Harker Lower School Admission Packet 2020-21 by The Harker School

Lower School K-GRADE 5

Find your passions!

WELCOME We are delighted you’re considering Harker’s lower school for your child’s education! There are many ingredients in the “special sauce” that makes Harker an extraordinary place to learn and grow. The depth and breadth of our curricular and extracurricular offerings allows students to find and follow paths as unique as they are. We have an incredible support network in place: teachers, counselors, coaches, librarians, nurses and administrators all are completely invested in our students, and you’ll find them willing partners in caring for and guiding your children as they move through their years at Harker, prepare for college, and go on to make a difference in the world in their own special ways. At the lower school, we provide a nurturing and supportive environment, and a unique system of tailoring to be sure that your child is placed just right in his or her classes and feeling great about school. Your child will love our Eagle Buddies program, too, which pairs third graders with sophomores in a fun partnership that continues until the older buddy graduates. Harker students share a deep love of learning, are motivated, curious, dedicated, kind and respectful young people. We invite you to join us in the lower school.

Kristin Giammona ‘81

ELEMENTARY DIVISION HEAD (GRADES 4-5)

Sarah Leonard

PRIMARY DIVISION HEAD (K-3)

“ Every day at Harker is a chance to be better at what you love to do.” – Avi Gupta, grade 5

HARKER’S LOWER SCHOOL Inspired Learning Our curriculum is designed for deep learning in core academic subjects, and we offer diverse educational experiences to ensure our students develop into inquisitive adults. Beginning in first grade, students learn from subject specialists dedicated solely to teaching their areas of expertise, and all of our teachers use a variety of instructional methods to build skills and encourage critical thinking. Beyond our core academic classwork, our curriculum emphasizes organizational, study and time management skills that are building blocks of your child’s education. At Harker, your child will enjoy an inspiring learning environment, dedicated teachers, supportive staff and ample opportunities to discover his or her passions and strengths.

Exciting Exploration We believe robust programs and extracurricular activities are key ingredients of a well-rounded education. Our global education experiences, visual and performing arts programs and sports teams provide extensive opportunities for students to enrich their education beyond the classroom. We also offer comprehensive and unique academic, art and play-based afterschool activities as a part of our BEST (Bucknall Enrichment and Supervision Team) program, with offerings like maker space, orchestra and karate available until 6 p.m. every day. Our wideranging programs and extracurricular activities include opportunities for artists, musicians, athletes, science lovers, history buffs, writers and all students to discover their passions.

Warm Community Our campuses are like small neighborhoods, and Harker’s lower school is a family away from home for our students. Parents, faculty, staff, students and alumni form a close-knit community through events, traditions and our common mission to inspire and educate students for success in an environment that celebrates kindness, respect and personal integrity.

“ Harker provides the best

combination of top quality academic and extracurricular programming, dedicated and caring faculty, incredible resources and facilities, and a vibrant community that anyone living in the Silicon Valley could ever hope to share with their child.” - Bill Stevenson, parent

K-GRADE 5

by the numbers

85% 1:11 10 100% 100% 100% 10%

Students in After-School Program Student-Teacher Ratio International Sister Schools

Students in Performing Arts Grades 1-5 students will take swimming in P.E. Delighted Parents During the Annual Kindergarten Hat Parade Sports Offered

100% recycled paper

O of C: Revise 8/20 (BHDG-JQ/DQP) 925

Lower School | 4300 Bucknall Rd., San Jose, CA 95130 | 408.871.4600 | admissionls@harker.org | www.harker.org

ADMISSION INFORMATION l K-GRADE 5

We look forward to meeting you! Hello! We’re delighted to share Harker with you. Thank you for your interest in our school! Please join us at one of our admission events to get to know our teachers, students and parents and learn what makes Harker such a vibrant and dynamic community. We welcome your questions and are happy to help you any way we can. See you soon!

Diann Chung DIRECTOR OF ADMISSION K-GRADE 5

September 1, 2020: Event registration and application open

key dates

January 7, 2021: Application deadline, 5 p.m.

March 19, 2021: Decision notification released in Ravenna after 4 p.m.

March 26, 2021: Contract and deposit due, 12 p.m.

admission events

June 15, 2021: Tuition balance due

GETTING TO KNOW US You are invited to attend our informational events to hear from administration, faculty, current students and parents about the Harker community, culture, curriculum and programs. Please check out www.harker.org/admission on our Admission Events page for a wide variety of opportunities to get to know us. While we require parents to attend to at least one event, please do not feel you have to attend all events. The number of events you attend will not affect your application.

application

To apply, visit www.harker.org/admission We invite you to submit an inquiry and create an account on Ravenna. Harker has partnered with Ravenna Solutions, a very user-friendly system, that streamlines the application process for our families. Through your Ravenna account, you will be able to receive notifications from Harker, register for Harker admission events, and apply and track your progress toward application completion. You may access your application at any time at www.ravenna-hub. com.

tuition & fees

Lower school tuition for the current 2020-21 academic year is $41,400. Tuition for next year is determined in February and there is some increase in tuition each year. Tuition balance is due in full on June 15, 2021. Annual tuition is carefully established to include everything needed to fully participate in our academic and extracurricular programs. Also included are lunch, before- and after-school care, intercampus shuttles, yearbooks, athletic uniforms and transportation to/from athletic events and all local field trips, to name a few. The most common annual additional expenses are: â&#x20AC;˘ Uniforms: $100-$300 â&#x20AC;˘ Grade level trips: grade 4 Coloma and grade 5 Marin Headlands: $350.

annual giving financial aid

Annual giving is a vital source of support for the Harker programs, materials and opportunities that allow students to experience an exceptional education. Parent participation at a level consistent with your ability is a key component of community involvement. Financial aid awards are based on need, and we work with families to make a Harker education affordable. We encourage families who have a need to apply for assistance. Financial aid and admission are separate processes, but must be done simultaneously if a family anticipates needing aid. The financial aid application deadline is Jan. 7, 2021. We welcome any questions you may have about the financial aid process. Please contact Kathy Caveney at fainfo@harker.org to discuss how we can make Harker affordable for your family.

The Harker School does not discriminate on any basis prohibited by law. The school considers applicants of any race, color, gender, gender orientation, and national and ethnic origin for admission. All students are accorded access to all rights, privileges and activities available to students at the school. It does not discriminate in the administration of its educational policies, its scholarship and loan programs, or its athletic and other extracurricular programs based on race, color, gender, gender orientation, disability, or ethnic and national origin.

Lower School | 4300 Bucknall Rd., San Jose, CA 95130 | 408.553.0588 | admission@harker.org | www.harker.org OofC: 9/8/20 (RM) 925

2020-21 ADMINISTRATION & LOWER SCHOOL FACULTY/STAFF | K-GRADE 5 LOWER SCHOOL FACULTY Together, Harker teachers create a learning environment that’s stimulating, supportive and safe. They challenge students to be their best selves, encouraging them to push their academic boundaries and discover new interests. With rich learning environments, leading-edge instructional technology and powerful support staff, including administrators, librarians and a learning specialist, our teachers have the tools they need to give your child an excellent academic experience. Many of our teachers hold advanced degrees in their subject areas and participate in ongoing professional training in areas such as child development. Teacher development and support is an essential component of our lower school program. Our teachers enjoy internal and external professional development opportunities. With the support of our librarians, technology staff, counselors and learning specialist, our teachers have the in-house support they need to devote their energy to creative and caring classroom teaching.

LOWER SCHOOL ACADEMIC STAFF

LOWER SCHOOL FACULTY

Sarah Leonard, Primary Division Head B.A. University of California at Los Angeles

Nina Anand, Science B.S. Anna University, Chennai (India) M.S. Adelphi University

Kristin Giammona ’81, Elementary Division Head B.A. Communications, Santa Clara University Mary Holaday, Lower School Dean of Students B.A. College of St. Thomas M.A. Santa Clara University Kimberly Cali, Director, Enrichment and Supervision Team B.A. San Jose State University Diann Chung, Lower School Admission Director B.A. University of the Pacific Kathleen Clark, Librarian B.S. University of California, Irvine MLIS University of California, Los Angeles Lisa Diffenderfer, Director of Learning, Innovation, and Design, Lower School B.S. Santa Clara University M.Ed. San Jose State University Qi Huang, Electronic Resources Librarian B.S. Zhejiang University (China) M.S. Northeastern University, Shenyang (China) M.L.I.S. University of British Columbia (Canada) Lianna Luong ‘10, Academic Counseling, K-3 B.A. University of California, Davis M.A. Santa Clara University Suneeta Mani, Learning Specialist B.A. University of Mumbai (India) M.A. University of Mumbai (India) M.Sc. Oklahoma State University Ed.S. Oklahoma State University

