FSHA Brochure 2010-2011

FLINTRIDGE SACRED HEART ACADEMY

Spiritual Discovery Academic Excellence Artistic Expression Athletic Achievement Community

2010-2011 BROCHURE

Contents A Welcome

1

Matriculation for the Class of 2010

2

Academics

3

Typical Course of Study

9

Graduation Requirements

9

Why Attend an All-Girls’ School?

10

Spirituality

11

Athletics

12

Campus Life

13

The Boarding Program

14

Family Involvement

16

Tuition and Financial Assistance

18

Admissions Information

19

Legacy

20

Directions

Inside back cover

Mission Statement Flintridge Sacred Heart Academy, a Catholic, Dominican, college preparatory school, educates young women for a life of faith, integrity and truth.

Flintridge Sacred Heart Academy admits students of any race, color, national and ethnic origin to all the rights, privileges, programs and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in the administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.

A Welcome Welcome to Flintridge Sacred Heart Academy!

The education is strong and the bonds of community are lasting here.

Love, respect and compassion are the underpinnings which support the people, the place and the programs that make us who we are.

For 79 years, the Dominican Sisters and their colleagues have nurtured the dreams, intellectual curiosity and goals of young women in a quiet yet powerful way. Our graduates walk securely and confidently in the world and make their indelible mark. Our unique school community continues to bring together students from diverse nations, cultures and backgrounds; Flintridge graduates have come from or currently live in more than 40 countries and on six continents.

Our students are thoughtfully and enthusiastically involved in the breadth of their high school education. They become scholars, athletes, writers, visual and performing artists, and leaders in their communities. We urge our girls to take risks, try new things and accept challenges within the safety of our school community. As a result, they learn to succeed or fail with dignity and grace, ultimately discovering their special talents and unique gifts.

Our dedicated staff and faculty recognize the inner beauty and individual potential of each teenage girl. Over the course of four high school years, she is helped to realize the fullness of who she is becoming. The supportive interaction within the school community, combined with FSHA’s nurturing and challenging curriculum, creates what can only be characterized as “the Flintridge experience.”

Through 79 years dedicated to education, we celebrate the achievements of the thousands of young women who have passed through our doors and look with hope to the many young women who will come to share the joys of our Flintridge family.

Sister Carolyn McCormack, O.P., President Sister Celeste Marie Botello, O.P., Principal

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S. Carolyn McCormack (above) and S. Celeste Marie Botello (below) celebrate graduation.

Matriculation for the Class of 2010 Colleges/Universities listed with number of FSHA students

( ) = Number of students admitted BOLD = Number of students attending UNIVERSITY OF CALIFORNIA Berkeley Davis Irvine Los Angeles Merced Riverside San Diego Santa Barbara Santa Cruz

(9) 0 (8) 2 (14) 2 (12) 5 (5) 0 (13) 1 (12) 1 (14) 2 (4) 0

CALIFORNIA STATE UNIVERSITY Cal Poly Pomona (3) 0 Cal Poly San Luis Obispo (1) 0 Channel Islands (6) 3 Dominquez Hills (1) 0 Fullerton (4) 0 Humboldt (4) 0 Long Beach (7) 2 Los Angeles (7) 1 Monterey Bay (8) 0 Northridge (16) 7 San Diego (3) 1 San Francisco (7) 0 San Jose (1) 1 Sonoma (1) 0 CALIFORNIA PRIVATE SCHOOLS Academy of Art University Azusa Pacific University Calif. College of the Arts Calif. Institute of the Arts California Lutheran University Chapman University Claremont McKenna College Dominican University FIDM Laguna College of Art Loyola Marymount University Mount St. Mary’s College Occidental College Otis College of Art & Design Pepperdine University St. Mary’s College of California Santa Clara University Stanford University University of LaVerne University of Redlands University of San Diego Univ. of San Francisco USC University of the Pacific Whittier College

(2) 0 (3) 1 (1) 0 (2) 0 (3) 1 (5) 2 (1) 1 (1) 0 (1) 1 (1) 0 (13) 1 (2) 0 (2) 1 (4) 0 (3) 2 (4) 0 (6) 2 (2) 1 (1) 1 (1) 1 (16) 2 (18) 5 (12) 2 (2) 0 (1) 0

OUT OF STATE PRIVATE SCHOOLS American University (2) 0 Amherst College (1) 1 Baylor University

(1) 0 Bennington College (2) 0 Berklee School of Music (1) 1 Birmingham Southern (1) 0 Boston College (7) 1 Boston University (17) 2

Bowdoin College Carnegie-Mellon University Case Western Reserve Catholic University of America Centre College Colgate University College of Creative Studies College of the Holy Cross Columbia College Corcoran College Art/Design Creighton University DePaul University Drexel University

Duke University Emerson College Emmanuel College Emory University

Fairfield University Fordham University Franklin & Marshall Georgetown University George Washington University Gonzaga University Hamilton College Harvard University Haverford College Hawaii Pacific University High Point University Hofstra University Illinois Institute of Art Johns Hopkins University Lake Forest College Lesley University Loyola Coll. of Maryland Loyola Univ. Chicago Loyola Univ. New Orleans Lynchburg College Macalester College Marist College Maryland Inst. of the Arts Marymount Manhattan Michigan Tech. University Mount Holyoke College New York University Northeastern University Northwestern University Parsons School of Design Presbyterian College Pratt Institute Princeton University Quinnipiac University Regis University Rhode Island School of Design Rochester Inst. of Technology Rollins College Sarah Lawrence College Savannah College Art/Design School of the Art Institute of Chicago School of the Visual Arts Seattle University

