewed, and students move on to a unit on animals including animal types, colors, habitats, food and protection. Through the unit, students learn to use individual words to describe animals, combine words to make descriptions more interesting, describe with information and details from each category, and describe with sentences to give even more detail In third grade Latin, the units of greeting and making friends, family, people, classroom items and household items are reviewed. Students then move in to manners, pets, animals, the body and food words are covered in first and third quarter.

In fourth grade Spanish students review previous concepts and complete a family unit. Students learn how to identify and describe family members. Students also learn how to describe themselves in Spanish and eventually write a poem about themselves in Spanish. In the third quarter, students learn about weather in Spanish, which leads to our global project of experimental tulip gardens. Students participate with other students around the globe to plant experimental gardens on school campuses. Information about weather and the growth of the tulips is recorded and discussed in Spanish. Students around the globe work collaboratively to record, share and compare information about weather conditions, temperature and the scientific arrival of spring.

In grades 1-4 students intermittently study math in Spanish to develop Spanish number fluency in math and to reinforce concepts introduced in the math core curriculum. Since there are so many math cognates, students learn to practice math in Spanish fairly quickly. This technique not only increases Spanish fluency, but also provides students with a challenging way to reinforce core math concepts and create stronger connections.

Throughout these units, the instructional strategies, UBD unit development and targeted standards mentioned above are also employed. The curriculum does not rely heavily on textbooks. The units are mostly developed by the Lower School teachers so that lessons can be adapted to meet the interests and needs of Hammond Lower School and the Hammond Lower School students.

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Commendations: · The Language program at Hammond is unique in that students are introduced to a new language at a very early age. Learning Spanish at the PreK level affords students with the advantage of learning Spanish with a near native pronunciation. The fact that our PreK and Kindergarten teacher is from a Spanish speaking family from Spain really enhances this early learning experience for the children. · The FLEX program at Hammond provides students with a strong foundation for instruction at the middle school level.

Skills in listening, speaking, reading, writing and technology are developed. Students also have a strong linguistic awareness before entering middle school. The program allows us to introduce cooperative learning, TPR, interpersonal communication, interpretive communication and presentational communication at a very young age. As the students move through the program, skills in these areas are practiced and strengthened while student involvement is stimulated. · The nature of the program allows the instructors to work collaboratively on evaluating and assessing the curriculum and teaching methods. New ideas are discussed and shared. Ideas for different types of assessing students are also discussed and investigated. · Student work is assessed in a variety of ways to allow for variations among learning styles within our classrooms.

Auditory/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, interpersonal and intrapersonal activities engage the multiple intelligences. Student learning is assessed with a variety of methods throughout the year.

This process allows us to compare performance at the beginning and end of each year. Several times throughout the year, the PreK and 1-4th grade teachers meet to share ideas and to ensure that the teaching and learning processes are being implemented according to our plan.

Evidence of the above can be found in UBD units which are being developed for the curriculum around National Standards. 

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Recommendations: · It is recommended that the program remain consistent each year in the number and length of meetings at each level so that the intended curriculum can be completed. · It is also recommended that we meet to consider the feasibility and types of out of classroom activities. · It also would be a good idea for instructors to participate in observations of elementary language instruction at similar schools and participate in language teaching/ learning workshops. · Instructors should participate in a variety of professional development activities. · Another recommendation would be to meet more with the Middle School teachers to talk about bridging the Lower and Middle School programs and to discuss cross curricular learning opportunities. · An investigation into our concept of being a “Global” school in terms of languages is also recommended. The possibility of partnering with a school in another country should be investigated. · It is recommended that we continue developing all units in the UBD framework until all units are published. · It is recommended that instructors continue to incorporate technology into the classroom and remain current on new technology used in foreign language learning. · It is recommended that we regularly meet and prioritize these recommendations.

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Lower School Social Studies A pre-kindergartener leaves their home and enters the Hammond community. The first question they have to face is “Who am I?” and “How do I relate to this world in which I find myself?” The student begins to discover that they are a unique individual, but that they must also interact with other unique individuals that make up the Hammond “Skyhawk” community and beyond. As a guideline, the student is introduced to the Skyhawk honor code which states expected behavior within himself and as he relates to others.

Upon entering pre-kindergarten, the student begins to develop a sense of “self” through activities such as gathering his personal “data” (i.e. phone number, address, etc.) and helping him transform it into his own personal “identity.” The student takes the “me/they” concept and steps into the larger “we world” of community by participating in a community service project. Through our “Me on the Map” foundational unit, the kindergarteners learn to extend their perceptions of community to include towns, state, countries, and continents through the exploration of maps. First graders continue this exploration of their greater world by discovering America and its national symbols. They are also exposed to a more specific study of maps and globes. During the second grade year, the students present a theatrical production based upon their immersion in the cultures of countries found on the seven continents. South Carolina is the theme in third grade. The history and culture of our region is explored as the students travel through our state. Fourth grade journeys throughout the United States learning about the different regions. Each student completes a more intense study of a particular state. Throughout the Lower School, cartography serves as the basic theme that is developed and expanded year by year.

Hammond School has a natural history program that is campus wide in scope, but interacts most closely with students ranging from prekindergarten through fifth grade. The idea of this offering is that of getting learners out-of-doors and computer screens and into the “real world” that sustains them, and slowing down enough to more closely observe and discuss what they encounter. We care for only what we know, and our world is larger than the human species.

At the Lower School, our naturalist takes 30 minute nature walks with the pre-kindergarteners throughout the year---- the students rotating turns in groups of four. Kindergarteners (as a class) connect with the naturalist every other week for a one hour period, and get involved in activities that enrich their understanding of the complexity of the natural world and their place within it. For first through fourth graders, a voluntary program is offered in which those who have signed up, and have parents’ permission, are given (in groups of eight) a morning outing, led by the naturalist, to wilder areas on and off campus. On these walks objects are encountered, discussed, and sometimes collected as the group moves through the environment and interacts with it.

This supportive program to the classroom experience has proven over the years to be a popular one, and when not on nature walks the naturalist has found other ways to enhance classroom discussions on a great variety of topics, for the role of natural history is that of bringing together knowledge and experience from all disciplines so as to acquire a more complete understanding of how the world works.

Our school wide country of study is explored throughout the grade levels. Prior to the school year, select teachers travel to the country and return as resource people. Language, food, dress, and geographical location are studied and culminated in a “Country of Study Day” where they can participate in hands on activities.

As the student grows and as her experiences broaden through the Lower School, she discovers that she has stepped into an even larger world which includes not only cities, states, nations, and countries, but also the existence of other life forms such as fungi, plants, and animals. And if this is not enough, she must also consider other planets in our solar system and beyond. The Hammond student comes to realize that he must not only be globally oriented, but universally oriented.

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Commendations · The “Me on the Map” unit is a developmentally appropriate foundational piece to our curriculum that physically places the student within our global orientation at Hammond. · The students learn the value of being both a South Carolinian and an American citizen by studying state and national symbols, cultures, and regions. · Field studies are made to be an integral part of learning about local culture and geography. · Empathy for other cultures is developed through global studies. · Grade level studies are often connected with a project or class production. · The Country of Study program allows 3 faculty members to travel abroad, immerse themselves in the culture of that country, and return as resource persons for the school in the upcoming year. · The Country of Study Day allows the student to experience “a day in the life” of a citizen of that country. · An on campus natural historian serves as a resource person allowing for classroom study enrichment that connects students with the “out of doors” world.

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Recommendations · Evaluate the overall structure of the Lower School Social Studies curriculum in order to create a big idea approach to each grade level while unifying the whole. · Design and implement a PK – 4th a geography curriculum that is consistent throughout the division. · Pre-Kindergarten will implement the foundational unit, “What Makes Me Me?” to bridge the connection to kindergarten’s “Me on the Map” unit. · Create a peer program where our older students share with the younger students Colonial and Native American skills that they learned during Early Technology week.

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Lower School Math For Hammond School, math will integrate the five strands of mathematical proficiency. Mathematicians have investigated and resolved that these five strands should be a combination of understanding, computing, applying, reasoning, and engaging. Each grade level will fervently and diligently strive to achieve, apply, and implement all five strands according to individual needs. Each student will ultimately by responsible for personal achievement of these five integrated strands of mathematics.

Research indicates that for the elementary student, understanding will be a full comprehension of math concepts with application. Individual students will be assessed on this comprehension requirement. Operations will be a focal point in order to provide students with overall big ideas. Detailed lessons will combine skills and problem solving instruction utilizing the latest technology and engaging hands on games. Students will have to demonstrate these skills for proficiency in problem solving questions. A common mathematical language and vocabulary will continue across every grade level to bring continuity to the entire mathematical program at Hammond Lower School. After yearly collaboration between grade levels, students will acquire the common language of vocabulary and become accustomed to the verbiage. Knowing what mathematical symbols, diagrams, vocabulary, and procedures mean is essential to each individual in the Lower School for preparation toward the next level of assessment.

