Gill St. Bernard’s Upper School

Upper School

Gill St. Bernard’s Upper School fosters intellectual curiosity and genuine academic engagement through a rigorous and varied college-preparatory curriculum, abundant opportunities for research across the curriculum, and a wealth of specialized elective courses for students to explore and further their unique interests. Honors courses, advanced placement (AP) courses, and electives such as Advanced Math Seminar, Computer-Aided Design (Cad), Creative Writing, Animal Science, Portfolio Development, Robotics and Engineering, Spanish Culture and Conversation, Stagecraft, and Comparative World Cultures speak to the depth and breadth of the course offerings.

At GSB, teachers and students see learning as a shared enterprise in which everyone is engaged. Students are encouraged to challenge themselves and to strive for excellence while maintaining balance in their lives and discovering their own unique passions. As a result, our students are known for their enthusiastic approach to academic exploration and their pursuit of authentic understanding. They are students who love learning and who aspire to make meaningful contributions to the larger world. Our graduates are confident, independent, and thoughtful individuals, well prepared for the challenges of college and beyond.

Program Highlights

Ninth-Grade Seminar - This is one of six required courses for freshmen. This yearlong transitional course teaches students the academic learning and personal learning skills necessary for success in Upper School and college. These include specific skills, such as note-taking, test preparation, test-taking strategies, and collaborative learning, as well as broader skills, including time management, public speaking, media literacy, cultural competence, and financial literacy. Students are introduced to formal research methodology and complete a comprehensive seminar project. The course also includes both character education and health and wellness topics.

Spring Unit - For over 50 years, the Spring Unit has been the inspiration for the school’s motto, Schola Mundus Est: “The World is Our Classroom.” Spring Unit courses are held for two weeks each May and allow students to explore an area of particular interest to them, typically outside the range of traditional academic coursework. Whether on campus or through travel abroad, the Spring Unit offers students the chance to work collaboratively, to explore the larger world, and to serve others. Recent Spring Units have included a study of historical connections with the Holocaust in Poland, environmental awareness focusing on recycling, hiking in the Adirondacks, and learning the art of glassmaking. GSB’s beautiful 208-acre campus offers unique opportunities to complement the Spring Unit and the academic curriculum.

GSB Student Internship Program - This program provides select eleventh- and twelfth-grade students an enhanced educational experience by exploring career opportunities. It exposes students to careers in educational and medical institutions, veterinary and legal professions, broadcasting/communications, entrepreneurship, cultural programs, and community service organizations. Eligible students must submit an application and an advisor recommendation to be considered for the program.

Character Education - The school’s commitment to its core values is integrated into daily life at Gill, as is a focus on character awareness and development. The school fosters respect for all individuals and differing opinions and encourages students to consider and analyze controversial or unfamiliar ideas thoughtfully. Class discussions, personal conversations, assembly programs, guest speakers, and a wide variety of clubs and activities help our students work toward an understanding and exploration of their own values, both as individuals and as members of a community. Throughout their time at GSB, Upper School students are immersed in experiences that help them grow as students and as individuals.

Research Across the Curriculum - All GSB graduates are skilled in research methods across disciplines and utilize a variety of information resources. The ninth-grade research project is based on A Guided Inquiry Approach to High School Research, setting the foundation for comprehensive work throughout high school. By the time they are seniors, students will have presented an

extensive exploratory research presentation, written a scientific literature review, as well as an in-depth American literature paper. As part of that effort, students identify and incorporate several peer-reviewed articles. Through this research, students learn to summarize and draw analytical conclusions in the process of writing a college-level paper.

Spotlight on Science - In addition to standard, honors, and AP courses for physics, chemistry, and biology, the Upper School Science Department offers many elective courses. Animal Science and Anatomy and Physiology courses complement classroom learning with fieldwork opportunities that utilize the natural resources of Home Winds: apiary, farm and farm animals, garden and greenhouse, ponds, streams, and meadows. Current and engaging topics are studied in these courses, as well as in other offerings, such as Biomedical Ethics and Robotics and Engineering.