Skidmore College Southern Methodist University

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(1) 1 (2) 1 (1) 0 (1) 0 (1) 0 (1) 0 (1) 0 (1) 0 (1) 1 (1) 0 (1) 0 (1) 1 (1) 0 (1) 0 (2) 1 (1) 0 (2) 0 (2) 0 (8) 0 (1) 0 (3) 2 (2) 0 (2) 0 (1) 0 (2) 2 (1) 0 (2) 0 (1) 0 (1) 0 (1) 0 (1) 1 (1) 0 (1) 0 (3) 0 (5) 0 (1) 0 (1) 0 (1) 0 (1) 0 (1) 1 (1) 0 (1) 0 (1) 0 (4) 0 (6) 0 (1) 0 (1) 1 (1) 0 (1) 0 (2) 1 (2) 0 (3) 0 (2) 2 (1) 1 (1) 0 (1) 0 (1) 0 (3) 0 (1) 0 (3) 0 (2) 0 (5) 1

Southwestern University St. Anselm’s College St. John’s University St. Louis University St. Michael’s College St. Peter’s College Suffolk University Syracuse University Texas Christian University Trinity College Tulane University University of Denver University of Notre Dame University of Pennsylvania University of Portland University of Puget Sound Vanderbilt University Vassar College Villanova University Wake Forest University Washington and Lee Wheaton College Willamette University Yale University

(1) 0 (1) 0 (2) 0 (1) 0 (1) 0 (1) 0 (3) 0 (5) 0 (2) 2 (1) 0 (2) 2 (1) 0 (1) 0 (1) 0 (2) 0 (3) 0 (1) 0 (1) 0 (6) 2 (2) 1 (1) 0 (2) 0 (2) 0 (1) 0

OUT OF STATE PUBLIC SCHOOLS Arizona State University Evergreen State University Indiana University Michigan State University Northern Arizona University Oregon State University Pennsylvania State Purdue University SUNY-Purchase SUNY-Stony Brook University of Alabama University of Arizona University Colorado-Boulder Univ. of Colorado-Colorado Springs University of Connecticut University of Hawaii University of Kansas University of Mass. -Amherst University of Mass. -Boston University of Michigan University of Oregon University of Rhode Island University of Washington University Washington-Tacoma Utah State University

(2) 0 (1) 0 (1) 0 (1) 0 (3) 0 (1) 0 (1) 0 (4) 1 (1) 0 (1) 0 (1) 0 (3) 1 (3) 0 (1) 1 (1) 0 (1) 0 (1) 1 (3) 1 (1) 0 (2) 0 (2) 0 (1) 0 (3) 1 (1) 0 (1) 1

UNIVERSITIES OUTSIDE USA University of Edinburgh (Scotland) Waseda University (Japan)

(1) 1 (1) 1

Community Colleges Glendale Community College Pasadena City College Santa Barbara City College

(1) 1 (4) 4 (1) 1

Academics

PHILOSOPHY

As with virtually all Flintridge alumnae, one hundred percent of the Class of 2010 matriculated to college. These talented young women were the recipients of many academic and athletic scholarships at a variety of universities and colleges throughout the country.

Academic excellence is the core of Flintridge, and the school’s broad curriculum thoroughly prepares graduates for their journey into higher education. The program is designed to provide students with effective oral and written communication skills, to teach them to think conceptually, to encourage students to share their artistic gifts, to become effective problem solvers and to help them explore moral, political, social and economic issues.

ACCREDITATION Flintridge Sacred Heart Academy is accredited by the Western Association of Schools and Colleges (WASC), the California Association of Independent Schools (CAIS), and the Western Catholic Education Association (WCEA). The Academy completed a successful accreditation in March 2010, and was awarded a six-year accreditation ending in 2016.

Classes are taught by dedicated teachers in a seven-period rotating format, allowing students to not only complete graduation requirements but also to sample a wide variety of electives.

For the 2010-11 year, 82 University of Californiaapproved college preparatory courses and 24 Advanced Placement and Honors courses will be offered.

MEMBERSHIPS Flintridge Sacred Heart Academy also is a member of The Association of Boarding Schools (TABS), the National Coalition of Girls Schools (NCGS), the National Association of Independent Schools (NAIS), California Association of Independent Schools (CAIS) and the National Catholic Education Association (NCEA).

Course offerings are subject to change in response to student preference, faculty availability and/or scheduling.

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ENGLISH

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When someone says, “I’m a Tolog,” we know immediately that she goes to Flintridge Sacred Heart Academy.

The name is playfully based on the acronynm of the saying “To Our Lady of Good Success,” created by the FSHA class of 1948.

The English department guides students through an in-depth program in critical reading, literary analysis, interpretation, discourse and writing. The department offers 11 courses on two levels — the standard courses English 1-4 and the advanced courses, which comprise Advanced English 1, Honors English 2, AP English 3 (Language and Composition), and AP English 4 (Literature and Composition).

Journalism, Creative Writing and Writing, Grammar Intensive are offered as electives. In fulfillment of the four-year English requirement, students read, discuss, analyze and write in response to over 30 major works from the canons of world, American and British literature. With the aim of developing strong competencies in analytical, argumentative, creative and personal writing, all English courses are writing-intensive and deeply supportive of independent thinking and original expression.

Each course includes instruction in vocabulary acquisition, grammar, usage, mechanics and style; additionally, each year’s curriculum includes a substantial research assignment. The overarching goal of the department is to give our

students every opportunity to become effective readers, thinkers and writers.

COURSES English I Advanced English I English II (World Literature) Honors English II English III (American Literature) AP English III (Language & Composition) English IV (British Literature) AP English IV (Literature & Composition) Writing, Grammar Intensive* Creative Writing* Journalism I, II, III * = one semester

INTERNATIONAL STUDENT SUPPORT Highly motivated international students who have already acquired a basic level of English proficiency are offered a supportive program to help ensure their success of matriculating into a four-year college or university within the United States. Regular classes tailored to the international student include Writing, Grammar Intensive and the semester classes of American Government and U.S. History. Teachers are sensitive to the demands placed on students for whom English is not the primary language, and offer academic support during the enrichment period. A resource specialist is also available.