Computation is important in carrying out mathematical procedures, such as adding, subtracting, multiplying, and dividing. Individual students will be assessed according to grade level on these procedures after conceptual instruction has been covered and mastered. Automaticity of basic age appropriate facts should be practiced using many different methods. These methods include mental methods for finding sums, differences, products, or quotients, as well as methods that use calculators, computer, or manipulatives. These measures require flexibility, accuracy, and efficiency through appropriate means. Beginning introductions to these procedures will require concrete understanding of the concepts, thus ending in evaluations for proficiency. At Hammond Lower School, all computation of these mathematical procedures should be mastered before entrance into Hammond Middle School.

Hammond Lower School teachers will teach students to think mathematically so they can reason, understand, and apply meaningful mathematics in order to solve, identify, and communicate about real life problems. Problem solving application should stretch from money, fractions, decimals, measurement, probability, and other life applications in order to equip individuals for standardize testing and real life issues they will come across. Students will use the math skills they currently know in order to solve higher level problem solving. These skills will include addition, subtraction, multiplication, and division in order to solve and calculate word problems that are on each grade level in the Lower School.

Students will use real world logic to explain and justify solutions to mathematical problems that extend their thinking. Instructors will offer realistic situations and problems for each grade level in order to provide a wide-range of applications for the aspiring academic student. Individuals will construct or reconstruct mathematical methods that they have forgotten or not yet learned in order to insure proficiency in all areas of mathematics. Students will reason to have sufficient confidence and understanding in the math curriculum according to standards set in each unit of study, thus leading to assessment. Research suggests students will be able to display reasoning ability when three conditions are met: they have a sufficient knowledge base and the task is understandable, motivating, familiar, and comfortable for each individual student.

Mathematics should also be engaging in each classroom. Each student will see mathematics as useful, doable, and applicable to their daily lives. Students will “use� math in their daily lives, demonstrate, and perceive it as a life-long, valuable tool. Hammond Lower School wants all students to leave the lower grades with a love of math, understanding for its application, and confidence of a well-rounded foundation.

In reference to students that learn another way or differently, Hammond Lower School will strive to identify and fulfill all needs of students with learning differences that will require defined attention. Diverse learners will be accommodated with appropriate efforts, experience, and privacy so they can be successful in a rigorous mathematics program. Accommodations for diverse learners will be addressed independently, confidentially, and thoroughly in order to provide proficiency in all mathematical areas.

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Commendations · Manipulatives are used to understand and develop the students thinking about math concepts. · Specific strategies are used for problem solving situations and critical thinking. · The Continental Math League competition challenges all students especially the higher level learner. · The availability of differentiated instruction is used with all students for enrichment, practice, re-teach, and intervention. · Mental Math is used at the beginning of each lesson to review and spiral concepts already learned. · The math games included in the curriculum encourage students to practice the concepts already learned and to think of different strategies for winning the game. · The use of technology in the real math program is used frequently and daily. It is also assessable to students.

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Recommendations 路 Teachers need to have ongoing collaboration to ensure grade level expectations, continuity of vocabulary, and appropriate activities for automaticity. 路 Ongoing professional development is needed for all teachers in the area of mathematics and especially for new incoming teachers. 路 Different types of assessments will be used throughout the curriculum for all students.

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Lower School Science Hammond Lower School science teachers believe our role in early childhood science is to choose a focus for inquiry, prepare ourselves to teach the topic, create a physical environment that supports inquiry, plan a schedule that allows time for inquiry and foster a child’s questioning.

The Hammond Lower School science program builds on children’s prior experiences and backgrounds. Our goal is to draw on children’s curiosity and encourage children to pursue their own questions and develop their own ideas.

We engage children in in-depth exploration of a topic over time in a carefully prepared environment.

Hammond Lower School believes that science is a verb. For this reason, the Lower School has adopted The Full Option Science System (FOSS). Lower School teachers believe that scientific knowledge advances when scientist observe objects and events, think about how they relate to what is known, test their ideas in logical ways, and generate explanations that integrate the new information into established order.

Because science is a discovery activity, Hammond students are constantly in a process of producing new knowledge. As teachers, we are continually challenging our students to make careful observations of phenomena and create explanations that make sense based on those observations.

In the early elementary years, Hammond preschoolers and kindergartners learn science from direct experiences in which they observe, describe, sort and organize objects. We believe using their senses to acquire data, and their emerging language and mathematics skills to process and communicate their observations, is appropriate and authentic engagement for early learners.

Hammond upper elementary students construct more advanced concepts by classifying, testing, experimenting, and determining cause-and-effect relationships among objects, organisms, and systems. We find Hammond students’ ideas become based on evidence, and their advancing language skills allow them to explain these new ideas effectively.

One part of the Hammond Lower School science program which we as educators particularly think is important is the reading and research portion of our science units. We believe that reading should not be the primary source of science information in the curriculum. The primary source should be personal experience. We do believe that carefully selected reading materials, provided after an activity-based foundation is in place, can add a very effective dimension to science learning.

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Recommendations · Full Time Science Teacher that is able to join the related arts teachers with students seeing him/her one to two times a week for hands-on, science enrichment · Science Lab complete, fully equipped with lab tables, storage, and running water and an array of science manipulatives, including technology · Outdoor resources and/or outdoor classroom spaces that would enhance the study of all areas of science · Sinks in all Lower School classrooms · Ongoing Professional Development for all teachers · Establish benchmarks as well as pre and post assessments

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Commendations · · The teachers understand that every student has unique comprehension. · We understand that teaching strategically is the key to success. · The science curriculum in Pre-K through 4th grade shows a common framework. · The science curriculum builds off of prior knowledge taught in previous grades. · We integrate math and science through hands on activities. · We enhance learning through technology. · Classroom management allows instruction to be provided in a safe and orderly environment. · The teachers take advantage of the schools natural environment to enhance science lessons. · Our hands on activities, experiments and lessons allow teachers to address various learning styles. · Upon leaving Hammond Lower School, students have been exposed to all four areas of science, to include life, earth, physical, and technology. · Classrooms are well maintained and enhance the school as a learning community. · Science enrichment classes are offered after school for interested students to further their knowledge. · Hammond Lower School has a full time naturalist on staff. · Our naturalist is a resource for all Hammond Lower School teachers.

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Lower School Literacy Literacy is the foundational component in the Lower School. We strive to build lifelong readers and writers with strong literacy skills. It is important that the Lower School student exit with the beginnings of solid critical reading and writing strategies. Over the course of several years Lower School teachers have been implementing a reader’s and writer’s workshop approach to literacy. With this approach our literacy program is moving towards integrated approach in order to create meaning and application throughout all learning.

Reading: The reading program is comprised of phonemic awareness, phonics, vocabulary development, comprehension and fluency. These areas are taught through whole group instruction, small, flexible groups, one-on-one instruction, mini lesson, and teacher-student conferencing. From the very beginning children begin learning how to choose just right books that are on their independent reading level. In addition to independent reading; strategies are also taught through interactive read alouds, shared reading and guided reading.

Writing: The writing program is comprised of two main components: content and mechanics and works in correlation with reading. Our main goal is to enable students to feel comfortable and confident in the writing capabilities and to convey a clear message to an intended audience. Writer’s Workshop allows students to choose self-selected topic in a variety of genres and to explore the process of writing. Mentor texts are used to teach different genres/styles and to use authors to build their own writing strategies. Students are taught editing strategies to ensure that the mechanics (grammar, spelling) allows the writing to flow.

Word Study: The Lower School spelling program is based on Words Their Way. Flexible grouping allows us to meet each child at their developmental spelling level to ensure there are no gaps in instruction. Students are frequently assessed and the groups are adjusted accordingly. The major goal in word study to develop proficient spellers and to have this spelling applied in all writing.

Speaking/Listening: Hammond School’s long tradition of developing quality public speakers begins in the earliest grades.

Children present on a variety of topics that include letter of the week, teaching the class a skill, book talks, South Carolina projects culminating in the 4th Grade State Report via a virtual poster. Our students also participate regular in grade level and school wide performances. Lower School students learn how to be a good audience member by respectful listening, providing positive feedback to the speaker and asking good questions.

