rye country day school viewbook

Admissions OfficeRye Country Day School

Cedar StreetRye, New York 10580-2034

Phone: (914) 925-4513Fax: (914) 921-2147

Email: [email protected]

Mission Statement

Rye Country Day School is a coeducational, college preparatory school dedicated to providing students from Pre-Kindergarten through Grade 12 with an excellent education using both traditional and innovative approaches. In a nurturing and supportive environment, we offer a challenging program that stimulates individuals to achieve their maximum potential through academic, athletic, creative and social endeavors. We are actively committed to diversity. We expect and promote moral responsibility, and strive to develop strength of character within a respectful school community. Our goal is to foster a lifelong passion for learning, understanding, and service in an ever-changing world.

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Table of ContentsConnectCommunityAcademicsCampusLower SchoolMiddle SchoolUpper SchoolCollege CounselingCommunity ServiceThe Arts, Music, TheaterAthleticsHistory

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Table of ContentsConnectCommunityAcademicsCampusLower SchoolMiddle SchoolUpper SchoolCollege CounselingPublic PurposeThe Arts, Music, TheaterAthleticsHistory

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Photo Credit: ©Todd~Shapera~Photography. All rights reserved.

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Connect

Does my laptop think? Why don’t spiders stick to their webs? How do you say “thank you” in Mandarin? Every day at Rye Country Day School, students make connections between

art and science, technology and learning, and service and history. Here, they enjoy a challenging, educational experience that combines intellectual mastery with real-world perspective. RCDS students are accepted into the country’s top colleges and universities and go on to rewarding professions. Throughout their lives, they continue to build on core values and pursue diverse interests. But first, they embark upon a unique educational journey—one that cultivates curiosity, knowledge, social awareness, and self-confidence.

“I have always known there were different ways of thinking; I just didn’t expect to discover so many in such a small and demanding place.”

Bonnie Ishiguro, Class of 2013College Bound for: Franklin W. Olin College of EngineeringProbable Major: Engineering, with a concentration in either computer science or robotics.Aspiration: To pursue a graduate degree, and ultimately a career, in robotics engineering, with an emphasis on the improvement of transportation systems.Interests: While at RCDS, Bonnie played flute in the Jazz Band; was co-president of the Wind Ensemble; participated in dance; was a member of the varsity fencing team for four years and acted as a captain of the team for three; and founded and acted as president of the Robotics Club.Quote: RCDS allowed me to continue my involvement in instrumental music and dance, while pursuing a rigorous academic program. The school also offered me unique opportunities that shaped both my seven years there and my future goals, including participation in the sport of fencing and an introduction to computer science and robotics.

RCDS students are expected to

excel academically. Teachers set

the bar high but also give students

the resources they need. Under the

exacting standards of caring

teachers, students achieve their

potential. They explore art, music,

athletics, and other activities with

equal energy and verve. At RCDS,

the more students do, the more

they want to do.

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Upper School student

“You can’t possibly do every-thing there is to do at RCDS. But you can definitely try.”

Students who enroll at RCDS are bright, articulate, and engaged.

The school’s mission is to connect them to their unique strengths

and expand on their capabilities. RCDS students discover their

talents, develop their intellects, and strive for the exceptional.

As a result, they are not only accepted into the best colleges

and universities, they flourish in them.

Founded as a school for girls in 1869, RCDS has been coeducational since 1921. Multifaceted culturally and socioeconomically, the school community shares an understanding of and appreciation for the essential truths about today’s world: that it is magnificently diverse, and the embrace of difference can be the key to a happy and rewarding life.

Recent RCDS graduate

Scott Nelson has been headmaster at Rye Country Day School since 1993. A native of Westchester and an independent school alumnus, Scott received his bachelor’s degree in political science, magna cum laude, from Brown University. Inducted into Phi Beta Kappa at Brown, he was also an All-Ivy and Academic All-American football player. After several years as a history teacher and coach, Scott earned his master’s degree in education from Fordham University, and he was appointed head of theupper school at Hackley School in Tarrytown, N.Y. He held a similar leadership position at Marlborough School, an all-girls school in Los Angeles, prior to moving back to New York to lead Rye Country Day.4

“Every morning, the Metro-North stops near our school, a daily reminder that we are connected to a much larger world of possibilities.”

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Upper School administrator

RCDS is connected to the world.

An enrollment of nearly

860 students comes from more

than 35 school districts throughout

Westchester County, Fairfield

County, and the Bronx.