Michelle Anderson, Kindergarten, Dept. Chair B.A. San Jose State University Shital Ashar, Science B.Ed. University of Mumbai (India) Judy Atterholt, Librarian B.A. Linfield College Ph.D. Stanford University M.A. Library & Information Science, San Jose State University Salma Baig, Computer Science B.A. University of Punjab (Pakistan) M.Ed. University of London (U.K.) Kellie Binney-Smart, Performing Arts B.A. Pacific University M.A. Pacific University

Michael Delfino, Study Skills B.A. Santa Clara University Danny Dunn, Performing Arts B.F.A. University of California, Los Angeles Jessalyn Espiritu, Performing Arts B.A. University of California, Santa Barbara M.A./MFT (pending), University of San Francisco Walid Fahmy, Physical Education B.S. San Jose State University Kathleen Ferretti, English, Math, Grade 3 Dept. Chair B.A. Bard College Karin Foss, Math B.A. University of California, Davis M.Ed National University Giresh Ghooray, Science B.S. University of Pittsburgh M.Ed. California University of Pennsylvania

Ali Bo, Grade 2 B.S. University of Oregon

Karen Glovka, Spanish B.A. University of California, Davis M.A. Moody Graduate School (Chicago)

Andi Bo, English, Math B.A. University of Redlands

Michael Goltzer, History & Social Science B.A. San Francisco State University

Imelda Cantu, Grade 1 B.A. Santa Clara University M.A. Santa Clara University

Colin Goodwin, English B.A. Colorado College M.A. San Diego State University

Hillaray Carroll, English B.A. San Jose State University M. Teaching, University of San Francisco

Shelby Guarino, English B.A. San Jose State University

Jeannette Carson, Science, Dept. Chair B.S. Pennsylvania State University M.Ed. Lesley University

Lisa Hackwood, Computer Science B.A. Chico State University Stephanie Hanses, Grade 1 B.A. University of Denver

Patty Marsette, Academic Counseling, 4-5 B.A. John F. Kennedy University M.A. John F. Kennedy University

Mary Cheline, Physical Education B.A. The Ohio State University M.A. San Jose State University

Louis Hoffman, Performing Arts B.A. California State University, Northridge M.M. Boston University

Debra Nott, Director of Nursing B.S. California State University, Bakersfield

Enni Chen, Science B.S. Univeristy of California, San Diego M.A. Education, San Jose State University

Carena Kay, Performing Arts B.Ed. University of Hawaii at Manoa M.M.Ed. University of Hartford

Keri Clifford ’13, English B.S. Santa Clara University M.Ed. University of California, Santa Barbara

Shilpa Khetrapal, Grade 2 B.A. Bangalore University (India) M. Ed. Monash University (Australia)

Josh Crook ’93, Science B.S. Santa Clara University M.S. Santa Clara University

Allie Lamb, Grade 1 B.S. Santa Clara University M.A. Concordia University

Lauri Vaughan, TK-12 Library Director B.A. St. Bonaventure University M.L.I.S. Rutgers University Jennifer Walrod, Director of Global Education B.S. State University of New York at Geneseosa M.A. Teachers College, Columbia University

(continued on next page)

2020-21 ADMINISTRATION & LOWER SCHOOL FACULTY/STAFF | K-GRADE 5 Peggy Lao, Art B.A. University of California, Los Angeles M.A. Boston University Eric Leonard ’94, History, Dept. Chair B.A. Psychology, University of California, Los Angeles Katherine Lo, Kindergarten B.S. University of California, Davis M.Ed. Boston College Mina Marmol, Spanish B.A. Scripps College Surface Textile Design Certificate, Otis Art Institute of Parsons School of Design Jim McGovern, Physical Education, Dept. Chair B.S. San Jose State University M.A. Bethany College Sejal Mehta, Grade 2 B.A. St. Xavier’s College (India) MBA California State University, East Bay Joe Mentillo, Physical Education B.S. San Jose State University M.S. Madison University Mariel Nicolary, English B.A. University of California, Santa Cruz Gail Palmer, Performing Arts B.A. Santa Clara University Diane Plauck, Math, Dept. Chair B.A., San Jose State University Jocelyn Poplack, Grade 2 B.S. Wheelock College M.Ed. University of St. Thomas (Houston)

Annamaria Smitherman, English B.A. University of Michigan Ayesha Tahir, Grade 2 B.S. George Mason University Bubet Tan, Math B.S. University of Phoenix Kimberly Teodoro, Performing Arts Santa Monica College Cosumnes River College Mira Vojvodic, Math B.S. University of Belgrade (Serbia) M.Sc. Computer Science, University of Toronto (Canada) Tobias Wade, History & Social Science B.A. San Jose State University Grace Wallace ’95, Grades 1 and 2, Department Chair B.A. San Jose State University M.Ed. National University Larissa Weaver, Grade 1 B.A. University of Puerto Rico M.A. Smith College Stephanie Woolsey, Math B.A. University of Washington Master in Teaching, Washington State University Katie Yang, Kindergarten B.A. University of California, Los Angeles M.A. Stanford University

Cynthia Proctor, Grade 1 B.A. Kenyon College Jared Ramsey, History & Social Science B.A. University of California, Davis Megan Regan, Physical Education B.A. Pacific Oaks College Elise Robichaud ’84, English B.A. University of California, Santa Barbara Gerry-louise Robinson, Fine Arts, K-5 Dept. Chair B.A. West Sussex Institute of Higher Education (U.K.)

A D M I N I S T R AT I O N

Amy Rorabaugh ’10, English, Math B.A. Chaminade University of Honolulu, Hawaii B.S. Chaminade University of Honolulu, Hawaii M.A. Mills College

Brian Yager

Head of School

Jennifer Gargano

Assistant Head of School, Academic Affairs

Greg Lawson

Assistant Head of School, Student Affairs

Heather Russell, English, Dept. Chair B.A. Liberal Studies, Azusa Pacific Unifersity M.A. San Jose State University

Martin Bradford

Chief Financial Officer

Danielle Holquin

Director of Admission, TK-12

Kimberly Sandoval, Kindergarten B.A. San Jose State University

Kimberly Lobe

Director of Advancement

Kristin Giammona

Elementary School Division Head

Eileen Schick, Math Lab B.A. Pepperdine University M.Ed. Pepperdine University

Joe Rosenthal

Executive Director of Strategic Initiatives

Mike Bassoni

Facility Manager

Kate Shanahan, English B.A. Dartmouth College

Evan Barth

Middle School Division Head

Pam Dickinson

Office of Communication, Director

Julie Smith, Kindergarten B.A. San Jose State University M.A. San Jose State University

Sarah Leonard

Primary School Division Head

Samuel “Butch” Keller

Upper School Division Head

Lower School | 4300 Bucknall Road, San Jose, CA 95130 | 408.248.2510 | admission@harker.org | www.harker.org OofC: 8/14/20 (RM) 525

Lower School K-GRADE 5

PROGRAMS 2020-21

THE HARKER SCHOOL PRIMARY & ELEMENTARY PROGRAMS K-GRADE 5 â&#x20AC;¢ 2020-21

TABLE OF CONTENTS School Day...................................................................... 2 Extracurricular Offerings.................................................... 3 Language Arts.................................................................. 4 Reading Selections........................................................... 4 Mathematics....................................................................4 Science........................................................................... 5 Social Studies.................................................................. 6 Spanish........................................................................... 6 Computer Science & Skills................................................ 7 Performing Arts................................................................8 Visual Arts..................................................................... 10 Physical Education and Health & Wellness........................ 10 Study Skills & Character Development............................. 11 Library........................................................................... 11

Information in this brochure represents our program for the previous academic year. The year your student enrolls, there may be slight changes to the program.

SCHOOL DAY GRADES 1-2 Students in grades 1-2 have a homeroom, where subjects taught include social studies, handwriting and character development. The homeroom classes move together to various specialty classes. Specialty classes include library, art, music, Spanish, P.E./health and computer science.

All students participate in two class periods of a language art class and one period of mathematics. Students are placed in language arts and math classes that are tailored to meet their individual needs so they can maximize their learning and thrive as they progress through the grades at The Harker School. Kindergarten students move between specials as a homeroom class. These classes include library, art, music, physical education and health, math lab, STEM and computer science. Subjects taught by the homeroom teacher include social studies, science and character development.

GRADES 1-2 SAMPLE SCHEDULE

Students in grades 1 and 2 also move between specials as a homeroom class. These classes include library, art, music, Spanish, physical education and health, math lab, science, and computer science. Subjects taught by the homeroom teacher include social studies, handwriting and character development.

8:20-8:35 a.m.

Morning Business

8:39-9:29 a.m.

Math

9:33-10:42 a.m.

Language Arts

10:42-11:02 a.m.

Recess

11:02-11:44 a.m.

Language Arts

11:48 a.m.-12:30 p.m.

Music

12:30-1:12 p.m.