FOREIGN LANGUAGE Proficiency in communication in all of its forms – speaking, writing, reading and listening – is the major objective of the modern foreign language program. In each class, the instructors seek an appropriate balance among these skills. The target language is used as much as 4

Honors Spanish III Spanish IV AP Spanish IV

MATHEMATICS

possible, and almost entirely for the third- and fourth-year classes.

Because language has built-in cultural aspects, a theme-based, context-rich approach in the target language broadens ways of looking at the world and expands exposure to and understanding of people of different ethnic, racial, religious and social backgrounds.

In Latin, special attention is given to the structure of the language, cultural, historical and literary aspects of the language, and its linguistic relationship to English, all of which have exerted considerable influence on our own historical development.

All language courses, both ancient and modern, seek maximum student participation within small classes.

COURSES Latin I Latin II Latin III Honors Latin IV French I French II French III French IV AP French IV Spanish I Spanish II Spanish III

The mathematics department prepares each student for further study by providing a solid foundation in mathematical skills while encouraging organized critical thinking. By ensuring a caring learning environment, the department helps students become independent problem solvers. The department integrates technology in all of its courses, helping students to focus on reasoning skills and to visualize mathematical concepts.

The department uses many different teaching strategies in its effort to provide students with the best possible mathematics education.

The curriculum is designed to meet the needs of a very diverse student body. Every member of the department is sensitive to the varying levels of skill and enthusiasm. The department offers daily tutoring, summer math review courses, as well as an advanced math curriculum that provides both rigorous instruction and builds personal confidence.

COURSES Algebra I Advanced Algebra I Geometry Honors Geometry Algebra II Honors Algebra II Pre-Calculus Honors Pre-Calculus Calculus Honors Calculus AP Calculus AB

PHYSICAL EDUCATION PE/Health (9th grade only)

NON-DEPARTMENTAL Yearbook

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Students receive pins for outstanding academics within each class. Additionally, two pins are awarded annually in each section of every class for demonstrated excellence in a subject area. Pins are also awarded for retreats.

The pins may be worn on the lapel of the red uniform blazer.

RELIGIOUS STUDIES

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Veritas Shield, the school’s monthly student newspaper, has received both the Gold Medal from the Columbia Scholastic Press Association and the International First Place award from Quill & Scroll for many years.

The religious studies department mirrors the Dominican tradition of Veritas and the mission of the high school in providing a holistic curriculum which explores and celebrates the unique gifts of each young woman. The goals of the department include providing an age-appropriate introduction to the theological, ideological and historical dimensions of the Catholic Christian religion, a recognition and celebration of the interdependence and interaction of a wide variety of religious traditions, and full individual appreciation of and participation in a real, lived faith.

The scope and sequence of classes build on the wisdom and growing maturity of each grade level, clarifying Catholic teachings and traditions in relation to each course and stressing a wider application of social justice and shared faith. Starting in ninth grade with an “Introduction to Catholic Christianity and Personal Spirituality” and ending in senior year with “Women’s Spirituality,” classes challenge the student to recognize and develop her own faith journey within the parameters of her own religious tradition while continuing to appreciate the spiritual and liturgical dimensions of participation in a Catholic private high school.

COURSES Catholic Christianity/Spirituality* – 9th Moral and Ethical Decisionmaking* – 9th World Religions* – 10th

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Laying the Foundation in the Pentateuch*– 10th Wisdom and Prophecy-OldTestament*– 11th Mission of Jesus: Living the Prophesies -New Testament* – 11th Applied Theology* – 12th Women’s Spirituality* – 12th * = one semester

SOCIAL STUDIES The social studies department offers all students a progression of courses designed to develop knowledge and skills in the areas of geography, history, economics, politics, psychology and historiography. The courses progress along several axes: from national histories (U.S.A.) to regional histories (Latin America) to world history, from simple facts and narratives to more complex theories and analyses, and lastly from the use of direct primary sources to more complicated statistical and secondary sources.

The department offers a three-year required curriculum that includes World History, U.S. History, Economics (one semester) and U.S. Government (one semester). In addition, students can select from a large variety of electives. Some are designed to supplement the core curriculum through the exploration of new topics or the use of different media, while others provide students with a rigorous expansion of the core curriculum through college level classes (all Advanced Placement courses).

COURSES American Government* American Government for

International Students* AP Government & Politics (U.S.) American Politics in Film* Economics* AP Psychology U.S. History U.S. History for International Students* AP U.S. History World History I* World History II Latin American Studies* AP European History * = one semester

THE ECO-GARDEN Three years ago, two sunny acres of formerly unused land across from the FSHA administration building were set aside for an eco-garden, an ambitious project that is steadily making gains.

The hard and rugged ground was enriched via compost made from grass clippings collected by the maintenance crew.

An initial group of 20 students worked diligently to plant five fruit trees – an apple, a dwarf peach, a cherry, a plum and a nectarine.

“It was hard, fingernail-threatening work and the students did a fabulous job,” recalls biology teacher Nancy Power, who also moderates the Science and Environment Club. Since that time, the number of fruit trees has grown to 17. Sister Barbara Hagel, who teaches biology and math, was able to pick peaches and plums last summer.

Similarly, students in the AP Environmental Science classes built four raised beds but were unable to plant vegetables until a deer fence was erected. “Deer, while beautiful, deem fruits and vegetables their personal smorgasbord,” says APES teacher Mary Schnieders Havrilla ‘97.