Coeducational since 1921, today’s

student body is multicultural and

socioeconomically diverse. A

well-defined code of conduct

emphasizes respect for others,

the importance of service, and

academic integrity.

Every aspect of community and

academic life at RCDS is designed

around the student. The campus

is lively and stimulating. Teachers,

administrators, and parents are

all active on campus, giving

students a sense of well-being and

connectedness. Healthy activity

and intellectual fellowship create

a thriving community where

knowledge and self-discovery are

both the challenge and the reward.

All parents are welcomed as members of the RCDS Auxiliary, the volunteer parent organization. The Auxiliary is dedicated to promoting a sense of community, facilitating communication between the school and its families, and, through social events and other programs, raising funds for faculty professional development and various special projects.

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Jennifer Sandling, Parent“RCDS is a supportive and caring community where children are nurtured, encouraged, and have opportunities to be their best in academics, the arts, athletics, and amongst themselves. Students are valued and respected for who they are, and RCDS is flexible in meeting their interests and needs. Students are inspired to discover, engage in activities for personal growth, and are exposed to communities in the world beyond RCDS. RCDS is preparing tomorrow’s responsible citizens. My kids have all had different experiences, all great!”

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Dans la mer, je vois des bateaux. Les

fleurs sont rouges, roses, vertes, et oranges.

Elles chantent dans les nuages bleus. Dans

le jardin, deux dames et deux messieurs

parlent. Il fait beau en été. Il y a beaucoup

de couleurs. Je voix des drapeaux.

I see boats on the sea. The flowers are

red, pink, green, and orange. They sing

in the blue clouds. In the garden, two

women and two men are talking. It is

nice weather in summer. There are a

lot of colors. I see flags.

Reflections written in French by a Grade 7 student on Claude Monet’s The Terrace at Sainte-Andresse

“What do you see?” This deceptively simple question was

posed to students across Grades 2–12 by their teachers

in the Modern Languages Department. Students then

viewed paintings by Picasso and Monet and wrote their

observations in Spanish or French. This serendipitous

connection between language and art is just one example

of how multiple disciplines are woven into the academic

experience of Rye Country Day School.

“Academics are really hard, but teachers go out of their way to help. They really want you to do well.”

Learning another language helps students embrace other cultures and make interdisciplinary connections. In Grades 2–5, students take French or Spanish. In Grades 6–8, students opt to take Latin, French, Chinese, or Spanish. In the Upper School, students may prepare for Advanced Placement Language exams in Mandarin Chinese, French, and Spanish, and Advanced Placement Literature exams in Latin and Spanish. RCDS also offers an intensive honors language program geared toward strong students who are interested in adding a second foreign language. Students who want to challenge them-selves in other languages may be able to do so through independent study with a particular faculty member. Past independent studies in foreign language have included German, Hebrew, Italian, and Japanese.

Middle School student

RCDS has three divisions, each focused on the

different cognitive and emotional needs of students as

they progress from early childhood to pre-adulthood.

The Lower School is nurturing and develops citizen-

ship skills; the Middle School is more structured and

responsive to students in a transitional time; and the

Upper School is intense and affirming as it prepares

students to achieve excellence at the college level.

Academics at RCDS are demanding. They are

also stimulating, inventive, exciting, and fun,

combining traditional and innovative approaches to

enrich the learning experience. The pillars of a

classic education—critical thinking skills and a

broad knowledge base—coexist with contemporary

themes and teaching methods. The practical uses of

technology in all divisions make both teaching and

learning more effective. Laptops, SmartBoards™, and

a campuswide wireless network are evidence of the

school’s commitment to the full integration of

technology in the classroom.

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With an 8:1 student to teacher ratio and small class sizes, teachers help students individually to build on their strengths.

RCDS recognizes that each student has individual needs and that there is no one formula for success. For that reason, academics at RCDS are flexible. Teachers fine-tune the curriculum to help each student realize his or her goals. Whether it is enrolling in a particular college, perfecting a talent, or setting a career path, RCDS makes studies relevant and applicable to each student’s goals.

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Teaching methods and pedagogy at RCDS are constantly evolving. Curriculum mapping

is used to connect disciplines and skills to minimize the learning gaps that can occur as

students progress through grades and across divisions. The knowledge they acquire at each

level will contribute to their overall academic proficiency in ensuing years.

An interdisciplinary focus helps students in all grades make connections. For example,

when Lower School students study a particular animal, they learn about its habitat in

science class, study its country of origin in geography, and make papier-maché

representations in art class.

This emphasis on making connections continues in the older grades as well.