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Commendations · Ongoing professional development in the area of high quality literacy instruction · The use of high quality literature at all grade levels · Early implementation stages of writing workshop across all grade levels · Words Their Way implemented across all grade levels · Consistent use of literacy across all disciplines

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Recommendations: 路 Identify a clear plan of professional development to ensure that all teachers are trained on best practice in literacy development 路 Develop a common assessment plan throughout all grade level beginning with the use of the Fountas and Pinnell Benchmark Assessments 路 Continue to invest resources in developing classroom libraries and a book room that includes leveled books and content/grade specific books 路 Identify the appropriate uses of technology in literacy instruction such as digital storytelling, virtual posters, etc.

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Lower School Art Lower School Art at Hammond School focuses on the elements of Art and the Principles of Design. Attention to the elements of Art is more overt and obvious as the concepts are much more cognitively age appropriate than the abstract Principles of Design. The aforementioned content is then applied and delivered in a malleable curriculum which is ever changing. In fact, the Lower School Art curriculum changes every year as does Hammond’s school wide country of study. In addition, the art curriculum uses a balanced approach to address the disciplines of aesthetics, art history, art production, and art criticism.

Hammond School celebrates and studies a different country every year. In so doing, the Lower School art curriculum changes to address the idiosyncrasies of each culture and it’s traditions in art. For example, teaching organic shape concepts in a Thai lesson may lend itself naturally to the Lotus flower, whereas Ecuador may find a better connection to the Orchid family. An attempt at Hammond is made to relate to the country of study to the whole child. Tastes in the Kiva at lunch, sounds of the language in the homeroom and, tactile and visual elements in the Art room are possible avenues.

The Lower School Art class is currently staffed with a working artist who is intimately involved in the local art community. In addition, Hammond allows for the teacher to create some pieces and commissions in the art classroom after contracted hours, thereby allowing each student a unique experience into the professional artist’s process. The student is able to see each piece from conception to possession by the recipient. Many of the processes utilized by the teacher are then taught and experienced by each student.

Art history has a direct connection to each country of study be it present or past artists and movements. The nature of each lesson connotes the depth and time allotted to art history. Current recycled art movements allow for indepth discussions with living artists, yet Italy’s Renaissance may allow for a greater availability in literal references.

History is encouraged to repeat itself on the art room as production of student creations is begun.

Aesthetics and the study of the nature of art can appear to be too abstract a concept for the primary level student.

The contrary is actually true. Whereas stating to a four year old that he or she will be grappling the definition of art is outlandish, a student can develop the abilities and skills needed to formulate a definition in the future. Moreover, asking a four year old to tell the teacher what art is, is not an act in futility. The answers while sometimes amusing can be useful to the teacher. Knowing what any child thinks of art is important to the development of the ever changing curriculum. Four year olds are very honest.

Art production and the time allotted to it, is again determined by the media and the lesson itself. A ceramics lesson may need an entire class period provided for production. However, this can be said for discussing the life of a Ceramic Master like Shoji Hamada. In addition, a country of study may have a specific method utilized in the creation of certain traditional pieces (i.e. Native Latin America’s Molas). It is essential that the Lower School student comes into physical contact with as many media as possible during their elementary tenure. No material is eliminated as long as correct instruction and respect are applied to said material.

Art Criticism is viewed as a very positive and integral part of the Lower School Art environment. Learning to develop judgment as well as opinion is essential in developing the whole art student. This happens more overtly in higher grade levels such as third and fourth grades. “I like…,” must be immediately followed later with a “because”. Never is a student to feel attacked, as success in developing art skills is essential in the beginning and throughout the Lower School experience. Failure is essential too, in that it allows for creative resolution. Making a mistake appear purposeful is the aspiration of all artists.

Recycling is a topic which is an integral part to the current art world, our fourth grade curriculum, and recently in a more purposeful presence in the art curriculum. A tradition of Recycled Art Day (R.A.D.) began in the spring of 2011.

This involves bringing artist from around South Carolina to spend a day with all of Hammond Lower School creating pieces out of recyclable and repurposed materials. Each child rotates among the various artists throughout the day to experience all that the artists have brought with them. In addition, many of the lessons in the art curriculum will involve media consisting of repurposed and recycled construction. Utilizing fabric remnants and wallpaper samples in the creation of Thai Lotus Blossoms is one example of repurposing.

Finally, it has always been the goal of the Lower School Art Department to connect it’s curriculum with those of the core curricula in each grade level. Whether it’s Multimedia Monochromatic Molas that mirror the alliteration lesson in Second grade, or connecting to science vis-a-vis a lesson in color wherein students experience cone and rod fatigue to reinforce the concept of complimentary colors. Literally, any concept or lesson can be reinforced via visual art. We in the Related Arts are called such as we can easily form a relationship with any core curricula concepts.

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Commendations · Ever changing curriculum. · Curriculum that intimately connects with the Country of Study. · Ability to translate any lesson and concept to any elementary level. · Wide variety in media used during Lower School tenure. · Use of recycled and repurposed materials. · Connection to local artists. · Teacher is a working artist and involves students in all parts of the teacher’s personal processes. · Close working relationship with the music department. · Connected with the entire Hammond School community through T Shirt designs, stage props and backdrops, large decoration for the Hammond Auction, and ever increasing responsibilities. · SMARTBoard used from teacher instruction to student production. · Eagerness to work with core curriculum teachers in a myriad of possibilities. · The SMARTBoard has taken a role in every lesson.

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Recommendations · Would like to see a greater use of the Critical Method used within each lesson during the criticism stage. · Use the outdoors (i.e. South Campus) as a location to create the art. This could be an avenue to introduce Plein Aire art, and its methods therein. · Sculpture could take a more prevalent role in the art curriculum. · Bring back the darkroom to art curricula. Photography can and should be an integral part of any elementary education. The equipment and pinhole cameras already exist in the Lower School Art inventory. · Pit firing of ceramic pieces could be utilized to better connect the art curriculum with the natural history curriculum. · The Smart board could have an even greater role in the art curriculum be through animation or greater student involvement. · The Lower School Art webpage should display student art and images (or video) displaying student creations and process.

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Lower School Music

Music in the Lower School at Hammond contributes to the growth of well-balanced children and provides a natural outlet for creative expression. Students acquire basic knowledge of music theory in a fun, fast-paced setting as concepts are taught and/or reinforced through games and interactive lessons on the SMARTBoard. The use of rhythm instruments, Orff instruments, Boomwhackers, and recorders enhances the music reading skills taught daily while movement activities invite individual creative responses. Guided listening activities using the Music Memory resource introduces Hammond students to 10-15 different music works each year. Most importantly, music in the Lower School provides an outlet for expressing and reinforcing – through singing - the information learned in the academic classroom as each grade level presents musical programs during the school year based on current classroom curriculum. The music curriculum in Hammond’s Lower School is program-driven.

PreKindergarten and Kindergarten PreK and Kindergarten students attend music twice each week. During their music time, children participate in singing, listening, playing instruments, and moving. As students sing along with folk songs, silly songs, chants, and musical participation stories, the use of scarves and beanbags helps them actively listen and encourages even the most timid children to participate. Creative movement / listening activities help students enjoy the music of composers such as Haydn (The Surprise Symphony), Saint-Saens (Carnival of the Animals), Rimsky-Korsakov (Flight of the bumble Bee), Brahms (The Cradle Song), Tchaikovsky (The Nutcracker), and Sousa (Stars and Stripes Forever).

Students are encouraged to move to music by dancing, jumping, twirling, shaking, and skipping, etc... Students identify high and low sounds and walk to the beat of music in a moderate tempo. Students identify fast and slow music and tell the difference between beat and rhythm. Kindergarten students recognize melodies that go up or down in pitch, they identify and perform soft and loud sounds and can identify them as forte and piano. They identify short and long notes in rhythmic patterns and explore simple notation using Popsicle sticks, foam sets, pipe cleaners and wooden blocks as quarter notes and quarter rests.

PreK students present a program about the Gingerbread boy, and Kindergarten students present a program about all the things they love, such as reading, math, parents, books, animals, Dr. Seuss, school, America, etc. Music is fun in Kindergarten and the children leave class humming a tune and feeling happy.

First Grade Hammond first graders begin the year with a Fairy Tale unit in their homeroom and music class. Songs prepared for this twenty minute program include Disney’s Bibbidy Bobbidy Boo, and Whistle While You Work. Other songs tell the Fairy Tales of Jack and the Beanstalk, The Little Red Hen, and Hansel and Gretel. The Three Little Pigs, and the group-participation Fairy Tale of the Fire-breathing Dragon, offer opportunities for keeping the steady beat and using expressive voicing throughout. The program concludes with a lyrical song about the Golden Rule. This exciting unit serves as a jump-start to getting to know all about music.