Within the past two years, 400 feet of eight-foot-high deer fencing was erected around the garden, the number of planting beds was increased to 12, a commercial-grade drip irrigation system was installed, and the first bounty from those beds was harvested: butternut squash, zucchini and sweet, juicy watermelons. The fence also allowed the biology students to design and implement controlled experiments with radishes and other vegetables.

More recently, landscape architect John Tikotsky, with input from the science department, created a beautiful garden plan to guide the long-term development of the garden.

Science department chair Ty Buxman, who helped with the infrastructure and irrigation, noted that the Flintridge community would like the garden to produce enough crops to not only stock the school kitchen and create a farm share program whereby FSHA families may purchase produce, but also to provide fresh fruits and vegetables for distribution to the poor.

SCIENCE The Academy believes that science is fundamental and essential for the total development of all of our students. The diverse areas of study within the sciences work together to develop a practical knowledge of the universe and also to introduce students to methods of critical analysis. These skills are invaluable as the students face the process of informed and mature decision-making in today’s technological society.

Science education at FSHA seeks to equip students with an awareness of the interdependence of all living organisms and their diverse environments, to instill in them a reverence for life, and to inspire a sense of wonder and challenge which motivates students to continue the search for new discoveries and insights.

COURSES Anatomy & Physiology AP Environmental Science Introduction to Sports Medicine* Biology AP Biology Chemistry Honors Chemistry Forensic Science* Physics Honors Physics * = one semester

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VISUAL AND PERFORMING ARTS The goals of the visual and performing arts classes include providing a positive working environment for all students to express themselves freely and creatively while training all students to become well-rounded, thoughtful and thinking artists in all fields. The department strives to give students the tools necessary to continue an arts education if they wish, whether it be in dance, music, fine arts, theater, video production, graphic design, stagecraft or ceramics. Students are graded on effort and diligence in all of the arts classes. The department provides an extensive arts education for students who wish to participate in visual and performing arts classes.

Students may participate in the after-school performing arts program by audition. This includes rehearsals for the musical in the fall, the theater production in the spring, the Saltatrix Junior Dance Company on Tuesdays, the Saltatrix Senior Dance Company on Fridays, the ComedySportz team on Wednesdays and the orchestra on Monday, Wednesday and Friday mornings in the zero period.

COURSES Art I, II AP Studio Art-2D Design AP Studio Art-Drawing Ceramics and 3-Dimensional Design I, II Dance I, II, III, IV Saltatrix Senior Dance Company Saltatrix Junior Dance Company Ensemble Contemporary Music Ensemble Piano I, II, III, IV AP Music Theory Theatre I, II, III, IV Stagecraft I, II, III Video Production I, II * = semester class

Students present a full-scale musical production each year plus a comedy or drama on the alternate semester.

The annual art show features works by artists from all classes.

Three music recitals are held each year to showcase piano, chamber music, orchestra and advanced musicans.

The annual dance concert features advanced students in the school’s two dance companies and those in dance classes.

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GENERAL COURSES OF STUDY NINTH GRADE

GRADUATION REQUIREMENTS

Religious Studies English I or Advanced English I Mathematics Foreign Language Biology PE/Health Elective World History I, Latin American History, Graphic Design or a Visual & Performing Art class

Graduation requirements insure that a student is exposed to a broad and rigorous college preparatory program consisting of theology, liberal arts, science, mathematics, the arts and physical education.

One-year courses carry 10 credits; one-semester courses carry five credits, with a total of 250 credits necessary for graduation.

TENTH GRADE

English 40 units Foreign Language 20 units Mathematics 30 units PE/Health 10 units Religious Studies 40 units Science 20 units Social Studies 30 units Visual/Performing Arts 10 units Electives 50 units

Religious Studies English II or Honors English II Social Studies (World History II or AP European History) Mathematics Foreign Language Chemistry or Honors Chemistry Elective ELEVENTH GRADE Religious Studies English III or AP English Language & Composition U.S. History or AP U.S. History Mathematics Elective (must be academic, typically Anatomy & Physiology, AP Biology or AP Environmental Science) Elective (typically third or fourth year of a foreign language) Elective TWELFTH GRADE Religious Studies English IV or AP English Literature & Composition *American Government (semester) or AP Government *Economics (semester) Elective (must be academic, typically Physics or Honors Physics) Elective (typically fourth year of math) Elective (typically a fourth year of language) Elective * = can be taken during summer school at FSHA

At least one academic elective must be taken in both the junior and senior years. Each student must complete 15 hours of Christian community service in her freshman, sophomore and junior years. Seniors have a special, more focused service project.

ACADEMIC ADVISING/ COLLEGE COUNSELING Freshmen, sophomores and juniors meet with their academic advisors at least twice each semester, more if needed. Academic advisors provide counseling on meeting graduation and college entrance requirements, methodologies for academic success, course selection, and will meet with parents as requested.

Juniors meet with a college counselor during the second semester.

Seniors meet frequently with their college counselors throughout the first semester and into the second semester.

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Students have many uniform choices at Flintridge, including a pastel skirt with navy blue, green or white FSHA polo in fall and spring. The winter uniform includes a plaid skirt with a polo shirt.

Khaki uniform shorts or pants are also optional. Full dress uniform consists of the red plaid skirt, white blouse, red blazer and black dress shoes.

WHY ATTEND AN ALL-GIRLS’ SCHOOL? Dr. Rosemary C. Salomone, author of “Same, Different, Equal: Rethinking Single-Sex Schooling,” writing in the April 2006 edition of Columbia University’s Teachers College Record, examines the research surrounding singlesex education, ranging from developmental psychology perspectives to studies on the classroom environment and teacher-student interaction:

“Drawing from that research, one of the key arguments supporting single-sex programs is that they create an institutional and classroom climate in which female students can express themselves freely and frequently, and develop higher order thinking skills.”