Recently, Middle School students read Chasing Vermeer in Language Arts class, which

was complemented by a visual arts unit on portraits. In the Upper School, all seniors are

required to take Senior Seminar, which examines various world cultures from social,

political, economic, and artistic perspectives.

As students progress throughout the grades, they build on the skills they have

acquired. For instance, writing evolves from narrative storytelling in the Lower School,

to expository writing in the Middle School, and to elaborate research papers in the Upper

School. Mathematics, science, modern languages, and all other disciplines follow the same

learning model. Each student gradually and surely achieves ever-evolving levels of

sophistication in a given subject as he or she progresses through the divisions of RCDS.

Science at RCDS is internationally recognized. Students and faculty from the RCDS Science Department have participated in the International Young Physicists Tournaments in Switzerland, Australia, and Slovakia. RCDS also has recently had three students recognized at the national level in the Intel Science Talent Competition and by the National Society for Neurobiology. Students have also participated in the Young Epidemiology Scholars (YES) Competition.

RCDS teachers come from the nation’s best uni-versities, and many have been at the school for decades. They are valued for their energy, humor, knowledge, and the gift all great teachers have: the ability to connect with each student.

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All three divisions of RCDS operate on a six-day cycle rather than a five-day week. This system of class rotation gives students more time to pursue elective courses, meet with teachers, and connect with friends.

Approximately 79 percent of RCDS teachers have advanced degrees, including a number of PhDs.

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From wireless classrooms to athletic facilities to music practice

rooms, the campus is designed to enhance the student experience

by providing a full range of facilities for academic, athletic, artistic,

musical, and theatrical pursuits. The RCDS campus and its buildings

reflect the mission of the school: to foster student development in an

invigorating and supportive environment.

Scott A. Nelson Athletic Center. The 45,000- square-foot Athletic Center is more than a sports venue, it is central to daily life. Students attend academic classes here in rooms with windows overlooking courts and playing fields. The Athletic Center houses four international-size squash courts, two full-size basketball courts with bleachers, a large multipurpose room, new locker rooms, and a state-of-the-art fitness center and weight-training room. Ice hockey and skating take place in the adjoining LaGrange Field House, which also converts into four tennis courts.

On-Campus Technology. To prepare students for a technological society, RCDS integrates comput-ers into daily life. A fully dedicated IT department maintains a wireless campus of approximately 200 networked computers and more than 500 laptops. Use of laptops is required starting at Grade 7. Computer instruction begins in Kindergarten. RCDS supports a dual platform —PC and Macintosh—and students learn how to be responsible computer users.

Rye Country Day School is centrally located and draws its students from over 35 surrounding school dis-tricts. Every community on this map is within approximately 20 miles of the school, and the Metro-North train sta-tion (New Haven Line) is a short, 5-minute walk from campus.

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134

684

95

287

87

New Canaan

Darien

GreenwichPurchase�

White Plains�

Armonk

Bedford

Katonah

Ossining

Briarcliff Manor

HarrisonScarsdale

Mamaroneck

L o n g I s l a n d S o u n d

Hud

son

Ri v

e r

Larchmont

Pelham

Bronx�

YonkersBronxville

Mount Vernon

Rye BrookPort Chester

Rye Country Day School

Stamford

Norwalk

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The Klingenstein Library. The library staff works individually with students to help them become information-literate and to think critically through reading and research. Parents are welcome to check out books from either the Upper School or Lower School branch. Collections include about 30,000 volumes, approximately 1,000 videos, and 80 hard-copy periodicals, as well as an extensive list of online databases and e-books. Materials in French, Spanish, Mandarin Chinese, and Latin are also available.

RCDS Playing Fields. RCDS playing fields are made of high-quality artificial turf for safe, all-weather playability. Here, RCDS hosts soccer, football, field hockey, lacrosse, softball, and baseball games. Spring and fall weekends attract RCDS families and visitors of all ages to the fields.

The Edward B. Dunn Performing Arts Center. The PAC houses a 400-seat theater, instrumental and choral rehearsal rooms, a dance studio, five music practice studios, and instrument storage space. It has full staging capabilities and provides a space for exciting RCDS events such as plays, concerts, guest speakers, and the traditional Student/Faculty Musical.

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The Lower School carefully preserves the joys of childhood while challenging children in age-appropriate ways. Teachers find the spark that will ignite each child’s curiosity and sense of achievement. From Pre-K through Grade 4, active learning connects personal experiences to the larger world. Children ask how things work; teachers ask, “How did you solve that problem?” Faculty and staff recognize that children develop at different rates and possess personal learning styles. Students move along the continuum of learning with new concepts introduced at an appropriate pace. An integrated curriculum includes math, social studies, science, reading, writing, languages, art, music, physical education, library, and computer classes. This foundation prepares them for the critical and independent thinking they will need to be successful as older students.