Lunch & Recess

1:16-1:58 p.m.

P.E.

2:02-2:44 p.m.

Social Studies

2:48-3:30 p.m.

Science

Classes in grades 3 through 5 are departmentalized; students move between their classes each period. In addition to their specialized math and language arts classes, subjects in the weekly schedule include study skills, library, art, music, Spanish, math lab, character development, computer science, social studies and science.

In all grades, grouping by performance level in math and language arts allows us to meet the needs of individual students. Ongoing evaluation through the year ensures flexibility, and students are moved as necessary to ensure optimal learning.

KINDERGARTEN Kindergarten students have a Homeroom, where subjects taught include social studies, science, handwriting and character development. The homeroom classes move together to various specialty classes. Specialty classes include library, art, music, P.E./health and computer skills.

GRADES 3-5 Classes for students in grades 3-5 are departmentalized; students will move between their classes each period. Subjects in the weekly schedule include study skills, library, art, music, Spanish, math lab, character development, computer science, language arts, math, social studies and science. GRADES 3-5 SAMPLE SCHEDULE

KINDERGARTEN SAMPLE SCHEDULE 8:25-8:40 a.m.

Circle Time

8:40-10:20 a.m.

Language Arts

10:20-11 a.m.

Recess

11-11:48 a.m.

Math

11:48 a.m.-12:30 p.m.

Lunch & Recess

12:30-1:12 p.m.

Science

1:16-1:58 p.m.

Art

2:02-2:44 p.m.

P.E.

2:48-3:25 p.m.

Social Studies

8:15-8:25 a.m.

Homeroom

8:29-9:11 a.m.

P.E.

9:15-9:57 a.m.

Study Skills

9:57-10:16 a.m.

Recess

10:16-10:58 a.m.

Language Arts

11:02-11:44 a.m.

Language Arts

11:44-12:30 p.m.

Lunch

12:30-1:12 p.m.

Math

1:16-1:58 p.m.

Science

2:02-2:44 p.m.

Library

2:02-3:30 p.m.

Art

EXTRACURRICULAR OFFERINGS (this is a sampling; courses are subject to change) After-School (BEST) Offerings (subject to change)

PRE_Engineering with LEGO®

Drop-In Activities (included in Tuition)

Robotics using LEGO® WeDo

Action Zone

Science Made Fun

Art

Secret Agent Adventures

Creative Corner

Sketchbook Journaling

Free Swim

Soccer

Homework/Study Room

Swim Lessons

Kick Back Club

TGA Golf

Kindergarten Action Adventures

Wizbots

Kindergarten Creations

Yoga

Library Playground

Performing Arts (some included in tuition, some for fee)

Learning Workshops (may include small material fee)

Choral Music: Lower School Choir

Art (3-D Art, Art for Kindergarten, Paint the World, The Wonderful World of Drawing)

Instrumental Music: Kindergarten First-Year Strings Group, First-Year Strings Group, First-Year Winds Group, Guitar Group, Preparatory String Ensemble, String Ensemble, Jazz Ensemble

Dance: Dance, Specialty Dance, Dance Fusion

Computers Future Problem Solvers (FPS)

Technical Theater

Harker Student Productions Imagine, Plan, Build

Sports

Movie Makers (includes a small material fee)

Baseball (boys) Basketball

Specialty Classes (additional fees apply)

Flag Football (boys)

Cheerleading

Soccer

Chess

Softball (girls)

Comic Book Design

Swimming

Creative Cooking

Track & Field

Engineering FUNdamentals using LEGO®

Volleyball

Girl Scouts for Grades 2-3

Water Polo

Gymnastics Hindi Karate Mandarin

LANGUAGE ARTS In all grades, grouping by performance level allows us to meet the needs of individual students. Ongoing evaluation through the year ensures flexibility, and students are moved as necessary to ensure optimal learning. A solid foundation in language fundamentals is established by utilizing an integrated approach to language arts that builds skills in the areas of speaking, listening, oral and written communication, vocabulary development, and grammar and mechanics.

process. Writing skills involve instruction in both the mechanical process of forming letters and the gradual development of the ability to communicate through the written word. Grammar is taught both as part of the writing process and as an individually practiced skill. Grades 3-5: Reading, comprehension, grammar, vocabulary and writing (mechanics and composition) are the continuing components of the language arts curriculum. In addition to selections of poetry and nonfiction, students are reading longer books and novels. The foundations for literary analysis begun in the earlier grades are expanded and gradually become more sophisticated. Analysis of plot, character development, conflict, theme and the use of literary devices such as metaphor, simile, imagery and symbolism present opportunities for rich classroom discussion and eventually become topics of writing assignments as studentsâ&#x20AC;&#x2122; skills develop. Creative writing is an additional component of the curriculum.

Kindergarten-Grade 2: Reading skills are developed using phonics and a literature-based program with a focus on comprehension and critical thinking. Teachers also read aloud to students, exposing them to a rich variety of genres. Thought-provoking discussions about the reading selections enhance comprehension, as does the introduction of literary components (plot, characterization, mood, the authorâ&#x20AC;&#x2122;s purpose). Vocabulary development is an integral part of the

READING SELECTIONS Students read short stories, poetry and a variety of literature that changes from year to year. All literature is

chosen to be challenging and provide rich analysis.

MATHEMATICS As with language arts, students are placed in performance groups that allow them to learn and be challenged at a pace that is optimal for them. The groups remain flexible so students can move to a different performance group when appropriate. Since math is spiral in nature, there are some topics introduced at one grade level, but practiced and mastered at subsequent levels. All students will meet regularly for a math lab class where the focus is on using manipulatives and practicing problemsolving approaches that further understanding and allow for application of mathematical concepts.

a variety of activities. They engage in daily lessons that include hands-on materials, group discussions and independent practice. A range of topics may include patterning, counting, coin value, shape recognition, and recognizing attributes of length, weight and time. Grade 1: A balance of logical reasoning, critical thinking and computation allow children to make a connection between their daily life experiences and math. Children deepen their understanding of previously learned concepts and examine new topics through hands-on activities and written exercises. A range of topics may include place value, describing attributes of 2-D and 3-D shapes, time, money, graphing, and standard/metric units of length, weight and liquid.

The topics listed below for each grade level define the core concepts. Our K-2 math program places an emphasis on number sense, problem-solving and mental math. Children also develop their computational fluency, with exercises to promote accuracy and speed in their basic facts.

Grade 2: Children extend their understanding of foundational skills and continue to strengthen previously learned concepts. Children use a variety of tools, develop varied strategies and use efficient methods to communicate their mathematical thinking. A range of topics may include

Kindergarten: Designed to provide a transition from the childâ&#x20AC;&#x2122;s real-life experiences to thinking mathematically, kindergartners develop their understanding of math concepts through 4

using larger numbers, multi-digit addition/subtraction, multiplication/division, understanding fractions, identifying and measuring angles, calculating perimeter and area, and working with elapsed time.

quotients using multi-digit dividends and divisors. Place value is revisited as decimal understanding and application is strengthened and expanded. Number theory is introduced and applied to the studentsâ&#x20AC;&#x2122; continued work with fractions and mixed numbers. Bar modeling is extended and used to express percent as well as to solve problems involving ratio and comparisons. Real-life problems are included throughout the year and geometry expands to include the study of surface area and volume.

Our grade 3-5 math program extends all of the concepts learned in the primary grades with a major focus on mastery of multiplication and division of whole numbers, fractions and decimals. Problem-solving is heavily emphasized both in oral and written form. As the students begin to increase their ability to think more abstractly, bar modeling (or whole and part model drawing) is emphasized as a major problem-solving strategy.

Grade 5: The concepts of fourth grade will be reinforced and taken to the next level in fifth grade. Major focus is on preparing the students for middle school with a solid mastery of all four operations on fractions and decimals, and a good working knowledge of percent. Major emphasis is on modeling proper format and technique when problem-solving and using number sense to check if solutions are reasonable. Depending on the performance group, students will practice introductory algebra skills and explore integer operations and the set of real numbers. They will also progress in their geometry exploration to solving complex problems involving overlapping plane figures and calculating surface area and volume of more complicated 3-D figures. Additional topics of study are data analysis, integer functions, and proportional thinking (especially as it relates to measurement conversion).

Grade 3: Problem-solving in grade 3 is an increasingly important component of the mathematics curriculum. Strategies for problem-solving include drawing bar models to obtain solutions. There is review and extension of measurement, geometry, fractions, and computational operations including multi-digit multiplication and division. Addition and subtraction of multi-digit numbers with regrouping and multiplication facts are mastered. Other topics include working with decimals, relating decimals to fractions, and common factors. Grade 4: Fourth grade mathematics emphasizes developing fluency with multiplication and division, while honing estimation strategies that allow students to find

SCIENCE Beginning in grade 1, science classes are taught by specialists with degrees in science and related fields. Hands-on exploration and an inquiry-based approach are the cornerstones of the program, incorporating the scientific method from the primary grades onward.