First grade students learn to identify high and low sounds, walk to the beat of music and clap simple rhythms patterns. Students sing melodic patterns of so, mi and la, and learn their hand signs. Students clap rhythm patterns using ta and ti-ti, and write rhythmic patterns in stick notation. They also learn to identify silent beats as rests.

Writing melodies on the staff, locating the highest note of a song, and identifying line and space notes are ways first graders discover that music can be written down. Additionally, students are introduced to the instruments of the orchestra through a review of Saint-Saen’s Carnival of the Animals and an introduction to Prokofiev’s classic Peter and the Wolf. Guided music listening activities introduce students to a variety of musical styles and periods.

For example, they explore how music tells stories in The Sorcerer’s Apprentice and are introduced to opera through a lively unit on Mozart’s Magic Flute.

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The end of the first grade year concludes a year-long study of American folk songs with a program called, “Westward Ho.” The classroom unit on the early Americans is reinforced during music class time as students learn to sing and perform American folk songs including: Old Dan Tucker, Oats, Peas, Beans, She’ll Be Comin’ Round the Mountain, Home on the Range, Camptown Races, Shortnin’ Bread, and simple folk dances including The Virginia Reel.

Comparing the remarkable difference between the innocent bumbling students during the Fairy Tale Follies and the poised and confident students during Westward Ho is a perfect measure of how far the students of Hammond come during a year.

Second Grade Second graders receive sixty minutes of musical instruction each week. During large-group time (pre-chorus), students sing along with folk songs, fun songs, and practice singing rounds. Most of the repertoire used during second grade comes from folk songs around the world. Using good singing posture and understanding good light singing tone as opposed to a throaty chest tone is the goal. Students identify voices heard, during a unit called Ensemble: they learn to identify the sound of a solo singer, a duet, a choir, as well as male and female singers. Also during large-group time, students identify the introduction of a song, the coda, verse and refrain, and solo and chorus sections. They identify repeated sections with ABA and understand first and second endings. Second graders learn to identify the shape of a melody, intervals that step, leap or repeat, identify like and unlike phrases, and distinguish between major and minor tonalities. Students are introduced to mi-do and so-mi-do patterns and they sing melodic patterns with mi, so, and la - and the hand signs.

Students are introduced to new rhythms and melodic patterns. The half note is introduced and used to read, write and then play patterns on rhythm instruments. Using interactive lessons on the SmartBoard, students are given ample opportunities to develop an understanding of musical notation and listening skills. They identify a staff as having 5 lines and 4 spaces, can recite the musical alphabet, and identify the secret codes of music such as the treble clef, bass clef, quarter, half, eighth, whole, dotted half, etc. Using games such as Rhythm War and Rhythm Shuffle, concepts involving musical math are reinforced with a fun activity.

Guided listening activities using the Music Memory resource introduce second graders to different music works each year. Students listen to determine the difference in style by analyzing the work’s rhythm, melody, or tone color. They identify loud/soft, fast/slow, and various changes in dynamics as a way of defining the expression of a piece of music. Hammond’s second graders love to hear the story behind the music, so composers are always introduced as real people with real motivations for writing their music. The nationality of each composer is noted on the World map in the music room. This is particularly important in second grade because their grade level curriculum focuses on learning about the continents of the earth.

Second graders learn about the orchestra. Using well-crafted lessons on the SmartBoard, children not only learn to identify and categorize the instruments, they see and hear other children and adults playing the instruments as well. Through an “Orchestra Box” project, students spend weeks coloring, cutting and folding a stand-up orchestra of over 75 members. As each section of instruments is colored/ cut out, students learn all about it and hear it played. Instruments are brought in to be explored during class. Students are then able to correctly identify instrumental themes in a review of Peter and the Wolf during this unit of study.

Second grade presents the “All Around the World” program in the spring of each year. Dressed in authentic costumes, children sing songs, play instruments, dance, and act out what they have learned about other children around the world. The musical program is directly related to the classroom curricula.

Third Grade Students in the third grade at Hammond receive 70 minutes of instruction each week. They learn to recognize and write melodic and rhythmic patterns and practice recognizing these patterns in the music of great composers such as Beethoven and Brahms. Third graders are familiar with brass instruments: trumpet, French horn, trombone, and tuba, as well as the woodwinds; flute, piccolo, clarinet, oboe and bassoon. They are able to identify them as they listen to music by Vivaldi, Saint-Saens, Holst, and Rossini, etc.

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In third grade, students move to the beat of music. They have many opportunities to identify rhythms using eighths, quarters, rests, and half notes. Third Graders learn to recognize duple and triple meter contrasting the meters using movement. They learn to conduct in 2/4, 3/4, and 4/4 meter. Through fun games, students in third grade clap and graph rhythms found in everyday objects such as soda cans, cereal brands, our names, and candy bars.

Students learn to distinguish between high and low registers, same and different melody, and up and down melodic movement. They identify like and unlike phrases, melodic repetition and major and minor tonalities. During chorus, third graders are now able to identify the introduction of a song, the coda, D.S. al coda, repeat signs and solo-chorus song form. They also identify AB, ABA, and AABA form in a variety of ways. Singing a variety of partner songs and rounds, students identify melody and counter-melody. Third graders understand and show good singing posture, good singing tone as opposed to a throaty chest tone, and proper breath support to produce a better singing tone.

Third grade students at Hammond identify absolute pitches of the treble clef, identify and draw the treble clef, bass clef, staff, quarter, eighth, half, whole notes and understand their values. Also, they are able to recite and draw the line and space notes of the treble clef. Third graders enjoy learning via games and there are many different games used to reinforce concepts. For example, Using Play-doh, third graders explore the relationship between music and math as the doh is divided from the whole to the sixteenth.

To encourage listening skills and the beginnings of understanding, students are exposed to various kinds of music often and repeatedly. In the third grade class, music is played for enjoyment, to accompany activities, to inspire creative movement, etc. Students are taught to interpret the expressive qualities of a song or piece in terms of its style and mood, and how to determine differences in style by analyzing the work’s rhythm, melody, or tone color. Through the use of musical listening maps, students discover the works of great composers such as: Bach, Beethoven, Brahms, and Mozart. Brief, child-friendly biographical profiles make music history come to life.

In the spring, third graders present a program called, “SC History,� in which they sing various South Carolina state songs. They also have opportunity to perform for students and for others during the year.

Fourth Grade Fourth Grade students receive 75 minutes of instruction each week. They study such basic concepts as reading music, rhythm, melody, harmony, tone color, vocal technique, form, and music appreciation at a more advanced level. The students use these skills in preparation and presentation of several musical programs.

Recorder Karate is the first unit of study in fourth grade. As students learn to play the recorder, they perform on pitch, in rhythm, with appropriate dynamics, and maintain a steady tempo. They perform easy rhythmic and melodic patterns on the recorder, echo patterns and master increasing difficult pieces as they earn each leveled belt. As fourth graders play the recorder, they read basic pitch notation on the music staff, and identify melodic shape, intervals, and phrases. They play with understanding of duration of various notes and rests and meter.

During chorus, they sing from memory a varied repertoire of songs representing genres and styles from diverse cultures. They sing expressively, with appropriate dynamics and phrasing, and are able to perform partner songs, descants, and simple two-part harmony. As fourth graders read music notation, they are able to identify the coda, the solo-chorus song form, and identify sections that are differ-

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ent. As they sing, students show good singing posture with correct breath support and singing tone.

Students identify melodic shape; intervals, sequences, and phrase length. Fourth graders determine the difference in style of songs by analyzing the song’s rhythm, melody, or tone color. They analyze the relationship of words in a song to performance style. Fourth graders memorize and understand the first verse of The Star Spangled Banner and can sing it with correct breath locations.

Guided listening activities using the Music Memory resource introduce fourth graders to 10-15 different music works each year. They become more familiar with the orchestra, especially the woodwind and brass families, and learn about the live and works of Bach, Handel, Haydn, Mozart and Beethoven.

They have an understanding of the periods in music history and the relationship to the world at the time.

In early spring, fourth graders present Fifty States, a patriotic program culminating a year-long study of the United States. The chorus also sings for many special events during the year including the Arts Gala and Graduation Ceremony. The end of the year brings an opportunity for students in first – fourth grades to perform a final big musical. Fourth graders are featured as soloists and actors during this production. Usually chosen from one of MTI’s Disney Kids works, the goal of the “Big Show” is to showcase the talent of the fourth graders while creating a Hammond-family celebration of all things musical.