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Sylvia Walsh, Lower School Principal/Former Teacher of Grades 1 and 3 Learning is instinctive for children. They love to learn! In the Lower School, we take pride in the joyful environment we create. We know that children who are happy socially and emotionally are more available for learning. Therefore, we approach each child’s education from a holistic perspective. We believe that the process is as important as the product. Our small class size allows for active learning, and our teachers work collaboratively to integrate curricular areas, thus deepening student understanding and engagement. When children are engaged in their learning, everyone wins.

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School

Character building in the Lower School focuses on developing increased independence, respon-sibility for self-care, and personal responsibility in relation to others.

“I liked the friends I made in the Lower School ... and the teachers were really nice ... and the learning was so fun!”

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Lower School student

When boys and girls learn together, they develop the ability to have successful relationships with both genders. The coeduca-tional classroom fosters a spirit of cooperation, an understanding of others, exposure to different ways of thinking and feeling, and a well-balanced view of the world. Coeducation gives students a realistic experience of the world and the confidence to live and work in the larger community of men and women.

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Students learn to balance personal needs with

those of the community and to build caring,

positive relationships that enable them to

become better learners. As children mature

as students, they develop self-awareness, self-

esteem, empathy, independence, and a sense

of what it means to be a responsible citizen.

In bright, sunny classrooms, teachers nurture

the social, emotional, cognitive, and physical

development of each student.

Every morning Lower School teachers greet each student with a formal handshake and a smile. This is just one example of the Lower School’s emphasis on building positive social skills and respectful relationships through the Responsive Classroom approach.

Things To Learn in Lower School

How to:Respect others.Use the Internet responsibly.Read a book in French.Write a short story.Master the hula hoop.Enjoy field trips.Play basketball.Solve a mystery.Use the library.Draw a polygon.Practice good sportsmanship.

Whitney Turner, Lower School Computer Teacher “Because the teachers in the Lower School are so generous in allowing me to integrate my curriculum with theirs, the students arrive at the lab with a true depth of knowledge. They can then explore innovative ways to utilize technology to help teach others what they have learned along the way.”

The Middle School stimulates and actively supports students’ healthy cognitive, physical, and socioemotional growth. Academic demands gradually increase from Grade Five to Grade Eight as students begin to think critically and reason abstractly, in tandem with their rapidly developing intellectual capabilities. Expository writing assignments become more frequent, and students learn how to craft formal arguments supported by evidence. Mathematics and the sciences become more experimental and theoretical. School comes alive for students through exploration, a stimulating environment, and collaborative group projects and discussions. Grade Seven introduces individual student laptops as an integrated part of learning and a tool for organization. In Middle School, students also have the freedom to explore their passions, their strengths, and their world. They participate in a wide range of activities from sports to theater to community-building activities and trips that develop their multiple intelligences. An exciting electives program, including courses such as robotics, ceramics, digital photography, instrumental and vocal music, digital video, and woodworking, rounds out students’ experiences.

Meredith deChabert, Middle School Principal/Assistant Head of School/Former Director of Diversity and Teacher “In the Middle School, we provide a learning environment for students that is nurturing, supportive, structured, respectful, and fun. Our students are full of energy and enthusiasm, and their laughter fills our hallways. They bring passion to everything they do—whether debating a critical issue in class, performing in the Middle School Musical, or playing on the athletic courts and fields. With the help of dedicated and equally passionate teachers and advisors, our Middle School students are able to successfully navigate their young adolescent years.”

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School

In this time of transition, students question their

roles in the world and discover their own interests

and talents. Teachers balance structure with

sensitivity during this period of student self-discovery.

While teachers demand hard work and have high

expectations of their students, they also spend

time with students to advise them, to offer them

encouragement, and to listen to them. The Middle

School experience cultivates independence in young

adolescents and offers them learning partnerships

with caring and committed adults.

Support for students in every way is an integral

part of the culture of the Middle School. Students

meet with advisors daily in homeroom, in special

advisory periods, and in their classes. Students who

need academic or emotional support can rely on the

Middle School’s own learning specialist or counselor.

A strong nexus of supportive adults ensures that

students develop habits of emotional health, academic

discipline, and mature decision making.