Academic Expectations

Homework - Homework is assigned in all academic courses. Homework enriches daily classwork, prepares students for class, and allows them to practice skills and apply information. Also, homework serves as a means for faculty to measure a student’s mastery of concepts and skills. Students should work alone on homework assignments unless otherwise instructed by their teacher. A parent can play an important role in helping students to complete homework effectively by:

· providing a suitable environment for completing homework; · supporting students in seeking help from faculty when necessary; and · encouraging independent preparation.

All papers of 500 words in length or longer must be word-processed, and all students in math courses from Algebra I through Calculus must have a Texas Instruments, TI-84 graphing calculator.

Academic Progress - Grades and comments are sent to students and their parents quarterly. Students may confer with their teachers or advisors about their academic progress throughout the school year. Conferences are scheduled in November and February. Outside of these official reporting periods, parents/guardians may contact the students’s teacher or advisor with questions regarding academic standing.

Grades - Letter grades are based upon the following equivalent numerical scale:

Letter Grade Numerical Range Description A+ 98–100 A 93–97 A- 90–92

B+ 87–89 B 83–86

B- 80–82 C+ 77–79 C 73–76 C- 70–72 D+ 67–69 D 63–66 Below Standard Performance. It is acceptable as credit only in nonsequential courses. For example, a student with a grade below “C-” in any world language course will not be passed to the next level of that course.

D- 60–62

F 0–59 Unacceptable Performance. No credit will be awarded.

Incomplete grade is given due to illness or another significant issue and indicates an obligation to complete the coursework within a brief, specified period. Indicates that the student has passed the course.

Academic Review - Any student who shows a pattern of grades below “C” will be subject to academic review. The student and his/her family will be asked to meet with appropriate members of the faculty and the Upper School director. Should the pattern continue, the student’s re-enrollment contract may be placed on hold. Academic Warning - Any student earning a grade in the “D” range in a core course will be placed on academic warning during the next marking period. The goal of academic warning is to alert a student and his/her parents and teachers to significant academic concerns to help the student address and resolve these issues and return to good academic standing. Academic Probation - Any student earning an “F” or two or more grades in the “D” range, will be automatically placed on academic probation. Students on academic probation may not be issued a new enrollment contract. Learning Support Services - In keeping with our school’s mission, access to personalized support services is an integral part of every student’s experience. GSB’s faculty and staff are highly qualified in their fields of expertise; they work with students to demonstrate understanding and an advanced level of mastery in each discipline. In tandem with our dedicated faculty and advisors, students and families can also access specialists in learning resources, mental health, and health services. The director of learning support, school counselor, nurse, reading specialist, together with the division director, deans, and faculty, comprise an expert support team for students in meeting the high expectations of our college preparatory program.

To ensure that our students meet and exceed the rigorous expectations that lead to success in college and beyond, Upper School student support focuses on student skill development. All students receive general support through the Ninth-Grade Seminar course and personal support from their teachers and academic advisors. When students need more targeted support, as they take on more challenging coursework, daily meeting periods provide students time to seek out individualized connections with their teachers.

Graduation Requirements - Students must complete specific requirements to receive a diploma from Gill St. Bernard’s School:

· Complete all distribution requirements, as specified below. · Complete a minimum total of 23 academic credits. · Complete one Spring Unit Program (see Program Highlights) for each year they are in the Upper School. (If a student fails to meet this requirement, he/she must petition the Upper School director for a waiver.) · All ninth-grade students are required to take the Ninth-Grade Seminar.

The following stipulations may apply in some cases: · Students entering the school in eleventh or twelfth grade must pass a minimum of five (5) credits per year to receive a Gill St. Bernard’s School diploma. · Students may have completed Middle School courses that satisfy department distribution requirements, but these may not be applied toward the total number of Upper School credits required for graduation. · Students who have not met the minimum credit requirements for graduation may, under certain circumstances, participate in the graduation ceremony.