Grade 2: Topics covered are metric measurement, water, human body, electricity and magnetism and sound. Grade 3: Topics covered are the plant life cycle, animal classification, environments, the sun, the moon and the solar system, earthquakes and volcanoes.

Kindergarten: The program focuses on adding to and extending childrenâ&#x20AC;&#x2122;s natural curiosity about the world in which they live through the following topics: animal habitats, changing seasons, dental health, endangered species, environmental awareness, five senses, plant life, the solar system, oceanography and weather patterns. The STEM specialist also meets with kindergartners once a week, introducing students to hands-on projects that develop critical thinking, reasoning and problem-solving skills.

Grade 4: The fundamental laws that govern the physical world are the focus, including motion, forces, work, power and energy. Specific topics include simple machines, electricity, magnetism, the properties of sound and light, the structure of matter and the periodic table. Grade 5: This course is a survey of living things, their origins and relationships. Characteristics and adaptations provide the curriculum for this year. Specific topics include use of microscopes, cell structure, classification of living things, viruses, bacteria, protists, fungi, plants and animals.

Grade 1: Topics covered are the states of matter, properties of solids and liquids, balance and motion, air and weather, insects, animal adaptations, introduction to plant life cycles, light, prisms and color.

SOCIAL STUDIES As children grow, so does their awareness of the world and their place in it. The social studies curriculum supports that growth and development by gradually enlarging the parameters of study, focusing on both the cultural and historical aspects of the individual and society.

their significance. As a final project, students research and present a state report, highlighting important information and interesting facts relating to a particular state. Grade 3: In this course, topics include native Californians, explorers and settlers, the mission and rancho days, the 1849 Gold Rush, statehood, the transcontinental railroad, and agricultural advances, all interwoven with a thread of Californiaâ&#x20AC;&#x2122;s vast diversity of cultures and people. In order to become informed, active participants in a representative democracy, students will also learn about the institutions and people who make decisions concerning their lives, their country and the world.

Kindergarten: Students develop an awareness of their roles as citizens in a variety of communities. They engage in activities that provide opportunities for learning about the school, the neighborhood and the city. Units on citizen responsibilities and civic duties, economics and transportation are incorporated. In addition, traditional American holidays and celebrations and those reflecting cultures represented in our diverse community are studied and observed. As part of the school community strand, students learn about similarities and differences between schools internationally. This topic culminates in a video conference with peers at our sister school in Japan.

By learning about the three branches of the federal government and making comparisons with the structure of their state and local counterparts, students become cognizant of their roles and responsibilities as citizens of a democracy. Grade 4: In this course, students will learn about the major components of world geography and world cultures. They will analyze the impact of physical and human geography on cultures in times past and present, and will examine our connections to the past and the ways in which local, regional and national governments and traditions have developed and left their marks on current societies. Students will learn to appreciate individual similarities and differences, as well as develop a global understanding to better prepare them to take their place as global citizens.

Grade 1: Students are introduced to map skills, landforms and the world beyond their immediate community. Students develop an awareness of and appreciation for the similarities and differences of people around the world as they participate in lessons that focus on the cultures, customs and unique qualities that distinguish the seven continents. Students learn about the daily life of those who live internationally, and participate in a global education project with a school in Saudi Arabia as part of those lessons. Students are also guided in developing the critical thinking skills that will facilitate their ability to participate successfully in class discussions and collaborative projects.

Grade 5: In this course, students will engage in a thorough study of United States history. Students will study the events of early European exploration of the Americas and will learn about the long-lasting effects of European influence. Students will also learn about the U.S. as an emerging, independent nation, examining the U.S. from its independence up to the Civil War. During this course, students will also participate in a comprehensive study of the research process as they write a research paper about a famous American.

Grade 2: Students â&#x20AC;&#x153;travelâ&#x20AC;? through the five regions of the United States. They learn about the different landforms, climates, natural resources, landmarks, important people and early American history with each region. Additionally, students are introduced to and learn about patriotic symbols and

SPANISH panish is introduced in grade 1 with the focus on S developing listening skills and oral language, reflecting the way children acquire their first language. Songs and games are utilized as learning tools. In grade 2, more emphasis is placed on oral proficiency, and by

grade 3 students begin to practice reading and writing in Spanish, though the focus is still on oral skills. There is continued emphasis on immersion in the language and the use of context clues to understand new words. 6

An increase in the importance of reading and writing occurs in grade 4, with written assignments and short written quizzes. Rules of grammar are introduced in grades 4-5, and students learn about the gender of nouns and adjectives and conjugation of verbs in the

present tense. L earning a language includes learning about the culture of the people who speak it, and a discussion of the Spanish holidays as well as games, songs and stories of the Hispanic culture enrich the lessons.

COMPUTER SCIENCE & SKILLS tasks. Finally, digital citizenship will be the focus of one class meeting. Second graders also have another dgital citizenship lesson in their homeroom classes.

Kindergarten: Students are introduced to the names of a computer’s parts, the uses of computers and how to handle hardware and software, hand placement on the keyboard, the use of special function keys (return, control, delete, etc.), mouse skills, and how to create, print and save simple files. Students will create thematic multimedia projects that reinforce concepts from kindergarten social studies and science classes. Projects will include original drawings and text. Students will also use various programs to practice logical reasoning, sequencing and problem-solving skills. Midway through the year, students will be introduced to programming fundamentals through an iPad app and corresponding manipulative called Osmo Coding.

Grade 3: Students use presentation software to create a presentation on the Gold Rush. Information Literacy is introduced and practiced in context of creating the Gold Rush presentation. Students also are introduced to online collaboration tools and will share their work with their teachers online. Keyboarding proficiency is emphasized throughout the trimester. Students will also learn programming fundamentals through online activities on Code.org. They will apply what they learn on Code.org in different programming application to make a Sphero robot perform specific tasks. Digital citizenship will also be the focus of one class meeting; third graders will also have a digital citizenship lesson in one of their Study Skills classes.

Grade 1: Students learn the names of a computer’s parts, the uses of computers and how to handle hardware and software, proper keyboarding technique, the use of special function keys (return, control, delete, etc.), mouse skills, and how to create, print and save files. Students will create multimedia projects that incorporate original drawing, animation, text and video. Students will also learn programming fundamentals by programming a mini-robot called a BeeBot. Students will work as a team to move their BeeBot to a specific area on a game board, and will use the related iPad app to practice using directional language and algorithmic thinking. Finally, digital citizenship will be the focus of one class meeting. First graders will also have a digital citizenship lesson taught in their homeroom classes.

Grade 4: Students will learn basic network navigation, will practice keyboarding, and will create all elements of a video game simulation using a visual programming language. Digital Citizenship will also be the focus of two class meetings. Grade 5: In the first half of this course, students will use robotics as a path to practice programming concepts. They will use visual programing and Lego Mindstorms EV3 robots to discover solutions to different challenges. In the latter half of this course, students will also create a public service announcement that incorporates images, music, voiceovers, student-created video footage, transitions and titles. During the third trimester, students will also have the opportunity to work on a self-selected “Genius Hour” project once a week. They will develop an essential question, create a plan to answer the essential question, track their progress, and present their findings/results. Digital citizenship will also be the focus of a couple of class sessions during the year.

Grade 2: Students practice proper keyboarding technique while trying to improve their accuracy and speed. Throughout the course, students practice basic computer navigation (to and from files and applications on the hard drive). Students create a multimedia presentation that includes imported images, original drawings, text, animations and video. They will learn to export their project to view it as a slideshow or movie. Students will also learn programming fundamentals by programming a mini-robot called Dash. Students will use visual programming (also known as blocky programming) to have Dash complete specific

PERFORMING ARTS concepts aurally, which are later bonded to music notation symbols. Classes are designed using a threedimensional approach: learning music literacy, learning about music, and experiencing music-making. In each lesson, students identify and notate musical concepts, learn about music historical figures and events, and experience music-making. Students continually work to develop proper singing technique through a variety of repertoire. During each year in music at Harker, students participate in a staged production to build comprehensive performing arts skills. In grades 2-3, students participate in a combined holiday show.

General Information At Harker, performing arts is a way of life, K-12. And nothing is more important to our program than nurturing our youngest performers at the lower school. From helping the shy child develop confidence and a love for music, to encouraging and challenging our most precocious singers, dancers and instrumentalists, our seven full-time professional performing arts teachers provide a wealth of opportunities both on stage and behind the scenes, during the academic day and in our robust after-school program. All students in K-5 participate in weekly general music classes. Lessons are designed using a three-dimensional approach: learning music literacy, learning about music, and experiencing music- making. Students continually work to develop proper singing technique through vocal exercises and varied repertoire. Rhythm instruments, Orff instruments, recorders and keyboards are explored throughout the lower school years. Each year in music class all students prepare for a staged production. Kindergarten performs a mini-musical, grades 1, 2 and 3 participate in a holiday concert, grade 4 sings at the Harker Family & Alumni Picnic and Grandparentsâ&#x20AC;&#x2122; Day, and grade 5 performs a full-length musical theater production. There are additional opportunities for students to participate in dance in the after-school program and in the annual dance production.