In Grades 5–8, students begin to learn the general principles of physical science and how to use lab equipment safely. Throughout the Middle School science curriculum, they learn to analyze data and conduct measurement and chemistry experiments.

Brian O’Callaghan, Middle School Social Studies Teacher“Every day I look forward to working in the Middle School because the teachers and students are innovative, energetic, and compassionate. It is a pleasure to work with students who are so invested in taking ownership of their education. After giving them the opportunity to explore concepts and critically think about information, they then develop impressive connections between history, their lives, and the global community.”

The Manual Arts Shop is a favorite Middle School locale, where students build catapults and trebuchets, do three-dimensional designs, and build their own battlebots.

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“The individual student—with his or her different interests—is prized here. Students don’t slip through the cracks. They will always be on someone’s radar screen.”

In Lego® Logo, Middle School students create a variety of interactive projects using Lego pieces and a variant of Logo, a software programming language. Sample projects include a functioning greenhouse, dynamometer, remotely controlled wheelchair, and robotic equipment.

Middle School teacher

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The Upper School promotes a keenly developed intellect, a strong sense of responsibility, social aptitude, community awareness, and the ability to strike a healthy balance between school and outside interests. Upper School students have an increased course load, but they also have more latitude in choosing their educational path—whether it is taking an additional language, Advanced Placement courses, or independent study. The Upper School’s culture is challenging but relaxed, with a strong emphasis on independence and personal responsibility. Intensive college admissions preparation starts in junior year, when students meet frequently with college counselors to begin the college admissions process.

Paul Wieman, Upper School Principal/Parent“RCDS students actually like being in school. In fact, when my Upper School students stay after school, I have to remind them to leave at 6 p.m. Students feel challenged, excited, interested, and safe here. They get to pursue their passions to the point of excellence in an environment that encourages them to do that.”

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School

“Upper School is a busy time for kids. They have a heavy course load, lots of friends, and the freedom to explore their passions.”

Upper School students who are new to RCDS are given a warm welcome from faculty, administrators, and students to make their transfer from another school easier. Placement testing and meeting the appropriate grade-level dean ensure an academic schedule that is personalized to fit an individual student’s needs. If there are curriculum gaps, the school makes special arrangements to help fill them. New students take a tour of the facilities, meet with advisors, go on social outings with RCDS students, and enjoy half days on campus. By the time they arrive at RCDS, they are comfortable with their new surroundings.

Upper School grade-level dean

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Upper School students can elect to take such courses as Forensic Science, Economics, Psychology, and The Modern Civil Rights Movement.

Dr. Mary Krasovec, Upper School Physics Teacher“Students often approach physics as something abstract to the point of being esoteric. What I love about teaching is helping them make the connection between strange-looking equations and the world they live in. Those equations become informative, useful tools rather than daunting impediments. That is the beauty of physics; it is the language that reveals the structure of nature.”

Because balance is essential to an RCDS

education, even the busiest Upper School

students take time out to pursue their

passions. From poetry slams to the sailing

team, Upper School life is brimming with

athletic, cultural, and artistic activities.

Students have created more than 40 clubs,

demonstrating their commitment in areas

such as community service and entrepre-

neurship. Traditional events, such as the

annual Wildcat Weekend and the

Student/Faculty Musical, are highlights

of the Upper School experience.

Upper School students value the

morning ritual of “House.” Four mornings

out of the six-day RCDS cycle, faculty

advisors and their students meet to review

the business of the day, such as taking

attendance and making special announce-

ments. This allows students to have frequent

contact with their advisors and to catch up

with friends in a relaxed atmosphere.

Unlike a typical homeroom, a “House” is

comprised of all Upper School grades, so it

connects the younger to the older students.

RCDS is proud of its achievements in college placement. Students

and their families are provided with focused support and guidance

from the school’s two full-time college counselors, who are also the

Grade 12 deans.

Admissions counseling begins in junior year with group meetings and

a self-evaluation process that helps students target the colleges that will

best meet their goals and personal styles. Regular one-on-one meetings

with counselors then begin in the second half of the junior year. In

typical RCDS style, the college counseling office is a comfortable place

where students readily gather with friends, research college materials, and

meet with their counselors.

Parents are integral to the process, and counselors involve them

every step of the way. RCDS offers special programs for families, such

as talks on the role of athletics in the admissions process, or how art

students can create portfolios that support the college process.

The college admissions process is an opportunity for personal growth

and a consideration of the future. Every effort is made to direct students

toward institutions that will challenge them and develop their unique

talents and interests. Ultimately, the RCDS college counseling process

helps students seek out a college experience that is rewarding on both

personal and academic levels.