At girls’ schools, we believe that single-sex education is not merely a matter of separating girls and boys. It’s about making sure girls take center stage, while drawing upon all that we know about the way they grow and learn. It’s not just the classroom. It’s the combination of the community, the culture and the climate girls’ schools offer that makes all-girl education such a powerful and transformative experience.

New Interest, Deep Roots Girls’ schools have been a staple of education for centuries, yet today single-sex learning is one of the most talkedabout topics in the national dialog on how best to educate children. But even this latest resurgence of interest has deep roots. In 1982, Harvard University researcher Carol Gilligan triggered an academic revolution. In her book, In a Different Voice: Psychological Theory and Women’s Development, Dr. Gilligan theorized that girls think, interact, display leadership and make decisions in ways unique both psychologically and developmentally. The malebased model, she found, simply did not fit the way girls learn.

Dr. Gilligan’s work, along with a growing awareness of educational disparities between girls and boys, led to a closer examination of what actually goes on in co-ed classrooms. In a 1992 report titled Shortchanging Girls, Shortchanging America, the American Association of University Women found that girls routinely were called upon less often. Professors Myra and David Sadker echoed those findings in Failing at Fairness: How Schools Shortchange Girls, a compendium of 10 years of their research at American University. Since then, single-sex education has been the object of increasing scrutiny among researchers, and several major reports have detailed the benefits of all-girl learning environments.

Strong Academics, Individual Attention For example, a 2005 study conducted for the National Coalition of Girls’ Schools by the Goodman Research Group of Cambridge, Mass., questioned more than 1,000 recent girls’ school graduates. In their freshman year in college at the time of the survey, they were asked to reflect on their school experience, and to evaluate their readiness to make the transition from high school to college ... and beyond.

• 95% of recent girls’ school graduates said they were either very or extremely satisfied with their schools’ strong academic curriculum • 93% said they were very or extremely satisfied with how their schools prepared them for college • 93% reported they were very or extremely satisfied with the individualized attention they received • 99% felt more or equally prepared to interact with faculty compared with their peers who attended co-ed schools • 97% felt more or equally prepared for public speaking compared with their peers who attended co-ed schools Educational researcher Cornelius Riordan, professor of sociology at Providence College, is the author of Girls and Boys in School: Together or Separate? He has spent years examining educational outcomes based on various school settings, and sums up his findings this way:

“Having conducted research on single-sex and co-educational schools for the past two decades, I have concluded that single-sex schools help to improve student achievement. My conclusions are based on high quality national data gathered by the National Center for Education Statistics, as well as on studies conducted around the globe.”

Professor Riordan credits a range of factors, including strong role models; reduced sex stereotypes in curriculum and classroom interaction; as well as an abundance of leadership opportunities.

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—National Coalition of Girls’ Schools

Spirituality DOMINICAN CHARISM AND INSPIRATION

STUDENT INVOLVEMENT Students at each grade level participate in spiritual retreats led by adult and trained peer leaders, and include one- and two-day retreats for underclasswomen, a four-day retreat to Catalina Island for juniors, two days of prayer, a four-day Kairos retreat for seniors, and a final Kairos day of prayer in spring of senior year.

Flintridge Sacred Heart Academy’s campus ministry program draws on the rich history and tradition of the Dominican Order, started by St. Dominic de Guzman over 800 years ago in Spain. The Dominican Sisters of Mission San Jose carry on St. Dominic’s vision of Veritas (truth) through the four pillars of the Dominican Order: prayer, study, community and service.

The four pillars of the Dominican heritage inform and inspire the work of the campus ministry program in many ways, including:

The faculty campus minister trains students to minister during liturgies, retreats and community service opportunities. Each grade elects its own campus minister to lead peers in prayer during class meeting, while the ASB campus minister embraces the campus at the beginning of each day with a prayer over the public announcement system. Students are trained as peer leaders in the LIFE (Living in Faith Experiences) program, as Journey Leaders and as Kairos leaders, all of whom lead retreats.

PRAYER: We set aside time in classes, assemblies, retreats and liturgies to join together in prayer. Special intentions for our students, families, community and world are remembered. Prayer is celebrated through spoken word, music and dance.

May God Creator bless us.

May God Redeemer heal us.

And may God the Holy Spirit

fill us with light.

– Dominican Blessing

We are proud of our Dominican heritage, and we are thankful for the gifts that our students and families bring to this community. Girls and families of all faith traditions are welcomed and embraced.

STUDY: We cherish the fact that Flintridge Sacred Heart Academy is a faith community within an academic setting. This setting allows students to study faith and spirituality within four years of religious study. More importantly, God comes to us in study.

COMMUNITY: We celebrate our strength as a vibrant faith community ensuring that we gather together to mark special religious, seasonal and academic occasions. Students fill ministerial roles in all our gatherings. Each grade gathers together for retreat experiences during the year to strengthen their class community spirit.

SERVICE: We expect each student and family to give back to their communities. While each student has a minimum number of service hours to complete in a year, many students go above and beyond the required hours through their continued service to the poor, the young, the elderly, the disenfranchised and the earth.

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Athletics ses p m i l G Tolog

TEAM SPORTS Varsity teams compete in CIF (California Interscholastic Federation) in either Div. 1, Div. 2, Div. 3 or Div 4.

Basketball Varsity Junior Varsity Cross Country Varsity Junior Varsity Equestrian Team competes in the Interscholastic Equestrian League Golf Varsity Soccer Varsity Junior Varsity Softball Varsity Junior Varsity Swim & Dive Varsity Junior Varsity Tennis Varsity Junior Varsity Track & Field Varsity Volleyball Varsity Junior Varsity Freshman Water Polo Varsity

The Academy believes that the opportunity for participation in athletic activities is a vital part of the educational experience. Such participation is a privilege that carries with it responsibilities to the school, the team, the student body, the community and to the students themselves. Athletes must maintain a solid academic record to remain eligible to compete on a school team.