Grade 4 Students build on their musical skills and concepts begun in previous years. Students continue studying literacy through ear-training and musical notation. Classes are designed using a three-dimensional approach: learning music literacy, learning about music and experiencing music-making. Classes include student exploration in music history, appreciation, musical theory concepts as well as music and theater performance skills. Along with the aforementioned topics, students in grade 4 develop proper singing technique and learn the recorder. Students participate in two grade-level performances throughout the year, at the annual Alumni & Family Picnic and Grandparentsâ&#x20AC;&#x2122; Day. Grade 5 Students participate in bi-weekly performing arts class. Students continue building upon music literacy, music appreciation and experiencing music- making. Students continue musicianship skills while also learning theater concepts to develop creativity, basic knowledge and to instill a lifelong appreciation of theater arts. Lessons are designed to give a multidimensional approach into music and theater: music literacy, music appreciation, experiencing music, stage literacy, character development, and experiencing theater. Students in grade 5 participate in a full-length musical theater production in January as well as sing for the grade 5 promotion at the conclusion of the year.

ACADEMIC DAY CLASSES Kindergarten and Grade 1 In kindergarten and grade 1 music, students build pre-literacy skills to provide a solid foundation for deeper music learning in the following years. Students participate in eight musical workout activities during each music class: pitch exploration, song fragments, simple songs, arioso (child-created tunes), song tales, movement exploration, movement for form and expression, and movement with the beat. During these eight activities students develop their singing voices, learn to keep a steady beat, learn how beats are grouped in twos or threes, and use their imaginations to explore and respond to recorded music. During each year in music at Harker, students participate in a staged production to build comprehensive performing arts skills. In kindergarten, students participate in a spring production and in grade 1 students participate in a holiday show. Grade 2 and 3

Physical Education Dance Three weeks out of the school year all K-5 students attend a dance class with a Harker dance instructor. The dance class enhances studentsâ&#x20AC;&#x2122; coordination and flexibility, and allows them to focus on moving their bodies and limbs with agility, strength and fluidity. It teaches students to use momentum and control as they dance and gives them the opportunity to explore moving to the rhythm and tempo of music. This program provides basic dance skills in jazz, modern and ballet. Students

Grade 2 and 3 In grades 2-3, students build on their solid musical foundation. Students are introduced to musical

build on these skills from grade level to grade level. A creative dance component allows students to explore creating their own movements in small groups and alone.

after-school sports and dance. Classes teach students the fundamentals of dance, jazz and ballet skills form the basis for the center floor warm-up. Session I after-school dance will focus on reviewing dance skills, learning new dance steps and working on dance technique. Session II students will be taught a routine for the grade 1-5 dance concert with emphasis on learning how to perform and perfect their moves. After-school dance is for boys and girls in every grade level. If your child likes to move and groove, check out a dance class!

AFTER-SCHOOL CLASSES Performing arts classes are offered at Harker both during the academic day and after school. Our robust after-school programs offer classes in choral music, dance, instrumental music and technical theater. These classes teach students the technique of each discipline, allow them to explore their creativity and give them the opportunity to perform. Listed here are all of the performing arts classes offered after school. Students sign up for our performing arts classes by registering through our Bucknall Enrichment and Supervision Team (BEST) system on the Harker website at the beginning of the year.

Specialty Dance Classes Specialty dance classes are offered to grade 2-5 students who are enrolled in the dance program. Styles of dance to be offered include tap, modern, ballet, hiphop, lyrical and jazz. Dance Fusion This grades 4-6 audition dance group consists of skilled dancers who work together at a fast pace to learn and perform routines with high energy, precision, enthusiasm and engaging facial expressions. Ensemble members need to maintain good academic and citizenship standing. Auditions are in August. Students in this also take afterschool dance classes, enroll in a specialty class, and perform in the annual dance concert.

Choral Music Our lower school choir comprises fourth and fifth grade students who are passionate about singing and eager to improve their musicianship skills. Students will develop their vocal tone and technique during weekly rehearsals and work on challenging repertoire in a variety of musical styles. Members of our choir have many opportunities to perform. Annual performance events may include the Harker Family & Alumni Picnic, K-12 holiday assembly, United Voices concert, and the winter and spring lower school instrumental music concerts. Our choir gives students the skills they need to continue their musical pursuit in middle school.

Instrumental Music The instrumental music program offers students a comprehensive yearlong course of study in orchestra, ensembles and groups along with private one-on-one lessons with specialty teachers. Each group builds upon the skills learned from the prior group and will focus on following a conductor, ensemble rehearsal and performance and a general understanding of various styles and genres through exposure to a diverse range of repertoire. There are performances throughout the school year.

Dance Dance offers students the opportunity to explore movement, be creative, move to music and have a great time! Kindergarten Session I kindergarten students are taught a center floor warm-up, learn basic jazz and ballet dance skills and have an element of creative dance. Kindergarten students who participate in Session II dance are eligible to perform a dance routine in the annual kindergarten show. Each kindergarten homeroom will have its class performance in late April, where dancers can perform music with their class and as dancers.

There are also private lessons available after school for Brass: trumpet, Strings: violin, viola, cello and double bass, Strings Fretted: guitar and electric bass, Woodwinds: clarinet, flute and saxophone and percussion: drum set. Technical Theater Students in grade 5 may take one to four quarters of Technical Theater, in which students learn and practice backstage skills. Students then create/build the tech and participate in the backstage crew for many performances at the lower school throughout the year.

Grades 1-5 Students must take after-school dance all year to be eligible to perform in the dance concert. The annual dance concert is the last weekend before school ends. New students are encouraged to try dance so they donâ&#x20AC;&#x2122;t miss out on being in the show! Grade 4-5 students can do both

VISUAL ARTS t all grade levels, art courses use a variety of art media A to build a basic foundation and understanding of the elements and principles of art and design. Lessons focus on engaging studentsâ&#x20AC;&#x2122; imaginations, enhancing their critical thinking skills and developing technical and perceptual skills, as appropriate for the different grade levels.

Projects include ceramics, collage, drawing, painting and printmaking. Students develop hand-eye coordination and fine motor skills. Students are also introduced to art history through selected movements and artists including, but not limited to, Piet Mondrian, Joan Miro, Gustav Klimt, Pablo Picasso and Henri Matisse. Grades 4-5: Students practice the elements of art such as form, line, shape, color, texture, space and value. In addition, the students are introduced to the principles of design (emphasis, balance, harmony, variety, movement, rhythm, proportion and unity). Students have the opportunity to work with a variety of art media such as pencil, colored pencil, chalk and oil pastel, watercolor, paint and printmaking. They also have opportunities to work in 3-D through ceramics and sculpture. Students also use the 3-D printer to enhance and deepen the media which they produce. Students learn the skills needed for specific art tools and select technical skills that help the development and hand-eye coordination, fine motor skills, confidence and personal expression. Students are also given the chance to relate their work to specific historical movements through art history; this includes, but is not limited to, artists Vincent Van Gogh, Henri Rousseau and M. C. Escher.

T he program is sequential and cumulative, giving students both the knowledge and technical skills to use art as a means of personal expression and communication. Students are encouraged to think creatively, and to respond to problems with originality, flexibility, fluency and imagination. Students learn to appreciate and value art as an important realm of human activity and a lifelong source of insight, understanding and personal and social development. Understanding art within its social and historical contexts and its relationship to other fields of knowledge are also goals of the program. Kindergarten-Grade 3: Components of the curriculum include an introduction to the elements of art and design concepts such as line, pattern, texture, positive and negative space, color mixing, symmetric and asymmetric design, and balance.

PHYSICAL EDUCATION AND HEALTH & WELLNESS The physical education program offers opportunities for students to participate in a wide range of physical activities, learn the fundamentals of team and individual sports, learn personal fitness skills, interact within their social world, and develop healthy lifetime habits and interests. Health and wellness topics, including mental as well as physical health, family life, maturation and drug education are a part of the physical education curriculum.

running, hopping, skipping, galloping, leaping, sliding) and progress through increasingly sophisticated skills (balancing, fleeing and dodging, jumping and landing). By grade 3, the program is helping students develop skills in rolling, kicking, throwing, catching, volleying, hand dribbling, foot dribbling, and striking with racquets and bats. Grade 4-5 students continue to enhance the development of these skills, as they provide the foundations for students to experience success when playing team sports.