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Commendations · Hammond’s Lower School Music supports the mission of Hammond School in providing diverse music curriculum to meet the educational needs, musical interest, and development of the students of Hammond School. · The program offers a wide variety of instructional and performance experiences that promote the building of self-esteem and poise in performance. · The programs presented during the school year, are directly related to the grade-level curriculum. · When each grade level presents several programs each year, many students are given a singing solo or duet, a speaking part, and / or a dance part in the program. Opportunities for students to shine are maximized. · A non-auditioned chorus has been started for both the third and fourth grade students. · Increased performances by the third and fourth grade choruses have improved overall focus and interest in singing in the Lower School. · Instrumental and teaching resources have been purchased to meet the needs of the number of students seen each week. · Space of the existing music room is used to its maximum teaching potential. · With the continued support of the administration, the music teacher has been able to utilize the state-of-the-industry instructional and professional technology. · Students in the Lower School have many opportunities to perform with and alongside of the middle and upper school singers. · The Upper School music director is utilized for guest conductor sessions. This creates a connection between the Lower school children and upper school music teacher. · The production of the end-of-the-year musical creates a unique performance opportunity for the confident fourth graders and allows the entire school to participate in something greater than a grade-level program. · Voice lessons are being offered during the after school program. Many of the Lower School students are participating in private instruction.

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Recommendations · The Lower School Music Program should continue to monitor and improve communication between lower, middle and upper schools to organize combined performance opportunities. · Broaden the use of existing fine arts faculty for master classes. · Begin the recorder study in the third grade to improve reading skills and allow for advanced ensemble playing in the fourth grade. · Develop an early morning or afternoon select chorus and/or recorder ensemble to provide additional training opportunities for the gifted music students. · Continually assess and develop lessons to incorporate the use of technology in the classroom. For example, use the computer for composing or recording, etc. · Expand the use of video recording for student –led teaching and performing. · Plan additional in-house opportunities for students to hear and see music performed from different genres. · Explore the development of a Strings program in the Lower School.

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Lower School Social and Emotional Curriculum Here at Hammond School we strive to maintain a strong social and emotional curriculum. One that is overarching from our Pre-kindergarten program to Fourth grade. It is our goal to instill social and emotional understanding and responsibility in our students. Giving them not only to hear what is expected, but be given the experiences to put these lessons in action.

Some programs and opportunities in which we incorporate the entire Lower School would be the Pledge of Allegiance, the Skyhawk Honor code, the Hammond Fight Song, Friday in the Kiva, Red Shirt Friday and collecting aluminum tabs for the 3rd grade. Each of the areas is practiced and celebrated throughout the school as a way to form a community, as well as a sense of ownership and respect.

From the first day of Pre-kindergarten and with each beginning new year, students are taught the words to the Pledge of Allegiance, the Skyhawk Honor code and the Hammond Fight Song. The teachers express to the students what it means to respect one another, to respect their school, and their country. The Honor Code and the Pledge of Allegiance are then said together every morning, throughout the Lower School, led by a “Fabulous Fourth Grader”.

Friday in the Kiva is a meeting held at the end of the week for all the Lower School students and faculty. We gather together, wearing our red shirts, to sing the Hammond Fight song, acknowledge birthdays, and announce new books the Birthday Book Club has added to our library. We would also incorporate any special occasion, such as football games, festivals, or programs.

While Friday in the Kiva is a more spirited gathering, we also gather for Tuesday Talk, a time in which different grade levels come together to discuss more solemn matters. These talks can range from the Hammond Honor Code to meeting the school nurse.

We stress the importance of community here at Hammond. We have two annual projects, raising aluminum tabs for the Ronald McDonald House and money for Families Helping Families.

The students at every grade level also participate in musical programs here at Hammond School. They learn to work together, listen for directions, practice speaking parts, as well as songs and dance routines. At the end of the year, the grades work together to put on a performance.

Many things are done together here at Hammond School, but we also teach within our grade levels, making the lesson more appropriate for the age.

During Friday in the Kiva, we are introduced by “Fabulous Fourth Graders”. The Fourth graders are acknowledged as the leaders of the student body. It is at this time that they are recognized, usually four at a time, by the Lower School Head with some personal facts about themselves. The “Fabulous Fourth Graders” will then lead everyone in the Pledge of Allegiance.

Fourth graders are also responsible for other aspects of the Lower School. They introduce and implement the recycling program. They are responsible for teaching the students what it means to recycle, and how they can help at school and at home. The Fourth graders work in a team of pairs (The Green Team), which rotates by class every quarter, to collect recycling on a weekly basis.

Another responsibility of the Fourth graders is in the morning during carpool. The duties range from opening the door and wishing the driver a good day, to walking a nervous student to his/her classroom. They also are responsible for raising and lowering the flags in the morning and afternoon.

Each grade level gives students a form of responsibility for the classroom. This can range from being “Special Helper” in the Pre-Kindergarten program, leading the class with calendar time to older grades having multiple students with a particular job for the day or week. Jobs can range from door holder, lunch recorder, center checker, passing out or collecting papers/books, etc.

In the Kindergarten classroom, each student will have the opportunity to take home the class mascot for the week-end.

The student will then record in the classroom journal the activities he/she and the mascot shared during the week-end.

This gives each student a chance to take responsibility for the mascot, as well as share with the class.

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Second graders have a weekly Mystery Reader come into the classroom. At this time, someone from outside the school, usually a parent, will come to the classroom. The Mystery Reader has given clues days before to guess his/her identity.

Then he/she will treat the students to a story.

The Lower School also encourages students to exchange and teach lessons they have learned with other grade levels.

Some examples would be third graders visiting with younger students to teach math games they have created, or discuss South Carolina facts they have studied. Pre-Kindergarten has even shared stories and books they have created with the older students.

These lessons are not limited to the Lower School or even just the academic. Seventh graders from the Middle School will create stories and share them with Lower School students in the courtyard. Middle and Upper schoolers also play an important role in the social development as Recess Buddies here at the Lower School. They spend time mentoring the younger students as to how to be a good friend, giving them someone to talk to, share thoughts and feelings with, other than teachers.

Our lessons of social responsibility are not limited to the classroom or the school grounds. We also have small groups that spend time with our school naturalist, exploring and respecting the great outdoors. From Pre-Kindergarten students exploring the areas right outside our doorways, to the older levels venturing farther off campus; each group learning about the part they play in the world around us.

At the end of the year, the Lower School gathers together for Fun Day. For this event, students of all grade levels mix into groups, competing against one another with field day activities. We begin with a march around the track, similar to the start of the Olympic Games. We give awards in the categories of Sportsmanship and Most Points earned. As a finale to this event, we gather in the middle of the field, perform a fun dance – such as the Cha Cha Slide, and then gather with family members for a picnic.

There are many areas in which Hammond School works together to prepare our children. From the youngest Pre-Kindergartener to the oldest Fourth Grader, we strive to teach them responsibility, pride, and community honor. We work towards addressing their emotional, as well as social, needs to make Skyhawks confident and kind in today’s society.

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Commendations 路 Hammond establishes and promotes a sense of community with the school. 路 Hammond supports and upholds the self-esteem of each individual student. 路 Hammond provides many opportunities for responsibilities within the classroom and school for all students.

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Recommendations · Higher expectation of Respect from the children by the teachers (for teachers, students and themselves). · Deeper commitment and involvement of service learning/community outreach – could be headed by a parent volunteer. · Continue to research and identify a social and emotional curriculum conducive to the Lower School learner and aligns with the school’s mission.

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PK-12 Special Area Reports

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SAIS Accreditation Self-Study: Technology The Technology self-study committee was a faculty led special study group that looked at all aspects of our technology use here at Hammond. Consisting of teachers from all divisions, parents, and trustees, the group worked hard to identify the many issues surrounding technology and illuminated some focus areas for the future.

Technology resources at Hammond School are provided for the purpose of supporting educational excellence by facilitating resource sharing, innovation, scholarship, research, creativity, and communication.

Contemporary learning environments are created to assist students in using technology as an effective learning tool. The advancement of technology has changed the way our students learn and affords us the opportunity to vary the delivery of our lessons in order to meet their individual needs.

Infrastructure at Hammond School The following buildings are connected to the data center via multimode fiber optic cables: Bark’s Hall, Bostick Hall, Manning Hall, the Middle School Building, Dining Hall, Upper School Gymnasium, Art Building, and Bank of America Theater. The Walker (Lower School) Library serves as a hub for Lee, Marion, and the Kiva (Lower School Cafeteria), and is also connected to the data center with multimode fiber optic cables.

Several locations including the Lower School Gymnasium, the Primitive Technology Cabin, maintenance shop, Eden’s Concession Stand (Hawk’s Nest), nurse’s office, the press box in the football stand, and the Lower School Art Building receive connectivity though multiple access points.