As advocates for their students, RCDS’s college counselors often visit college campuses to become familiar with their facilities, pro-grams, faculty, and staff.

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Public

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Popular projects include coastline clean-ups, soup kitchens, charity walks, volunteering at the Carver Center and the Port Chester Nursing Centre, and events at the Bronx VA Hospital. On-campus opportunities include SET (Saturday Enrichment and Tutorial), tour guides, and Lower School classroom assistance. Generosity Week involves over 25 student groups every December.

In 2011, Rye Country Day created an Office of Public Purpose as part of a schoolwide initiative to develop an integrated framework for service, outreach, and community engagement. In shifting from a traditional community service model to a public purpose approach, we have continued to foster the generous character of our students while cultivating and sustaining meaningful, mutually beneficial community partnerships and forging stronger curricular connections through an interdisciplinary service learning approach. Through the public purpose model, students still respond to community needs but are encouraged to investigate, plan, act, reflect, and demonstrate their learning through collaborative and innovative responses that make a lasting positive impact on the community. We hope that these experiences will enable students to strengthen their connections to local and global communities while gaining a deeper perspective on their own lives, values, and experiences. At Rye Country Day, students across all divisions engage in diverse, age-appropriate service opportunities, underscoring the School’s mission to prepare students to “contribute meaningfully to society.” Students demonstrate extensive involvement in community service despite not having an hourly service requirement. In the Lower School, second-grade students develop public service announcements through their partnership with Sound Waters, a nonprofit dedicated to protecting the Long Island Sound. Each year, fourth graders donate proceeds from their yearlong class economy project to local organizations, including the Carver Center Food Pantry and Adopt-a-Dog. Middle School students have an ongoing partnership with Our New Way Garden, whose mission is to increase access to healthy organic produce for those who lack access to such foods in their communities. Upper School students run two academic enrichment programs, SET and SCOPE, which serve students in Grades 1–5 from the local community. Students in the Upper School also volunteer with a diverse range of community partners within the local area and beyond, including the Carver Center, Operation Santa, the James J. Peters VA Medical Center, Village Health Works, the Sharing Shelf, and Reaching Out to Haiti.

Since 1869, Rye Country Day School’s motto “Not for self, but for service” has been integral to the culture of the School. The Rye Country Day School philosophy states, “A superior education embraces the concept that to educate is to do more than to teach.” Through service learning, we will provide transformative educational opportunities that prepare our students to be responsible citizens with an ethic of service and empathy for our shared human experience. We believe that meaningful

and mutually beneficial partnerships emanate from a curriculum enhanced by community engagement. Rye Country Day School’s sustained commitment to making a positive impact on the community

and contributing to the common good defines our public purpose.

Public

Purpose

– Public Purpose Mission Statement

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Theater gives students a chance to

channel their natural energy and

discover new talents. Depending

on the grade level, all three

divisions participate in some

form of dramatic activity. Three

fully staged Upper School

productions are performed

every year, including the annual

Student/Faculty Musical.

In the Edward P. Dunn

Performing Arts Center,

faculty teach students both the

technical aspects of stagecraft

and principles of acting and

body language. RCDS students

confidently take on difficult

productions that require acting,

singing, and dancing, such as

Gilbert and Sullivan’s The Pirates

of Penzance. The stage gives

students an opportunity to

demonstrate their dramatic and

musical skills, physical aptitude,

and comic timing,

furthering poise and

self-confidence.

Lower School students enjoy music classes mul-

tiple times a cycle while developing their singing,

movement, listening, composing, and instrumental

skills. Middle School students acquire a taste

of musical performance through choral and

instrumental ensembles. The Upper School offers

both performance and nonperformance courses,

further developing an intellectual understanding

and an emotional connection to music. Students

can study Advanced Placement Music Theory,

gain experience in composing and conducting,

or even take a course in Music Technology.

The arts are woven into the fabric of student life at RCDS, giving students a chance to

shine while having fun in the process. Participation in the arts generates a buzz with a

constant parade of exhibitions, concerts, and plays. Artistic expression invigorates campus

life and allows students to stretch themselves in new and unexpected ways.

In all three divisions, students develop choral skills, beginning with group singing in the Lower School. Students in the Middle and Upper Schools join grade-level courses and audition for select ensembles, such as CubScats, Madrigals, Bel Canto, and WildScats. The Concert Choir has performed all over the world, from Italy to Japan. The Festival Chorus is an annual community event in which students, parents, alumni, and staff combine to perform larger choral works, such as the Mozart Requiem or a celebration of African-American composers.