Two categories â&#x20AC;&#x201C; movement concepts and skill themes â&#x20AC;&#x201C; characterize the physical education curriculum in K-5. Movement concepts are space awareness (self-space, general space, levels, directions, pathways, extensions), effort (time, speed, force, flow) and relationships in the physical world. Skill themes begin with traveling (walking,

Dance is part of the program beginning in kindergarten and swimming begins in grade 1.

STUDY SKILLS & CHARACTER DEVELOPMENT A portion of each grade 3-5 study skills class period is set aside for students to begin their homework assignments.

Grades 3-5: The study skills course is designed to assist students in developing strong individual study habits. The course focuses on organizational and time management skills. Topics are introduced in grade 3 and are reviewed and expanded through grades 4-5. Specific topics include creating a good study environment, organizing materials, organizing assignments, developing a study plan, setting priorities, note taking, test preparation and research skills. While a variety of topics are taught in each course, each grade level has a particular focus:

Kindergarten-Grade 5: Every Harker student is respected as a valuable human being, and every student is expected to extend that same respect to others. Kindness, respect and integrity permeate daily campus life and have formed the heart of a Harker education since the school was founded in 1893. We expect our students to follow the Harker Honor Code of honesty and personal accountability. Structured, interactive lessons are also part of the comprehensive character development included in the Harker educational experience.

Grade 3 - how to keep an organized binder and an organized locker; Grade 4 - how to study for a test over multiple nights and how to make flashcards;

Social and emotional skills are essential to academic learning and success in life. Building resiliency and empathy for others are important goals we have for our students. Students learn tools that encourage selfawareness, self-management, healthy relationships and responsible decision-making.

Grade 5 - how to use teacher feedback and how to best utilize the extra help period. In grades 1-2, the focus is how to get ready to do homework and how to pack and unpack one’s backpack, respectively.

LIBRARY Harker’s library program empowers students to be enthusiastic readers, capable researchers and ethical users of information and ideas. We have a premier collection of print, eBook and video resources. Children are introduced to the best in children’s literature by professional librarians, who also teach information literacy skills for lifelong learning. K-4 library classes meet once a week. Librarians also teach grade 1-5 students research skills related to projects embedded in their coursework. The library is available to students from 7:30 a.m.-5 p.m. Monday through Friday for reading, research or quiet study. In addition, the library hosts monthly Maker Events after school for elementary students who enjoy creating and collaborating.

Grade 2 Comparing archetypes in folklore, this curriculum culminates in the Ogre Awards play in which each second grader portrays a folktale character. Grade 3 Students are introduced to the world of information. Topics include how books are published and the role of copyright and editors. Using various types of information sources students learn to extract information to answer their research questions. Grade 4 Learning more advanced information search skills, students practice database and web searching, interpreting results of online searches, note-taking and citation skills.

Kindergarten Students learn classic folklore using a variety of storytelling techniques. They listen to and participate in stories that contain familiar characters, and variations of those characters in literature.

Grade 5 Students participate in the Book Talk program, facilitated by our librarians. Students also participate in special research projects.

Grade 1 Students travel “around the world” in folklore, comparing and contrasting countries and cultures through their time-honored stories. 11

COLLEGE MATRICULATIONS | CLASSES OF 2018, 2019, 2020 Harkerâ&#x20AC;&#x2122;s mission is to educate students for success at college and beyond. We help our students discover their passions and to find colleges that align with their talents, personalities and goals. We take pride in the wide range of colleges on our matriculation list, representing the great diversity of talent and interests possessed by Harker students and alumni. We celebrate that our seniors have phenomenal college options. Equally important, we celebrate that our students graduate from Harker having developed deep interests, a love of learning, and a desire to have social impact. Graduates from the classes of 2018-2020 matriculated to the following colleges and universities.

American University Amherst College Babson College Barnard College Baylor University Boston College Boston University Bowdoin College Brown University California Institute of Technology California Polytechnic State University (San Luis Obispo) California State University (Fullerton) Carleton College Carnegie Mellon University Case Western Reserve University Chapman University City College of San Francisco Claremont McKenna College Clemson University Colgate University Colorado School of Mines Columbia University Cornell University Dartmouth College De Anza College DePaul University Drexel University Duke University Emerson College Emory University Foothill College Geneva College George Washington University Georgetown University Georgia Institute of Technology (Main Campus) Goldsmiths, University of London Harvard University Harvey Mudd College Hofstra University Indiana University (Bloomington) Johns Hopkins University Loyola Marymount University Macalester College

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Massachusetts Institute of Technology 15 McDaniel College 1 Michigan State University 1 Mount Holyoke College 1 Naropa University 1 New York University 20 Northeastern University 4 Northern Arizona University 1 Northwestern University 3 Occidental College 2 Olin College of Engineering 1 Otis College of Art and Design 1 Oxford College of Emory University 1 Pitzer College 2 Pomona College 2 Princeton University 6 Purdue University (Main Campus) 10 Reed College 1 Rensselaer Polytechnic Institute 1 Rhode Island School of Design 3 Rice University 3 San Francisco State University 1 San Jose City College 1 San Jose State University 5 Santa Clara University 13 Scripps College 3 Seattle University 1 Smith College 1 Springfield College 1 Stanford University 23 Swarthmore College 2 Syracuse University 2 Texas A & M University 2 The Juilliard School 1 The London School of Economics and Political Science 1 The New School 1 The University of Texas at Austin 2 Trinity College Dublin 1 Tufts University 4 University College London 1 University of British Columbia 2 University of California Berkeley 41 Davis 4 Irvine 8

Los Angeles Merced San Diego Santa Barbara Santa Cruz University of Chicago University of Colorado Boulder University of Illinois at Urbana-Champaign University of Maryland (College Park) University of Miami University of Michigan University of North Carolina at Chapel Hill University of North Carolina at Charlotte University of Oregon University of Oxford University of Pennsylvania University of Puget Sound University of Southern California University of the Pacific University of Toronto University of Toronto Mississauga University of Utah University of Washington (Seattle Campus) University of Wisconsin (Madison) Vanderbilt University Villanova University Virginia Polytechnic Institute and State University Wake Forest University Washington University in St Louis Wellesley College Wesleyan University Whitman College Whittier College Williams College Worcester Polytechnic Institute Yale University

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Upper School | 500 Saratoga Ave., San Jose, CA 95129 | 408.249.2510 | admission@harker.org | www.harker.org OofC: 8/12/20 (RM) 2,675

NEWSWORTHY HIGHLIGHTS ‘A trio of Harker alumni make Forbes’ 30 Under 30 list for 2018’ – Harker News, Feb. 26, 2018

‘First woman Bitcoin core developer’ – Forbes.com, July 15, 2020

In July, Forbes recognized Amiti Uttarwar ‘10 as the first woman developer of Bitcoin Core, described as “the protocol underlying a $170 billion market cap asset changing the face of privacy, security, and value.” Uttarwar began working in cryptocurrency in 2018 and has since become an important figure in the Bitcoin sphere, with her presentations and talks being widely circulated.

‘Cal-Hi Sports D4 school of the year’ – CalHiSports.com, July 23, 2019

In July, Harker was named a State School of the Year in Division IV by Cal-Hi Sports, the first such honor for the school. Strong performances from boys volleyball, boys swimming, girls golf and girls lacrosse were factors in Harker being chosen for this recognition.

Forbes’ 2018 “30 Under 30” lists featured three Harker alumni in three different categories. Siddarth Satish ’06’s healthcare technology company, Gauss Surgical, created an app that monitors blood loss in operating rooms using an iPad. ElectrIQ Power Inc., co-founded by Chadwick Manning ’07, was recognized in the energy category for technology it developed to help home and business owners save electricity. As director of retail partnerships for tech product company b8ta, Meghana Dhar ’06 was named in the retail and e-commerce category for the 700 b8ta stores she opened by 2018.

‘A 32-Year-Old’s Startup, Inspired By A Health Scare, Sells For $275 Million’ – Forbes Magazine, April 16, 2018

‘Debaters take first and second at nationals’ – Harker News, June 24, 2019

“At the National Speech & Debate Tournament in June, Haris Hosseini ’19 and rising senior Avi Gulati took first and second place, respectively, in original oratory. Also at this tournament, Alycia Cary ’19 reached the semifinals for original oratory, rising junior Andrew Sun placed 15th in congressional debate and Jason Huang ’19 was a semifinalist in congressional debate.”

‘Boys volleyball ranked fourth in the nation’ – CalHiSports.com, July 23, 2019

“Harker boys volleyball ranked fourth in the nation in the 2018-19 school year. In July 2019, two members of the upper school boys volleyball team – Jarrett Anderson ’19 and rising senior Jeffrey Kwan – helped the Mountain View Volleyball Club win the 18 Open Division national championship in Dallas.”