While freshmen must take a full year of Physical Education/Health, all students are encouraged to try

out for a team. Consistently well over 70 percent of the student body in any given year participates in athletics.

The 2009-10 year was highly successful. During the winter, soccer won the first-ever state title for the school with a record of 22-14. Swim won the Mission League title, a feat the team has accomplished three out of the last four years. Track emerged as a school powerhouse setting a dozen new school records for the season.

FSHA varsity soccer players were 2010 CIF Div. 3 Southern Regional Champions.

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CLUBS / ORGANIZATIONS

Campus Life Life “on the hill” is very vibrant; there is always something going on. Each year starts with a Welcome Week, which typically includes such fun activities as a pie-eating contest, karaoke singing, face painting, or even a treasure hunt, all coordinated by members of the Student Council. They’ll conclude the week with an onstage performance for everyone’s enjoyment. Later in the year, Student Council organizes Spirit Week, offering something different each day with class competition.

Classes meet on a regular basis to organize other activities. The sophomores plan Winter Ball, a semi-formal dance which takes place on campus each December, while the juniors plan Prom, held in the spring. Additionally, yearbook plans a kick-off open dance each September. Seniors organize

a Christmas party each year for elementary students from Santa Teresita school, while the freshmen plan the Senior Luncheon, uniting for the last time the Big/Little Sisters.

Big Sister/Little Sister lunches help each freshman bridge the class barrier as she teams up with a senior for the year. This continues throughout the four years at FSHA, with Middle Sister lunches for sophomores and juniors.

Clubs are busy. Time is set aside each week for members to meet and plan activities, which may range from a bake sale by the math club and a mime-a-thon by thespians to a limerick contest by the lit club or “toga day” by the Latin club. Clubs also provide students with leadership opportunities, a skill taken very seriously at FSHA. 13

Academic Decathlon Alpha Sigma Mu: Science and Environment Club Ambassadors Amnesty International Art Club Book Club C’est la Vie (French club) California Scholarship Federation (CSF) Christian Action Movement (CAM) ComedySportz (improv troupe) La Vanguardia (Spanish club) Living in Faith Experience (LIFE) Mu Alpha Theta (math club) Multicultural Club National Honor Society (NHS) National Junior Classical League (Latin club) Saltatrix dance companies Speech and Debate Students Against Destructive Decisions (SADD) Survivors’ Club Theatre Club Varsity Club Young Writers’ Society (literary club) STUDENT PUBLICATIONS Veritas Shield (newspaper) Veritas (yearbook) Verité (literary magazine)

The Boarding Program Flintridge is home to approximately 50 boarding students, many of whom are international students who travel a considerable distance to attend. All of our young women will find a safe, structured, nurturing and caring environment, which provides a truly global learning experience that contributes to the character of the school.

All students are encouraged to participate in all co-curricular activities, such as sports, theatrical productions and clubs. There is also a multitude of opportunities for leadership exclusively for boarding students, including participation in the Boarding Student Council, the Boarding Student Ambassadors, or as a writer for the At Home on the Hill section of Veritas Shield, the student newspaper.

retail stores, restaurants and movie theaters, as well as museums and cultural landmarks. The boarding program has special monthly activities, ranging from visiting local ski resorts, enjoying some of Southern California’s finest beaches, shopping at the outlets in the desert city of Palm Springs, or having fun at a nearby amusement park, such as Disneyland, Universal Studios, Knott’s Berry Farm or Magic Mountain.

Weekend life in the boarding hall is bustling. FSHA is close to Pasadena, which boasts many excellent

A typical school day in the life of a Flintridge boarding student 6:15-7:40 a.m.

Breakfast served in dining room.

7:00 a.m.

0 period. An optional extra class period for music ensemble students.

7:50 a.m.

Morning announcements via closed circuit TV followed by first two class periods.

9:40 a.m.

10-minute break followed by third and fourth class periods.

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11:45 a.m.

Lunch served in the Student Activities Center.

Students may eat in the adjacent amphitheatre or SAC foyer.

12:30 p.m.

Fifth and sixth class periods.

2:15-2:55 p.m.

Enrichment period. Students may use this time to meet with teachers for tutoring, make-up work and academic reviews.

Day families may invite boarding students to their homes to participate in family activities. This eases homesickness and also helps the boarding student make new friends with the day population. This is also a wonderful way for the international boarding students to participate in another facet of the United States culture and practice their English.

Every room is equipped with wireless Internet, bed, chest of drawers, bookcase, desk and chair for each student, walk-in closet, private bathroom with shower and tub, locker for valuables, lighted ceiling fans and heaters. All rooms are cleaned once a week by a cleaning service.

Flintridge is home to a truly international population. For the 2010-11 academic year, boarders from the following countries will call FSHA their home: People’s Republic of China, South Korea, Hong Kong, Mexico, Philippines, Taiwan, Thailand and the United States.

Recent years have also seen boarders from Argentina, Brazil, Germany, Guatemala, India, Macau, Nigeria, Peru, Saudi Arabia, Vietnam and Spain.

The boarding halls are made up of 23 rooms, with two to three girls sharing each room. In order to foster interaction among students from different cultures, the director of boarding students makes a consistent effort to assign students from different countries as roommates.

3:00 p.m.

After school, a snack is provided in the dining room followed by free time.

4:30 p.m.

First proctored study. Girls study in their rooms.

5:40 p.m.

Dinner is served in the dining room followed by free time.

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7:00 p.m.

Second proctored study begins. Girls study in their rooms.

8:30 p.m.