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The private lesson program offers non-credit instruction from professional vocal and instrumental teachers to students in all three divisions.

Playing an instrument requires hand-eye coordination, a sense of rhythm, a dose

of inspiration, and above all, practice, practice, practice. In the Lower School,

students become familiar with instruments and develop listening, counting, and

rhythmic skills. In Middle School, students improve instrumental skills through

performing ensembles that employ a thoughtful sequence of curriculum. The

Upper School Wind Ensemble performs throughout the year and is devoted to

developing individual and collective pitch, dynamics, phrasing, and tone. The Jazz

Band is open to qualified members of the Wind Ensemble and explores impro-

visation and a variety of jazz styles.

Whether beating on a drum or notating a Bach chorale, RCDS students of all ages enjoy music education. The study of music exercises both sides of the brain, stretching analytical skills and abstract rea-soning while promoting self-expression.

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At RCDS, students are encouraged to explore a broad spectrum of interests. Math lovers dive into Shakespeare. Physics students learn digital animation. Members of the football team take the lead roles in drama productions.

Students begin exploration and

appreciation of the visual arts in

Pre-Kindergarten with the introduction

of color, texture, and spatial

concepts. This continues in the

Middle School with elective choices

such as Studio Art, Ceramics, Digital

Photography, Manual Arts Shop (where

students build operational medieval

catapults), and Three-Dimensional

Design. Upper School students enjoy

choosing from offerings such as

Foundations in Art, Painting, Drawing,

Ceramics, Digital Design, and

Photography. At the most advanced

level, students can pursue Advanced

Placement courses in Studio Art,

Art History, and Photography.

RCDS has extensive visual arts facilities on campus, including a digital photography studio and a traditional darkroom where students can take myriad photography courses. The school has individual fine arts studios for each division, and the Middle School has a separate Manual Arts Shop, as well as a dedicated Ceramics Studio. All three divisions are equipped with kilns for pottery making and sculpture.

RCDS has a 45,000-square-foot

Athletic Center with basketball

and squash courts, locker rooms,

a fitness center, and an athletic

training room. The sports pro-

gram has full-time coaches, as

well as teachers who coach. Both

serve as positive role models,

developing in student athletes a

sense of sportsmanship and love

of the game. In recent years,

RCDS teams have won NYSAIS

State Championships and have

competed in the New England

playoffs. At RCDS, athletics are a

fitting counterpart to academics,

energizing both mind and body. 32

Vigorous academics are in balance

with invigorating athletic activity.

Daily physical education classes or

athletic team practices focus on

sportsmanship and physical

development. In addition to

competitive sports,

physical education includes “life-

time” fitness classes in the Upper

School, such as yoga, kick boxing,

and dance aerobics. In all

grades, RCDS stresses a spirit

of healthy competition on the

playing field that carries over into

the classroom. Students must

adhere to the rules of conduct,

demonstrate teamwork, and

know how to win—or lose—

gracefully.

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Clare McClintock, Class of 2013College attending: Harvard UniversityFavorite subjects: Math and History, but pretty much everything else as well.Sports: Clare was a three-sport athlete, lettering in field hockey, squash, and lacrosse in all twelve of her high school seasons. She also captained all three sports in her senior year.College goal: To make new friends with different backgrounds and interests from my own, as well as to find something I am passionate about and a career path that coincides with that.Aspirations: Perhaps to work in technology or business, but I have not ruled anything out yet.Quote: RCDS was a great environment to learn how to balance demanding academic courses with extracurricular activities. Not only did I receive an excellent education, I was also able to play for competitive sports teams and sing in an incredible choir. RCDS meticulously schedules every detail of the school year so that students can participate in anything and everything they would like to, and I am so grateful for that.

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HistoryRCDS was founded in 1869 by a group of parents who envisioned a school that combined academic excellence with humanistic values, moral responsi-bility, and strength of character within a respectful school community. Today, their philosophy is still reflected in the school’s mission statement, which promises a superb coeducational college preparatory program that values diversity. From its beginning, the school set out to educate the whole child, emphasizing academic excellence, as well as athletics, the arts, and social interaction. RCDS parents continue to be actively involved in the school. The Parent Auxiliary is vital to the community; it communicates frequently with teachers and staff, hosts numerous fundraising events, and supports individual professional development for faculty, as well as a number of special projects. After more than a century, the RCDS phi-losophy remains basically the same. But the school is not frozen in time. Besides being technologically integrated, it has a coed, multicultural, and socio-economically varied culture. The school strives to give students a realistic picture of today’s world so that they can become adept at dealing with people from a variety of backgrounds. Times may change, but respect, empathy, and friendship are universal constants still practiced every day.