In April 2018, Surbhi Sarna ’03 was featured in Forbes after selling her startup healthcare firm, nVision Medical, for $275 million. Sarna, who experienced a health scare at the age of 13, founded nVision in 2009 to develop technology to promote the early detection of ovarian cancer. In 2014, Sarna was named to Forbes’ “30 Under 30” list of entrepreneurs in the science and healthcare field.

‘Saving water is elementary for these Harker students’ – East Bay Times, March 15, 2018

In early 2018, Harker sixth graders Kabir Ramzan, Dustin Miao and Jordan Labio turned a group project for a robotics competition into a proposal for water conservation that has since been presented to companies such as Google, Home Depot and Orchard Supply Hardware. Continued on back

NEWSWORTHY HIGHLIGHTS

‘Maverick McNealy turning pro, not looking back’

and Malignant Proliferative Breast Cancer Lesions.” Developed primarily in the lab at Harvard Medical School, the core of the effort is an algorithm that learns from data and can diagnose a breast cancer tumor as either benign or malignant from a biopsy image, which, the article notes, “appears to have far-reaching implications.” Zhu said, “This model can reduce the chance of misdiagnosis and ensure that patients at risk of breast cancer will get the proper treatment.”

– Golf Week, August 23, 2017

Longtime golfer and U.S. Open qualifier Maverick McNealy ’13 made the decision to turn pro in August 2017, prompting coverage from Golfweek, which examined the Stanford graduate’s college golfing career and future prospects. While a student at Harker, McNealy was one of the final eight at the 2012 USGA Junior Amateur Championship, which was followed by a win at the Silver Creek Valley Junior and a quarterfinal finish at the Northern California Golf Association’s Amateur Match Play Championship.

‘Saratoga teen wins $50,000 for creation of medical app’ – Bay Area News Group, Aug. 31, 2017

Rishab Gargeya ’17 received coverage in The Mercury News for winning a $50,000 Davidson Fellows Scholarship for his smartphone app, called “EyeLogic.” The app detects and diagnoses vision diseases using a cost-effective lens attachment, empowering users to quickly identify vision problems and seek proper medical help.

‘Pair of Harker students win $20k for breast cancer diagnosis machine’ – San Jose Mercury News, Dec. 17, 2015

David Zhu and Evani Radiya-Dixit, both grade 11, were awardees at the 2015 Siemens Competition in Math, Science and Technology for their year-long project, titled “Automated Classification of Benign

‘San Jose High School Students Finalists in Intel Science and Talent Search’ – ABC7 News, Feb. 27, 2015

ABC7 News was one of several media outlets to provide coverage of the placement of three Harker finalists (and subsequent first-place medal winner Andrew Jin ’15) in the prestigious Intel Science Talent Search. Reporter Jonathan Bloom said, “He [Jin] is just doing what his school taught him to do - he’s following his passion.” Harker was the only school nationwide with more than two finalists; Jin won a first-place medal of distinction in the competition’s Global Good category, making him Harker’s first first-place winner, and the second Harker student since 2006 to be named a national winner. Harker also had 15 Intel semifinalists, the most of any school in the country.

‘Harker Conservatory invited to Edinburgh Fringe Festival for the fourth time’ Harker was featured in the April 8, 2015 issue of the San Jose Mercury News for being invited to perform at the prestigious Edinburgh Fringe Festival for the third time. In 2019 Harker was invited again to bring its upper school spring music to the festival. In 2007 and 2019 they produced “Urinetown: The Musical,” in 2011 “Pippin,” and in 2015 “Into the Woods.”

‘The ‘it’ school for our next Einsteins’ – San Jose Mercury News, March 13, 2011

The school’s top-flight research program came to the attention of the San Jose Mercury News, which profiled the multiyear development of Harker’s science curriculum and facilities, the passion and work ethic of the students and faculty, and the subsequent achievements and contributions in the field of science.

| Visit news.harker.org.

Harker News | 500 Saratoga Ave., San Jose, CA 95129 | 408.248.2510 | admission@harker.org | www.harker.org OofC: 8/13/20 (RM) - 3,150

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welcome to harker A Learning Environment Like No Other At Harker, we define success as something more than outstanding academic achievement: We believe in providing a world-class educational experience that both inspires and empowers students to explore, try new things, and discover their unique talents and passions. This is equally true during this time of COVID-19 as we provide a distance learning program that inspires and challenges our students - and ourselves - in new ways. A focus on the whole student leads us to offer the type of truly well-rounded education proven to lead to happier, more purposeful and more fulfilling lives â&#x20AC;&#x201C; K through Life. In this dynamic community, our outstanding faculty and deep academic offerings are enriched with an incomparable array of opportunities for children to immerse themselves in the arts, athletics, extracurricular activities, global education and local community service. Since the schoolâ&#x20AC;&#x2122;s founding in 1893, Harker students have gone on to achieve great success in their colleges and careers. They have also continued to demonstrate a commitment to making the world a better place in ways that inspire us every day. We invite you to come experience the uniqueness of a Harker education for yourself!

Brian Yager, Head of School

Harker remains the most significant professional “ and personal influence on me. Harker provided me with the study skills to succeed in school, and more important, the ethics and values to succeed in life. John Owens ’85

”

John is a judge on the 9th U.S. Circuit Court of Appeals. He is currently the youngest serving federal appellate court judge in the nation.

lead the way Since 1893, The Harker School has been on a mission to develop students uncommonly prepared for college and beyond, and unusually enthusiastic about future possibilities. Prepared for success in an ever-changing world Renowned for instilling lifelong qualities of inquisitiveness, critical thinking and leadership, Harker has been on the leading edge of educational excellence since the day it was founded. For more than 125 years, our campuses and curriculum have continually evolved, incorporating the latest best practices, creating the innovative programs, and building the state-of-the-art facilities that have earned Harker its reputation for offering the most dynamic K through Life learning experience in Silicon Valley. From our innovative lower school methodologies to a university-quality upper school campus, Harker students dive deep into a rich array of academic and extracurricular programs that develop young adults uncommonly prepared for success in todayâ&#x20AC;&#x2122;s global society.

I am impressed with Harker’s individual approach “ to students: the teachers’ efforts to learn who the

student is - how they are motivated and what their individual learning style is - and to address the needs of each student, factoring all of this into account. Alina Gicqueau, parent

”

inspire passion Outstanding teachers, small classes When learning is inspired, exploring becomes excelling. We search nationwide for our faculty, then select and retain those who demonstrate the ability to bring out the best in our students. Many hold advanced degrees; each is passionate about teaching and focused on individual student success. Individualized curriculum, inspired learners As a studentâ&#x20AC;&#x2122;s interests and talents evolve, each is evaluated for the course placement that will best engage and inspire him or her to personal and academic excellence. Our proven teaching techniques and comprehensive support systems ensure that high expectations are met through a nurturing balance of challenge and encouragement. Itâ&#x20AC;&#x2122;s an approach proven successful to instill students with confidence, resilience and poise.

Harker provides the best combination of top â&#x20AC;&#x153; quality academic and extracurricular programming,

dedicated and caring faculty, incredible resources and facilities, and a vibrant community that anyone living in the Silicon Valley could ever hope to share with their child.

â&#x20AC;?

Bill Stevenson, parent

discover talents Where opportunities become accomplishments We help students hone talents they never knew they had â&#x20AC;&#x201C; ones which they will always be grateful to have discovered. Our richly diverse offerings encourage students to pursue interests outside the classroom where extracurricular activities can become the accomplishments that inspire a lifelong joy of learning. Outside the classroom: from STEM to strings Our K-8 after-school program offers a myriad of learning adventures, including Mandarin, yoga, violin, cooking, storytelling, athletics, robotics, debate and Japanese anime; the middle school additionally has dozens of clubs and programs. The upper school boasts an amazing array of more than 100 student clubs, enriching electives, extracurricular activities, and programs from competitive sports to powerful research projects. Whether itâ&#x20AC;&#x2122;s our earth-conscious Green Team or the forward-thinking Future Problem Solvers, Harker students are empowered to implement ideas for clubs and introduce initiatives that reflect their own interests and passions to make a real impact in the world.

I was able to to explore every aspect of performing in ways that I couldn’t “ have foreseen when I chose Harker for its academic rigor. Having the breadth of performing experience from Harker gave me tremendous confidence that paid dividends in my performing life. Gabrielle DeMers ’03

”

Gabrielle holds a Bachelor of Music from the University of Southern California’s Thornton School of Music and a Master of Music in opera performance from the University of Maryland, College Park. She currently performs with and is on the board of the Bizarre Noir Theatre Company.

perform & create The chance to perform and create Once you know that music fosters math comprehension in early learners and athletics help promote strong character development, it’s hard to see your child’s chance to participate in extracurricular activities as anything other than essential. That’s why Harker students perform in 25 major events each year – from musicals to dramas to concerts. Our groups have even been invited to perform internationally, including four times at the Edinburgh Festival Fringe in Scotland. Visual arts students express themselves through a variety of mediums, including bronze casting and architecture, producing works that have been selected for national exhibitions. The opportunity to grow Through an array of opportunities they wouldn’t have elsewhere, and in ways they would never have otherwise imagined, Harker students discover and nurture their own talents, develop self-confidence and unleash their creative potential.