Hammond School utilizes various servers to facilitate administrative operations and students functionality. Administratively, these servers include ISA, EndPoint, Raiser’s Edge, Odin, OC, DC, File server, FA Web, Education Edge, Paycheck, DC, NetClassroom and Online Admission Servers. To accommodate student needs Hammond operates a variety of servers including A/C and DC, file servers, print servers, ISA, Moodle, and Destiny Web Server.

Internet Access is provided by three T1 lines with one line designated to the phone system and two lines serving Destiny, FA Web, and NetClassroom web servers. Access points located in Barks’s Hall, Bostick, the Lecture Hall, Manning, Upper and Lower School’s art buildings, Bank of America Theater, and the Dining Hall expand the network. Wireless connectivity is available in Bark’s Hall, Bostik, Manning, the upper school Art Building, Bank of America Theater and the Dining Hall as well as the Lecture Hall.

The three divisions at Hammond employ desktop computers and mobile laptop carts to promote student learning and administrative operations. The Lower School has sixty-six desktop computers and eighty additional laptops housed in four laptop carts. The Middle School uses thirty-five desktops and five mobile carts expanding their computer availability by one hundred laptops. The Upper School houses eighty-seven desktops and one mobile cart of twenty laptops. Additionally, twenty-four desktop computers are allocated to the Academic Enrichment Center; eleven laptops are assigned to faculty members; and twelve computers are unassigned. Most classrooms are equipped with interactive white boards (SMART Boards).

Curriculum Design and Management In the Upper, Middle, and Lower School’s faculty and students use a variety of software, hardware, and online tools to develop a technology-enriched curriculum that actively engages students. · Faculty members actively maintain e-mail accounts and utilize web storage through Windows Live.

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· Grade Reporting: Middle School and Upper School parents and students access grade reports and comments through Net Classroom, an online portal. · Teachers in the Upper School and Middle School use a FA Web, a portal, to report attendance, grades, and comments. Both FA Web and Net Classroom are linked to Hammond’s student database designed by Blackbaud. · Middle and Upper School teachers use Moodle, a software platform, to create class and course websites for their students. Teachers post contact information, syllabi, outlines of notes for absent or accommodated students, quizzes and test dates, helpful links, forum discussion topics, and interactive quiz questions.

Students also communicate via instant messaging or blogs using Moodle. · Faculty members in all divisions use various 2.0 tools, depending on the relevance to their subject areas.

Some of these are: Gloster, Blogs, Wikispaces, Edmodo, and Skype. · SMART Boards: Teachers use a variety of interactive web sites to augment their lessons using the SMART Boards. Upper School math teachers use SMART tools such as graphing calculators and geometric drawing tools. Lower School and Middle School teachers incorporate web-based lessons and “ePresentations” that accompany the math series. Science teachers use the board for anatomical diagrams. World Language teachers use interactive presentations, play interactive language games, project photos, videos and lecture notes, play music, and Skype with students in other countries. Art teachers use the board to present concepts and ideas, illustrate procedures, visit online museums, and demonstrate art techniques with live video and digital camera shots for step-by-step lesson presentations. English teachers introduce literature units and time periods with artwork, music, and video. They also use individual response devices (SMART Response) for class quizzes and immediate feedback. Lower School teachers actively engage students in lessons through SMART Board manipulative activities in all curricular areas. · All Lower School students participate in weekly technology projects in a lab setting that are an extension of the curriculum, and support the idea that technology is an integral part of our daily lives. Lessons are based on the National Educational Technology Standards (NETs) and are designed to prepare students for learning experiences in the Middle and Upper School. · Mobile laptop carts provide flexibility for the classroom teachers to integrate technology-based projects in all curricular areas.

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Commendations Hammond School has expanded technology through management programs and web services, additional hardware, and mobile computing. The following areas are recognized by the faculty as commendable. · Mobile Carts house 20 wireless laptops and expand the computer capability in the Upper, Middle, and Lower Schools. Carts are assigned to grade levels or specific locations. In the Lower School, second, third and fourth grades each have a cart that is shared among the team (usually four teachers) and an additional cart is housed in the media center. Each grade level in the Middle School shares at least one mobile cart. The Upper School’s wireless cart provides additional computers in the media center. · The Hammond website (www.hammondschool.org) is maintained by a web master using Finalsite as the editing software. The website provides current and updated information for parents, faculty, and students in the areas of admissions, academics, campus life, endowments and donations, and alumni involvement.

One of the favorite sections on the web page is the photo gallery and event archive found in the Campus Life section. Football games and musical programs are streamed live and then they are archived for individual viewing. · Communication is multi-faceted and keeps all stakeholders connected and informed through the use of email, e-notes, newsletters, blogs, broadcasts, websites, and Skype. · Electronic grade reporting is provided for students and parents in the Upper School and Middle School at mid-term and end of quarter, eliminating mailings and providing current information of student standings.

Additionally, teachers send home testing information on an individual basis. Students in the Lower School receive printed developmental reports each trimester with weekly grade notices and progress reports weekly. · SMART Boards have been added in most classrooms on the Hammond Campus, providing a multi-dimensional technology for student interaction and teacher presentation. · Hammond School is located in between neighborhoods, somewhat restricting the network capability. Faculty members and administrators feel that we have maximized our connectivity with our current physical constraints. · Teachers and administrators continue to maximize their individual positions through the use of current technologies. Therefore, professional development opportunities are provided for all staff members and focus on the implementation of new and beneficial technologies.

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Recommendations Faculty members at Hammond School have identified several areas that will enhance technology development for faculty, staff, and students as we strive to prepare our students for future endeavors in the digital age.

Professional Development · Assess teacher and staff proficiencies and provide systematic, developmental support and training. · Incorporate faculty collaboration and implement teacher-led sessions on technology. · Develop guidelines for faculty technology proficiencies.

Scope and Sequence · Develop a scope and sequence and delivery mechanism for technology education in Pre-K through 12th grade. · Identify grade-level expectations and requirements so that all teachers can incorporate appropriate technologies in order to prepare students for each subsequent grade level.

Hardware and Software Management · Create and maintain a database for all technology related equipment and provide this information to all staff members electronically. · All computers in the Lower School should have a unified and updated operating system and software. · Research the use of on-line textbooks and implement where beneficial. · Explore the benefits tablets such as IPADS or other personal tablets and implement where appropriate. · Identify an expected timeline for computer and software updates that will provide current hardware/software for Hammond students and administrators.

Technology Support · Ensure that there is proper staffing in our Information Technology Department so that all equipment and updates can be managed in a timely manner. Establish and maintain adequate staffing in relation to the amount of technology that is added to the Hammond campus. · Consider having a student run technology help desk in the Upper School and implement if deemed beneficial and manageable.

Acceptable Use Policy · Develop division- level specific use guidelines for student use of Hammond equipment and personal equipment that uses the Hammond’s wireless network.

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Student Support Services at Hammond School

Introduction Hammond remains committed to providing an educational environment which challenges children of all ages to learn information and master skills which will prepare them to be successful in the college setting and beyond. Our teachers are selected because of their mastery of specific subject mater, but also for their ability to model and teach young minds to think critically, ask questions, solve problems, write and speak. Research in education and developmental psychology has taught us that each of us learns differently and has true strengths and weaknesses. Student support services at Hammond School are designed to help our students learn to become their own self-advocates, developing skills they will carry forward in their education, profession, and life.

Lower School Student Support Services at Hammond School are designed to enhance our students’ educational experience to provide optimal growth in mind, body and spirit. Developmentally appropriate Student Support Services are available in each division on campus.

While nurturing the mind at Hammond Lower School, teachers support academics by establishing effective practices to address the needs of all students while curriculum is aligned with school-wide academic expectations for learning.

This is accomplished by providing a variety of teaching methods in all classrooms which include a reading/writing workshop approach, flexible grouping, peer group instruction, collaborative work, small group instruction, and menu style homework. Teachers regularly evaluate the progress of each child and revise practices and interventions as needed.

The same curriculum may be modified to challenge those with advanced learning abilities and to reach those that need reinforcement.

Nurturing of the body is supported at Hammond Lower School through regular exercise breaks during the day as well as physical education classes several times each week. We also offer nutritious food selections for those students who order lunch which is served in the school’s dining facility. The school nurse works closely with our families and the faculty to address the daily medical needs of our students. The nurse, as well as Hammond’s Fitness Coach, also lead grade level lessons to keep Hammond students informed of best practices to promote healthy living.

The spirit of each student at Hammond School is nurtured by teachers and administration through appropriate role modeling to encourage caring behavior toward others. Character education plays a vital role in the development of each child. Positive family engagement is reinforced by communicating with parents on a regular basis to keep them informed of their child’s academic and social/emotional progress.