Department Total Credits Description English 4 One credit per year Fine Arts 1 World Language 3 Sequential in one world language Mathematics 3 Sequential courses including completion of Algebra II/Trig

Science 3 Standard sequence: Physics, Chemistry, Biology

History 3 Including World Cultures and US History

Additional Electives 6 Any departmental offerings beyond requirements

Final Examinations and Assessments - Many yearlong courses administer assessments and final examinations. The results of these can account for up to 20 percent of a student’s final grade. The administration of these assessments and exams and the weight that they are given is at the discretion of the faculty member and the respective department head.

Advanced Placement Courses vs. Honors Courses - All students who enroll in AP courses are expected to complete the requirements of the course, including taking the AP exam. Enrolled students who choose not to sit for the AP examination will be assigned honors status in the course. Students with honors status are required to take a final exam unless they are exempted by their grade-point average (GPA) as designated for that course.

Advanced Placement Testing Policy - All students who enroll in AP courses are expected to take AP exams. A student who chooses not to take an AP exam will not receive an AP designation for the completed course on his/her transcript. Additionally, this change will be communicated to any college or university that the student has applied to for admission. National AP exams take precedence over all athletic events and tournaments, as well as all other personal commitments. In keeping with published national AP policies, alternative testing arrangements will not be made unless permitted by published policies.

Weighted Grade Point Average - GPA will be weighted as follows: Advanced Placement Courses: +.67; Honors Courses: +.33. Students enrolled in AP courses who choose not to take the exam will receive honors course credit and GPA weighting.

Course Selection Procedures - Current students meet with their advisors in February to begin the process of selecting courses for the following school year. Students must receive approval for all honors and AP courses from their current teachers and must have the appropriate grades and prerequisites to take AP courses. Rising seniors must meet with the College Guidance Office before submitting course requests for their senior year. Students submit their course requests in early March; preliminary schedules are produced in late June, and final schedules are made available in August. Rising ninth-grade students may choose their electives and preferred world language in April. Preliminary schedules for ninth-grade students are produced in late June, and final schedules are made available in August. Placement in honors-level courses is based on teacher recommendation, standardized testing, middle school grades, and results from GSB placement tests. Some courses are offered in alternating years or may not run if enrollment is limited.

Course Changes - Students may change courses within the first ten days of classes with no academic penalty. All class changes after the ten days must be teacher-initiated and approved by the corresponding department chair and Upper School director.

Honor Roll - The honor roll is published at the conclusion of each semester. The qualifications are as follows: High Honors List: “A-” or better in every course; Honors List: “B-” or better in every course. A student who does not complete coursework due to illness or other excused absence may receive a grade of WP (Withdrawn Passing) or an “I” (Incomplete). An “I” is a temporary grade and will be replaced by a letter grade (“A” through “F”) if work is completed within a prescribed period. A student who withdraws from a course with a grade of “D” or lower will receive a “WF” (Withdrawn Failing) grade. No credit will be given for this course.

GSB course work on the GSB transcript, and those course grades will not be included in the computation of the student’s grade point average (GPA). However, upon request, non-GSB transcripts may be included in the application packets sent to colleges or other institutions.

Awards and Prizes - Gill St. Bernard’s acknowledges the importance of recognizing students for excellence in the classroom, as well as for the arts, athletics, service, leadership, citizenship, and contributions to the school community and the community atlarge. Awards and prizes are presented at Commencement.

Cum Laude Society and Honor Societies - The Cum Laude Society is a National Academic Honor Society. Each spring, eligible seniors are inducted into the GSB chapter of the society at Commencement. The motto of the Cum Laude Society is Areté (Excellence) Diké (Justice) Timé (Honor). Cum Laude is the highest academic honor that the school bestows upon members of the graduating class. GSB may induct up to 20 percent of its senior class into the society. The criteria used for selection include academic achievement, integrity, and disciplinary record.

World Language Honor Society - GSB recognizes students for achievement in world language through an honor society. Annual ceremonies are held to induct students who demonstrate excellence in the areas of scholarship, leadership, service, and character in world language.

Offerings may vary slightly from year to year. A course’s inclusion in this guide does not guarantee that it will be available to students during any given year; all classes are dependent upon sufficient enrollment, staffing, and facilities.