Directions FROM THE WEST Take Cross Westchester Expressway (I-287) to Exit 11, Rye. Bear right at the end of the exit ramp onto Boston Post Road (Route 1). Continue past the RCDS playing fields. The entrance to the admissions office is a sharp right through the first opening in the white fence, just after the playing fields and before the first traffic light.

FROM THE SOUTH VIA THE HUTCHINSON RIVER PARKWAY North to Exit 26 (Route 287 East, Port Chester, Rye). Bear left after the first traffic light, and enter Route 287 East. Take 287 East to Exit 11, Rye. Bear right at the end of the exit ramp onto Boston Post Road (Route 1). Continue past the RCDS playing fields. The entrance to the admissions office

is a sharp right through the first opening in the white fence, just after the playing fields and before the first traffic light.

FROM THE SOUTH VIA NEW ENGLAND THRUWAY (I-95) Proceed to Exit 20 (Rye/Route 1 South). At the end of the exit ramp, turn right onto Route 1 (Boston Post Road). Continue to second light; turn right onto Purdy Avenue. Continue to first traffic light. Turn right onto Purchase Street. Continue on Purchase Street to fifth right, Hillside Road. Right on Hillside Road and go up the hill to Boston Post Road. Turn right on Boston Post Road. Proceed about 200 yards, past the RCDS playing fields on the right. The entrance to the admissions office is a sharp right through the first opening in the white fence, just after the playing fields and before the first traffic light.

FROM THE NORTH (CONNECTICUT) Take New England Thruway (I-95) to Exit 21 (marked White Plains, I-287, Port Chester, Rye). Bear right toward Midland Avenue. At the end of the exit ramp, turn left onto Midland Avenue. Continue to the first light and turn right onto Peck Avenue. Continue to the end of Peck Avenue, and turn right onto Boston Post Road (Route 1 North). Turn left at the first light onto Cedar Street. Turn right at the first light onto Purchase Street. Continue on Purchase Street to the fifth road on the right, Hillside Road. Turn right on Hillside Road, and go up the hill to Boston Post Road. Turn right on Boston Post Road. Proceed about 200 yards, past the RCDS playing fields on the right. The entrance to the admissions office is a sharp right through the first opening in the white fence, just after the playing fields and before the first traffic light.

Rye Country Day School seeks diversity in all aspects of school life. Accordingly, in admissions, financial aid and loan programs, extracurricular activities and educational programs, Rye Country Day School does not discriminate on the basis of race, color, religion, sexual orientation, or national and ethnic origin.

Emilie Murphy, Past President of Alumni Association / Alumna / Parent“Each child at RCDS is known and valued for what makes him or her special. The school’s commitment to diversity also reflects this celebration of each student’s uniqueness.”

With over 135 years of graduates, RCDS has more than 2,700 liv-ing alumni who now live across the country and around the globe. These graduates continue to pur-sue the passions and values that they learned as RCDS students. The school is fortunate to have a strong and supportive alumnibody: a significant number of RCDS parents are alumni, and the participation rate in the annual fund is strong compared to the national averages for independent day schools. The school celebrates its alumni at a number of special events, most notably through the Alumni Reunion events during Wildcat Weekend in the fall, the Alumni Hall of Fame, and the Blue and Gold dinner. RCDS has an active alumni executive board,whose president sits on the Board of Trustees. The president alsoawards the RCDS Alumni Prize, the school’s highest student honor, at graduation.

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Table of ContentsConnectCommunityAcademicsCampusLower SchoolMiddle SchoolUpper SchoolCollege CounselingCommunity ServiceThe Arts, Music, TheaterAthleticsHistory

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Table of ContentsConnectCommunityAcademicsCampusLower SchoolMiddle SchoolUpper SchoolCollege CounselingPublic PurposeThe Arts, Music, TheaterAthleticsHistory

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Photo Credit: ©Todd~Shapera~Photography. All rights reserved.

Mission Statement


Admissions OfficeRye Country Day School

Cedar StreetRye, New York 10580-2034

Phone: (914) 925-4513Fax: (914) 921-2147

Email: [email protected]

Mission Statement


rye country day school viewbook

Documents

rcds students

college preparatory

robotics engineering

computer science

robotics club

respectful school community

instrumental music

challenging program