Free time to visit the Club Room, exercise room, do laundry or watch TV in any of three locations.

11:00 p.m.

Lights out.

Zzzzzzzzz...

Family Involvement: es

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The New Parent Tea, for the parents of incoming 9th graders, is hosted by the Parents’ Guild in the Student Activities Center foyer.

Family Mass, Barbeque and Hall of Fame

Flintridge values its partnership with parents in the education and spiritual life of their daughters. All parents automatically are members of the Parents’ Guild, and all are encouraged to become actively involved by either attending and/or helping to coordinate numerous events. These include helping with the New Parent and Student Social and Welcome Tea for new parents at the beginning of the academic year, the always festive Father-Daughter Dance, the annual Golf Tournament, the traditional MotherDaughter Communion Breakfast, the end of the year Mother-Daughter Luncheon, the annual Gala fundraiser and Grandparents’ Day and Career Day, held on alternate years.

Parents also help in admissions by serving refreshments during school tours, coordinating used uniform sales and helping to host special events.

The admissions department conducts docent training each year for parents interested in leading tours for parents of prospective students on 8th grade visiting days.

Some parents may want to focus their involvement. Those interested in supporting the school’s athletic department can join the Booster Club, which helps organize the annual Fam16

ily Mass, Barbeque and Hall of Fame dedication in addition to holding monthly meetings. Other parents may want to join Friends of the Arts, which helps with costumes, parking, intermission refreshments, and opening night celebrations for all of the visual and performing art productions. They also hold monthly meetings.

Many parents like to help with the fund-raising efforts of the school.

Our main focus is the Flintridge Fund which is chaired by a parent volunteer and supported through

(Above) Father-Daughter Dance (Below) Grandparents’ Day

A Tradition a committee of current and past parents. Like other traditions at Flintridge Sacred Heart, our community embraces this aspect of our life together with 100% of our Board, faculty and staff supporting the Flintridge Fund and 94% of our current parents.

“We are filled with gratitude for the faith our families have placed in us as we educate their wonderful daughters,” says FSHA President Sister Carolyn McCormack. “The Flintridge Fund provides critical resources that are directly used to fund key programs that make an immediate impact in our young women’s lives each and every day. We encourage all families to partner with us to achieve 100% participation from current parents, faculty/staff and the Board of Directors.”

Technology Fund

– Integration with education Visual and Performing Arts Fund

– Spotlighting talent Whether you want to focus your involvement or simply celebrate in the many activities that keep our community thriving, your presence and participation in your daughter’s education is encouraged and welcome.

When you give to the Flintridge Fund you have the opportunity to better match your personal giving preferences with our existing needs.

Thus we have established a Family of Funds for you to direct your gift and ensure future excellence.

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THE FLINTRIDGE FUND

The gap between tuition and the cost to educate each student is approximately $4,000. We ask all families to help us close the gap and reach 100% participation by making a gift to the Flintridge Fund.

FAMILY OF FUNDS Area of Greatest Need

– Greatest Impact Athletic Fund

– Go Tologs!

Donating to the Flintridge Fund directly benefits our young women, and isn’t that why we are all here?

Boarding Fund

– Global discovery Educational Initiatives

– Academic growth Scholarship Fund

– Accessible education 17

Tuition & Financial Assistance es

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The Alumnae Association helps graduates stay connected to their alma mater through annual reunions, an on-line newsletter, on-campus activities and an alumnae magazine.

The Alumnae Association became international in the summer of 2009 with the creation of a chapter in Seoul, South Korea, by many former boarding students.

Each year, the board of directors determines tuition based on the annual cost of educating a child as projected in the operating budget for the coming academic and fiscal year. Prospective and current families should anticipate an increase in tuition each year due to the normal increase in operating expenses.

Approximately 25 percent of the Academy’s student body receives some form of scholarship or financial aid. During the 201011 academic year, approximately $673,000 was awarded in financial aid to qualified students. FSHA awards scholarships and financial aid based on academic merit and/ or financial need. Scholarships and financial aid awards are funded by the operating budget, endow-

ment and foundations such as the Ahmanson Foundation, the Fritz B. Burns Foundation, the Carrie Estelle Doheny Foundation, the George H. Mayer Foundation and others. Three incoming freshmen who demonstrate outstanding achievement in academics, entrance exam results, co-curricular activities, service to school and community, and based on teacher/ principal recommendations receive merit scholarships ranging from 30% - 50% of tuition.

Information on financial assistance can be found in each admissions packet and on our website at www. fsha.org. Applying for financial assistance has no bearing on an applicant’s candidacy for admission.

2010-2011 ACADEMIC YEAR

Tuition for all students $18,700 Room and Board for boarding students $22,000

Additional fees, including those for books, uniforms, freshman orientation and other costs, are detailed in the Admissions Information packet, which you may request from our admissions office or on our website at www. fsha.org/admissions. Please see the page opposite for contact information.

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Admissions Applications for the fall of 2011 can be submitted online at www.fsha. org/apply. Applications are also available by contacting the Admissions Office. Consult the calendar (right) for important deadline information, entrance exam and visiting dates.

2010-2011 ADMISSIONS CALENDAR

2010-2011 ADMISSIONS EVENTS GET ACQUAINTED NIGHT Monday, Oct. 25, 7:00-9:00 p.m.

GAN is an informational evening with formal presentations for seventh and eighth grade prospective students and their parents. Tours of campus are not available because this event is scheduled for the evening.

Refreshments will be served. No RSVP is necessary.

OPEN HOUSE Sunday, Jan. 9, Noon-2:30 p.m.

Take a tour of the campus and attend presentations given by faculty on curriculum and co-curricular activities. Meet students, faculty, staff, alumnae and coaches. No RSVP is necessary.