The Lower School at Hammond believes each child brings unique talents, strengths, and challenges into the school setting.

With the understanding that learning takes place along a continuum and that children learn at different rates and in different ways, Hammond offers the services of a part-time Reading Specialist, a part-time Speech Pathologist, and a part-time Learning Skills Specialist that comprise the Developmental Enrichment Center (DEC) team in the Lower School. All Lower School faculty and administration are viewed as part of the collaborative process and work closely with the DEC teachers.

The referral process for the Developmental Enrichment Center begins with a Student Referral Form, completed by the classroom teacher, after an initial assessment of skills and observable behaviors. The Head of Lower School reviews the referral form and meets with the DEC Team where an action plan is created. Follow-up steps are then taken which may include short term intervention (pull-out or push-in), referral to an outside evaluation process, or formation of a school plan based on evaluation.

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Lower School students may benefit from the DEC through individualized and/or small group instruction, with some of these services being fee based. All instruction is done with prior parent consultation and is strictly confidential. Early intervention is critical before a learning difference becomes a learning disorder/disability thus leading to serious academic and emotional issues. This intervention is intended to meet the child where he/she is academically, socially, and emotionally, and can potentially help a child realize his/her academic success in future grades.

Middle/Upper School The Middle and Upper School at Hammond provide students with a wide variety of services designed to support and enrich their school experience. Students are viewed as unique individuals with their own strengths, weaknesses, interests, and talents. Hammond Middle and Upper School Student Support Services are designed to help each student become confident, independent learners and active participants in their school and community.

General Student Support Services In the Middle School, Student Support Services start with cohesive teaching teams at each grade level which provide instruction that addresses a variety of learning styles and developmental needs to maximize student success. In addition, students in the middle school have the opportunity to participate in a variety of extracurricular programs such as Math Counts, Mock Trial, Middle School Student Council, Chorus 65, Geography Bee, Pep Band, National Junior Honor Society, and various community service projects. These programs are designed to support each student’s developing leadership skills, interests, and talents.

Hammond Upper School Student Support Services are designed to help students manage a rigorous college preparatory curriculum and develop the skills to become lifelong learners and community leaders. The Office of College Counseling is a key component to Student Support Services in the Upper School. Designed to help individual students navigate the complexities involved in the search and application process, the college counseling program at Hammond is a personalized and supportive one. Additional Student Support Services such as advisory groups, international learning experiences, independent study/research opportunities, various clubs and organizations, psychological support services, as well as drug and alcohol counseling are designed to support each student academically, socially, emotionally, and physically.

Student Support Services: Students with Learning Challenges Because all students have different learning styles and ability levels, Middle and Upper School Student Support Services strive to provide additional challenges for students when they find a particular area of strength and interest and hope to assist them in developing skills in using their strengths to help them compensate for their weaknesses. This is particularly true for our middle and upper school students with diagnosed learning differences. These students must be challenged and encouraged to test their physical, intellectual, and academic limits. Middle and Upper School Student Support Service providers acknowledge their cognitive differences and help to guide them through the process of learning.

First and foremost, students with special learning challenges are encouraged to seek extra help from their classroom teacher. Additional Student Support Services include classroom accommodations such as preferential seating, note taking support through a parallel note-taker or note buddy, outlines of lectures from the teacher, laptops and livescribes.

Test taking support includes keyboarding, assistance reading test directions, and extra time. These formal classroom accommodations are available to students who have provided the necessary documentation. Although many of the accommodations provided are enacted by classroom teachers, the Academic Enrichment Center (AEC) and its staff are available to students when additional resources and support are needed.

To obtain formal classroom accommodations, psychoeducational testing must be completed by a licensed, doctoral-level psychologist and be consistent with the College Board standards. All tests and scores must be provided and interpreted in the assessment report. The student must meet criteria for and be given the diagnosis of a DSM-IV learning or attention disorder by the evaluating psychologist. A formal Academic Enrichment Plan will be written and signed by the student, parent, division head, Hammond’s psychologist, and Academic Enrichment Center (AEC) teacher. This plan may be revised at any time and is expected to change as the child develops and progresses through our school. Regular meetings with families and teachers will be scheduled in order to assess the effectiveness of the student’s plan. Psychoeducational testing reports and academic plans are kept in the student’s academic file. All tutoring notes and records of academic support services are kept in the student’s AEC file.

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The Academic Enrichment Center (AEC) provides an additional source of academic support and instruction for Middle and Upper School students at Hammond. AEC teachers are available for global academic skill building. Individual and small-group sessions are designed to help students develop stronger skills in terms of note-taking, studying, test-taking, organization, time-management, and general paper writing. All freshmen approved for academic accommodations are strongly encouraged to take the Academic Skills class. This provides an organized forum for instruction on many topics intended to increase academic success in the upper school. Students. may schedule appointments with AEC teachers during homeroom, study halls, free periods, or after school. Subject-specific tutors are often encouraged once extra help with the classroom teacher has been utilized. Hammond’s National Honor Society student tutoring program is also available to middle and upper school students needing additional academic support. Once approved, community tutors are allowed to provide fee-based tutoring in the AEC. The AEC also offers assistive technology for approved students including Kurzweil and Inspiration. The AEC also recruits teachers to provide short-term educational opportunities for our middle and upper school students in areas such as study skills, creative writing, keyboarding, sign language, conversational foreign language, and more.

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Student Support Services Commendations · Provide developmentally appropriate curriculum and practices · Look at the child as a Whole Learner · Offer follow-up with families by the Admissions Director and/or Head of Lower School · Offer guidance to parents · Collaborate amongst teachers to discuss and share the results of student assessments for the purposes of revising the curriculum and improving instructional strategies · Provide school climate that is safe and positive with low teacher/student ratio · Work cooperatively with parents and keep them informed of the academic and social development and progress of their children · Developed intentional programming to identify and serve all students successfully · Developed appropriate facilities and hired qualified staff to provide academic support for all students · Provide transition support programs for students moving from grades 4 to 5 and from grades 8 to 9 · Implemented individual student advisory system for Upper School

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Student Support Services Recommendations · Evaluate current accommodations for physical handicaps · Broaden enrichment programs for academically gifted students · Continue to refine transition support for all students, especially students entering from other schools · Update faculty on best current practices for students identified with learning differences · Explore opportunities for parent education · Establish a well-defined Student Support Services program and explore long-term visioning to meet student needs. · Develop a clear, intentional alignment of Student Support Services across all divisions

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Health and Wellness Committee

Introduction The Health and Wellness Committee was asked to evaluate how Hammond School cares for the physical, mental, and emotional aspects of its students. The committee included the following members: Adrian Pinasco and Noel Schuch (co-chairs); Rob Malanuk and Diana Ayers (board representatives); and Karen Lobitz, Anne Fowler, Aruna Dasgupta, Julie Brooks, David Scarsella, Debbie Hyatt, Grace Pearson, Maria Lipsitz, Jamie Scott, Jeff Barnes, and Andy Edgren (teachers, coaches, administrators, cooks, and nurse). This panel represented a wide range of expertise about health and wellness. The committee evaluated Hammond in the following areas: physical activity, nutrition, physical health, physical health awareness, mental health, and social health. A collection of commendations and recommendations were created.

Physical Activity Hammond School strongly believes that a student who chooses to participate in athletics enriches his/her education by learning teamwork, mental toughness, responsibility, and reflection. 85% of the middle and upper school students choose to be student-athletes at Hammond School. The sports offerings are broken into three seasons—fall, winter, and spring.

FALL (girls)

FALL (boys)

WINTER (girls)

WINTER (boys)

SPRING (girls)

SPRING (boys)

*volleyball *tennis

*football cross country swimming equestrian

*basketball equestrian sporting clays *cheerleading

*basketball wrestling

softball

*baseball

*soccer

tennis

cross equestrack *soccer country trian *cheersporting equestrack leading clays trian swimsporting golf ming clays golf *lacrosse equessporting trian clays * This sport is offered at the middle school only level in addition to the JV and V level. Middle School students are permitted to participate at the JV and V level when a MS team is not available.

The PE program in the LS is divided into three levels: Level I (Pre-K and K), Level II (1st and 2nd grade), and Level III (3rd and 4th grades). Each class meets two days a week for thirty minutes.

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Level I: The program is designed to introduce the students to the world of sports and physical activities.

The classes include gross and fine motor skills in logical sequence, from easy to difficult and from general to specific, where students are presented with physical challenges and problems that need to be solved by the use of body movements. Sports› and games› rules are adjusted for the age level in order to give the students more opportunity to succeed than to fail.

Level II: The program is designed to fulfill the social, emotional, mental, and physical needs of students through exploration and guided discovery. It represents a bridge between the basic concepts of physical activity already introduced and the more in-depth and specific Sports Education during 3rd and 4th grades.