I still draw inspiration from my athletic “ experience at Harker, and our journey to the state championships! ” Tanya Schmidt ’08

Tanya is a Santa Clara University graduate and played professional volleyball in Germany and Belgium. She is pursuing a master’s degree in English and American literature at New York University.

compete and grow Eagle spirit: character with a competitive edge Teamwork, sportsmanship, dedication and leadership are the cornerstones of our athletic program. From the very start, our programs focus on character development and are designed to instill positive attitudes, strong core values and the habits of healthy living. Each campus features extensive athletic facilities and playing fields, from a lower school swimming pool to the upper schoolâ&#x20AC;&#x2122;s state-of-the-art Singh Aquatic Center and 33,000-square-foot athletic center. Eagle athletic offerings include football, soccer, volleyball, swimming, softball and lacrosse, to name a few. We participate in the South Valley Athletic League, West Bay Athletic League, Bay Football League and others. Whether student athletes pursue sports for pure enjoyment or have a desire to compete at the collegiate level, we provide the guidance, leadership and support they need to get and keep their game on. Go Eagles!

“

Harker had a lot to do with my drive to be an entrepreneur and I’m grateful for all of the teachers who inspired me while I was there. It was a fantastic journey.

”

Surbhi Sarna ’03 Surbhi earned a B.S. in mechanical engineering from the University of California, Berkeley. She founded venture-backed nVision Medical in 2009 to develop technology to more quickly detect ovarian cancer. The medical device that resulted received FDA approval in 2015.

explore the world Worldly classrooms As students move through the divisions with growing involvement in international programs, their experiences are consistently being filtered through the goals of our global education program: awareness, collaboration and experiential learning. Our students have collaborated with schools in 25 countries through projects or visits since the program began. Meaningful research Research programs enable upper school students to pursue the wonder of science through original, real-world research projects. The John Near and Mitra Family endowments allow students to engage in deep research in the humanities, and the annual Harker Research Symposium provides deep, college-level research opportunities. Business and entrepreneurship Our business & entrepreneurship program prepares students as emerging leaders in engineering, technology, finance, marketing, and hospitality and tourism. A new incubator program, BECon (Harkerâ&#x20AC;&#x2122;s annual convention) and TEDx Harker School events offer unique opportunities to leverage the entrepreneurial engine of Silicon Valley.

Our kids are learning a lot, and have also â&#x20AC;&#x153; made great friends. It shows because they are raring to go to school in the morning! â&#x20AC;? Raghu Subramanian, parent

enjoy friends Our students cheer each other on in athletics, applaud their friends in school performances, celebrate the activities of the student-run clubs, and just enjoy hanging out together from morning to evening. Schoolwide traditions We have some long-held social traditions – homecoming, a family and alumni picnic and our gala – that bring students, faculty, parents and alumni together just to have a great time! Campus communities Lower school students take pride in sharing fun events with family and friends at our annual Hat Parade, Grandparents’ Day and Halloween parade. Harker’s Eagle Buddies program pairs grade 3 students with an upper school buddy. Fun buddy events are planned throughout the year, which has formed warm connections between our youngest and oldest students. Middle school students are assigned to one of four “houses” which compete in spirit events throughout the year. Cheering for friends at sporting events and attending barbecues and dances all ensure your pre-teen has plenty of opportunities to make friends, build confidence and have fun. Upper school students form deep and lasting friendships at Harker, creating a warm, fun and supportive social life. Dozens of events like class competitions, spirit activities, events, dances and outings make for an engaging and exciting high school experience.

In addition to the academic rigor, Harker does a “ very good job of creating a caring and supportive

community for the kids. It’s been really rewarding to see our son’s friends, who are seniors, support and encourage our daughters as freshmen. It really does feel like a family. Kurt Leafstrand, parent

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nurture and thrive Harker students receive a world-class education within an intellectually challenging and supportive community. But to truly thrive we believe students also need to be healthy, self-aware, resilient and empathetic. The curriculum for developing these traits starts the moment students begin their journeys at Harker. The lower school uses a curriculum called The Toolbox Project, which is designed to empower the children with 12 specific tools that will guide them in managing their own social, emotional and academic success. Middle and upper school students are assigned to a faculty member’s advisory. They remain in that group throughout their time at that division. Advisories offer downtime to chat and play, to discuss topics of interest, give and receive guidance about wellness and social issues, and form a close-knit group of friends outside of one’s regular classes or pursuits. At the upper school, the LIFE (Living with Intent, Focus and Enthusiasm) program sponsors workshops throughout the year that help our students navigate through topics including healthy relationships, performance anxiety and college readiness. Harker students encourage and support one another and celebrate each other’s efforts and successes with hugs, high-fives and applause. It’s a supportive, safe, fun and nurturing place where kids thrive.

Harker students are always curious to learn, “ enthusiastic to help and are really connected to the importance of giving back. You have a tremendous group of future leaders in your midst.

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—Sarah Uldricks, Camp Okizu’s director of marketing and special events

give back We teach character development skills as a part of the regular curriculum, engaging our students to develop essential character traits including kindness, respect and integrity. With hands-on learning opportunities for character development both in the classroom and out in the community, students will have many options for participating in service and helping others. Big hearts, kind souls Students raise awareness and funds for both local and global issues, and they enthusiastically support each other in celebrating successes. Immersed in an environment of integrity and respect, our students are generous, kind, considerate and thoughtful. They learn to think of others and have a desire to help those around them. No wonder college reps say, â&#x20AC;&#x153;Harker kids have soul!â&#x20AC;?

Harker was a place where studying certainly was “ important, but not the most important. The options

were so numerous, and finding your passion was the most important goal of all. Kaavya Cherukuri ’11

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Kaavya is a master’s student at Purdue University’s Weldon School of Biomedical Engineering. Her goal is to make affordable and safe medical devices that are accessible to everyone.

Grammy nominee Taylor Eigsti has appeared four times at the Harker Concert Series.

share with others Harker Concert & Speaker Series Harker invites visionaries, innovators and artists from a kaleidoscope of disciplines to share their talents and expertise with our students and the greater Bay Area. Being green At Harker, being green means more than wearing our school color. From earning a commendation for our â&#x20AC;&#x153;dedication to environmental stewardshipâ&#x20AC;? for helping to implement San Joseâ&#x20AC;&#x2122;s new recycling program, to opening the first LEED Gold certified school building in Santa Clara County, our commitment to sustainability runs deep. Ready to change the world To be a true global citizen is to understand the impact one person can have on the world. Our students are guided to become knowledgeable, ethical and responsible contributors to society, empowered with the desire to share their gifts and make a difference.

ABC7 News Anchor Cheryl Jennings interviews author Khaled Hosseini at a 2012 Harker Speaker Series event. Photo by Kyle Cavallaro.

It’s been an awesome 13 years at “Harker! I will miss every part of Harker so

dearly, but I am happy that I will always be welcome back home. I’m a ‘Lifer,’ I love Harker, and go Eagles!

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Vikas Bhetanabhotla ’14 Vikas is attending U.C. Berkeley in the College of Engineering.

celebrate community Our community is vibrant, bustling and inspiring. Athetic events, musicals, parties, speaker events, workshops and more provide opportunities for faculty, parents, students, alumni and the greater community to gather, have fun and share their passions. We treasure our alumni and stay closely connected through nationwide alumni events, reunions and mentoring programs. Some of our alumni have come back to teach at Harker, while others serve on boards, present to classrooms and find reasons to come back to see their teachers (and have the famous Harker lunches again). We are also a community of passionate learners and constantly seek ways to understand, improve and explore new ways of thinking. From student classrooms to parent education events, to reunions, there is a shared love of learning that permeates our community. Join us!

connect with us We invite you to become a part of the Harker community. Whether itâ&#x20AC;&#x2122;s to attend Harker, participate in an event or become a mentor, we welcome you to join our commitment to excellence in education.

General: 408.249.2510 | communications@harker.org | www.harker.org Admission: admissions@harker.org Summer Programs: summerinfo@harker.org Subscribe to Harker News Online: http://news.harker.org

The Harker School | K-12 College Prep | Summer Upper School 500 Saratoga Avenue, San Jose, CA 95129 Middle School (Fall 2021) 4525 Union Avenue., San Jose, CA 95124 Lower School 4300 Bucknall Road, San Jose, CA 95130

SanI Jose, CA Summer Programs

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