8TH GRADE VISITING DAYS See list of dates to the right All 8th grade visitors are invited to come and see us – but plan your visit early! Tours are also given for any interested parents. Space is limited, as we can only accommodate 25 girls and their parents on each day and thus reservations are required.

To make a reservation: • Call the Admissions Office – Annemarie Noltner at (626) 685-8333 at least a week in advance.

• Check-in at 8:15 a.m. in the Lounge of the Main Building for orientation.

• Each FSHA Student Ambassador takes a group of five visiting students to several different classes for about an hour, followed by a break (snack provided) and visits to more classes.

• Visiting 8th graders will complete their visit at about 11:00 a.m., depending on the schedule for that day.

TOURS OF CAMPUS By appointment only The best way to visit campus is to attend one of the above events. We understand, however, that many of our boarding families travel from out of state or half way across the world to meet with us and we are therefore happy to give private, individually scheduled tours to boarding student families. In addition, students travelling great distances who have submitted an application to our boarding program have the opportunity to do a sleepover visit and attend a half day of school so they can really experience student life “on the hill.” Please contact Catherine O’Brien at (626) 685-8522 to schedule these boarding visits.

Eighth Grade Visiting Days October 7, 12, 14, 20, 27 November 1, 3, 9, 11, 16, 18 Get Acquainted Night Monday, Oct. 25, 2010 7:00-9:00 p.m.

Open House Sunday, Jan. 9, 2011 Noon-2:30 p.m.

Application Deadline Monday, Jan. 10, 2011 HSPT Test/Interviews Saturday, Jan. 22, 2011 Financial Aid Deadline Monday, Feb. 7, 2011 Decision letters mailed Thursday, March 3, 2011 Freshman Registration Tuesday, March 15, 2011 3:30-7:30 p.m.

CONTACT US Mrs. Luana Castellano

Mrs. Catherine O’Brien Director of Admissions

Associate Director for Admissions lcastellano@fsha.org

cobrien@fsha.org (626) 685-8373

(626) 685-8522 FLINTRIDGE SACRED HEART ACADEMY 440 St. Katherine Dr. • La Cañada Flintridge, California 91011 • www.fsha.org 19

Legacy Flintridge Sacred Heart Academy was founded 79 years ago by the Dominican Sisters of Mission San Jose. The original mission-style buildings, which were designed in 1927 by noted Southern California architect Myron Hunt, overlook the San Gabriel Valley and the Pasadena Rose Bowl from the crest of the San Rafael hills.

Originally only for boarding students, FSHA first accepted day students in 1951. The elementary grades were phased out and the school began to draw its day population from a wide geographic area that now includes the entire Los Angeles basin, but with a concentration from neighboring communities of the San Fernando and San Gabriel valleys.

The resort, built by Sen. Frank P. Flint, originally opened as the Flintridge Hotel. It was soon sold to the Biltmore Hotel chain, but the hilltop retreat was deemed too expensive and failed shortly after the onset of the Great Depression.

The Dominican Sisters were planning to build a convent and girls’ school, and at the suggestion of Archbishop Cantwell purchased the entire resort, including the nine original buildings, hotel furnishings and surrounding land at auction for $150,000.

Today the Academy enrolls about 400 girls in grades nine through twelve, including up to 50 boarding students in the boarding program.

FSHA supports an atmosphere where cultural, ethnic and economic diversity are prized, where academic challenge is expected, and where the Dominican charism governing Catholic education is lived, a philosophy that recognizes the intrinsic worth of each person. The school has not wavered in its commitment to values, women’s dignity and quality, cultural diversity, or to single-gender college preparatory education. This unique balance of academic excellence and moral integrity is the foundation of “the Flintridge experience.”

Flintridge students are part of a wonderful legacy that began on Aug. 15, 1931, when, according to legend, three Dominican Sisters traveled up the hill to take possession of their new school, carrying with them “a statue of the Blessed Virgin, a $5 bill and their faith.” Two weeks later, the school opened its doors on Sept. 2, 1931, with 200 students enrolled in grades one through twelve.

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Directions From 210 Foothill Freeway

From 5 Golden State Freeway South

• Exit Windsor/Arroyo (West bound, right on Windsor, East bound, left on Windsor) • Turn left at the first stoplight, onto Woodbury • Turn left at first stop sign (bridge over the 210 Freeway) • Turn right on Highland • Turn left on Corona • Turn left on Inverness (Inverness becomes St. Katherine Drive) • Follow St. Katherine Drive; FSHA Administration Building is on the left.

• Take I-5 South to 134 Ventura Freeway East • Exit Harvey/Eagle Rock • Turn left on Harvey • Turn right on Chevy Chase and follow Chevy Chase for about three miles • Make a hairpin right onto Figueroa • Turn left onto St. Katherine Drive • Follow to 440 St. Katherine Drive; FSHA Administration Building is past the bridge and on the right.

From 134 Ventura Freeway

• Take the I-5 North to the 2 Glendale Freeway North • Exit Holly • Turn left on Holly • Turn right on Harvey • Turn right on Chevy Chase and follow Chevy Chase for about three miles • Make a hairpin right onto Figueroa • Turn left onto St. Katherine Drive • Follow to 440 St. Katherine Drive; FSHA Administration Building is past the bridge and on the right.

• Exit Harvey/Eagle Rock (East bound, left on Harvey, West bound, right on Harvey) • Turn right on Chevy Chase and follow Chevy Chase for about three miles • Make a hairpin right onto Figueroa • Turn left onto St. Katherine Drive • Follow to 440 St. Katherine Drive; FSHA Administration Building is past the bridge and on the right.

From 5 Santa Ana Freeway North

440 St. Katherine Drive • La Cañada Flintridge, CA 91011 • (626) 685-8333 • www.fsha.org