Agility, Balance, Coordination (Eye-Hand and Eye-Foot), and Space and Body Awareness are the main physical components to develop, presenting individual and cooperative games and exercises.

Level III: The program is designed to prepare the students for middle school physical education and the introduction of what it means to represent Hammond School in sporting activities. During the Sports Education program, students are in charge of their own sporting leagues by acting as referees, scorekeepers and team coaches. Explanation and discussion of the rules, teamwork and participant roles, and sportsmanship concepts are highly emphasized at this stage.

The Lower School Extended Day Program currently hosts eight different after school offerings that provide fitness and/or movement, including cheerleading/tumbling, golf, soccer, tap/ballet, hip/hop, karate, tennis, and runners’ club.

Fifth and Sixth Grade Overview: The program is designed to teach sports preparation in the early middle school years and to allow the students to become familiar with the athletic opportunities that are available to them as they move through the Middle School. Therefore, the program begins with the students rotating through a variety of sports such as football, tennis, volleyball, basketball, soccer, and other team sports. Explanation and discussion of the rules, participant roles, teamwork, and sportsmanship are highly emphasized at this stage. The other part includes addressing all five fitness area components such as cardiorespiratory endurance, muscular strength, muscular endurance, and flexibility. At this level the students have PE three days a week and recess two days a week during the designated class period.

Seventh and Eighth Grade Overview: The program at this level is one of sports performance. When the students reach this level in the Middle School, they have the opportunity to participate in a Hammond sport or to take PE class at the end of the day. For PE class the students will develop, achieve, and maintain a healthy lifestyle for participating regularly in meaningful physical activity. If a student participates in a sport, he/she will join the PE class once his/her respective sport season is finished. The 7th grade students attend PE class two days a week, and the 8th grade students attend PE class two days a week. Two of the other three days are spent in an assigned study hall, and the other is spent in clubs.

Upper School students are required to take four semesters of physical education but may substitute a semester with the complete and successful completion of an approved Hammond athletic team. Dance is offered as an option to the PE requirement in grades 9-12. Students who take PE receive an individualized program catered to their physical needs.

Over twenty different summer camps are offered that provide physical fitness, movement, and other physical activity over an eight week time period. Over 500 students from ages four to eighteen participate in these activities.

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Nutrition and Nutritional Education The Kiva (the Lower School Dining Hall) serves lunch to Lower School children, faculty, and staff with consideration to nutrition. Healthy options are offered based on recommendations for the age group served.

The Upper School Dining Hall serves breakfast, lunch, and afternoon snack to young adults in grades 5-12 and faculty/staff with the overall theme being “choice.” Consideration is taken to provide options/choices for those who seek healthier items but also allows for other choices that may or may not be as healthy. The Dining Hall provides many options: salad bar; deli bar; beverages (no sodas); two main entrees, with one typically being a starch; a vegetable; pasta and sauce; baked potato; and dessert choices of, but not limited to, cookies and ice cream.

In the Upper School, all students have a week of health education in a pull out program in grade 9, which includes eating and nutrition. Nutrition is taught with the digestive system and cardiovascular system, emphasizing on the statistics of heart disease in South Carolina and what a healthy, balanced diet should be.

General Nutrition is also taught to all students in grades 7-12 who are enrolled in Dance.

The Lower School conducts a week-long class each semester to educate its students about healthy eating choices.

Physical Health Hammond employs a full time nurse on campus. The nurse follows all Lower School and Middle School diabetics, students on daily medications, nursing treatments ordered by physicians during the school day, and episodic care. The nurse responds to emergencies across campus and sits on the Crisis Management team. The school nurse coordinates and implements the Employee Flu Vaccination Clinic, is a Red Cross trained CPR instructor who also assists extended day staff and coaches in maintaining CPR readiness, works with the Athletic Trainer to monitor the AED storage and usage, completes all required SCDHEC documentation and audits, instructs all new faculty in Blood Borne Pathogen (BBP) Training, conducts all faculty inservice for emergency care of students, and leads division wide health education classes and presentations on varied topics as the need is recognized.

Hammond’s athletic trainers (one full-time and one part-time graduate student) are available during the school day from 9:00 AM until the conclusion of the last athletic event to treat and evaluate athletes as needed. During the summer one is also available 8:30 am -12:30 pm Monday through Friday.

Physical Health Awareness Personal hygiene is discussed with the third and fourth grade students. The school nurse leads the discussion.

Hammond conducts a Gender Specific Puberty Talk for sixth grade every year. The school nurse leads the girls’ discussion and a local pediatric urologist leads the boys’ discussion. Each student is given a commercially prepared book addressing the common questions of puberty. A sex education class for 9th grade will begin this year. It will be gender specific and will last probably a week.

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Nationally known drug education specialist Jeff Wolfsberg spends a full week on Hammond’s campus, working with students in grades ninth through twelfth, while offering programs for parents and faculty as well. The Upper School drug and alcohol policy was revised in the handbook last year with the help of a faculty advisory group.

Mental Health Hammond has a clinical psychologist who provides a variety of mental health services. She consults with teachers and administrators in mental health emergencies in all three divisions. She provides parents or assists division heads with consultations and referrals to community professionals in all three divisions. She provides short-term counseling services to upper school students. Referrals are made for long-term needs.

She advises teachers and administrators about students with specific psychological needs. She assists with parent coffees and written communication with parents about issues related to global mental health and parenting. She plans and coordinates bringing local and national experts to our campus for student, parent, and teacher education.

Social Health The Lower School addresses social health in three aspects. Tuesday Talks are done in small and large groups to focus on character development. Recess Buddies work with 2nd and 3rd grade students approximately four times a year. The focus is cooperation and acceptance, which is part of Bullying Prevention. A group of Lower School teachers is currently researching Social/Emotional programs.

Last year, 2010-2011, all divisions, including the Upper School participated in bullying education programs with all constituencies, including faculty, parents, and students. The Upper School Peer Mentor program is designed partly to help with this issue. The clinical psychologist coordinates prevention efforts across divisions which include

Peer Mentors and assisting with transitions from one division to the next. She co-leads a parent organization called Journeys, which is intended to be a resource for parents with regard to support groups, speakers, recommended readings, and wellness.

All seniors have an orientation to college which includes speakers on the topic of drugs, alcohol, nutrition, and choices in college.

During the 2010-2011 year, Hammond hosted a walk to support Breast Cancer. Organized by a student, the walk’s money stayed in the Midlands and was contributed to the Palmetto Health System.

Hammond’s Tennis Team participates in Rally for the Cure, which is a competitive fundraiser designed to raise breast cancer awareness.

The Lower School and Middle School Physical Education classes participate in heart disease awareness through a jump rope and hula hoop week-long competition.

Hammond participates in an All-School Service Project, which is led by a parent volunteer.

Hammond School participates annually in The South Carolina Independent School Association Wellness Challenge. This is an eight week challenge that requires participants to wear a pedometer to track each step taken during this time. Teams consist of five members with no more than one coach/PE teacher and/ or maintenance personnel per team. The steps are recorded weekly by the captain of each team and then submitted to the school coordinator of the challenge. At the end of the challenge the numbers are faxed to SCISA, and a winner is chosen from the participating schools.

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Where are We Headed?

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Where are We Headed?

Strategic Plan

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Campus Master Plan

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Commendations · Many physical activity choices for all ages · Most sports do not cut athletes, which provides for large participation levels · The LS physical education program is highly structured · The US physical education program allows for individualized instruction · Healthy options are served in the Kiva · The Dining Hall provides a variety of food choices for Middle School and Upper School · The Dining Hall menu is available on-line each week, allowing parents to be involved with their children’s food selections · A school nurse is available throughout the school day · An athletic trainer is available during school hours and until all athletic activities are finished · Hammond School’s pe requirement exceeds the South Carolina graduation requirement

Recommendations · Hammond School’s philosophy about health and wellness needs to be defined. · A systematic approach to healthy living needs to be established. · Our commitment to PE (during the school day) needs to match our commitment to athletics (after school). · Scheduling, class sizes, student participation and assessment, curriculum importance, and overall health education need to be evaluated at all three divisions of PE. · One person needs to be identified as the overseer of the entire PE department. · Structured guidelines need to be established so that athletes can choose to participate in more than one sport per season with ease. · The number of sports offerings should be evaluated to see if the student population is being stretched too thin. · Healthy options could be starred on the Dining Hall menu for Middle and Upper School students. · The nurse staffing needs to be evaluated based on the student population. · Mental health services should exist in the Lower School.

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How Do We Get There?

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How Do We Get There?